From September 10, 2014 to 10.12.2014 I passed teaching practice on the basis of the Municipal Budgetary Preschool Educational Institution "Child Development Center - Kindergarten No. 168", which is located in the Kominternovsky district of Voronezh, st. Kholzunov. The institution in its activities is guided by the Constitution Russian Federation, the legislation of the Russian Federation, the Law of the Russian Federation "On Education", the Model Regulations on preschool educational institution, regulatory legal acts of the Russian Federation, municipal legal acts of local governments and its own Charter.
It operates in a two-story building that meets sanitary and anti-epidemic requirements and fire safety rules, as well as psychological and pedagogical requirements for the improvement of preschool educational institutions, determined by the Ministry of Education of the Russian Federation. Date of foundation of the institution: 02.02.1987. Founder: Administration of the urban district of the city of Voronezh Administration of the MBDOU "CRR - Kindergarten No. 168
Head: Azarova Natalya Aleksandrovna
Deputy Head for UVR: Terekhova Galina Aleksandrovna
Deputy Head of AChR: Bobrovskaya Irina Stanislavovna
Senior educator: Aleshkina Ekaterina Vitalievna
Standard occupancy - 320 people
DOW working hours:
five-day work week;
12-hour stay of children in preschool from 7.00. – 19.00. – 13 groups; days off: Saturday, Sunday, public holidays.
Children's groups are equipped with furniture that meets age standards. IN kindergarten there is a gym equipped with sports equipment that meets the requirements of sanitary standards, a music hall, an office for a psychologist, speech therapist, music directors, an office in English, medical office.
The territory of the kindergarten is landscaped. All walking areas have a beautiful well-groomed appearance. Each group has its own separate area, equipped according to age needs. Much attention is paid to the safety of students and staff. The facility has an automatic fire alarm system. The territory of the garden is fenced.
Head - Azarova Natalya Alexandrovna in her activities is guided by: the creation of an optimal - holistic - pedagogical system, creativity, creativity is welcome, there is an opportunity to participate in competitions, improve pedagogical skill. I would like to note that Natalya Aleksandrovna is a sensitive and responsive leader who cares about each employee as if she were her child. She quickly and flexibly responds to the opinions of the team (five minutes, ped.hours).
I worked as an educator in middle group No. 11. Number of children 28 of them 10 boys and 18 girls. Children with a high and average level of development predominate. We use our educational program, which was developed on the basis of the Federal State educational standard preschool education(Order No. 1155 of the Ministry of Education and Science of October 17, 2013). The purpose of educational educational activities is a holistic, comprehensive development of children. The program ensures the unity of educational, developing and teaching goals and objectives.
Planning is based on age-appropriate forms of work with children, the main of which (and the leading activity) for them is play. Therefore, mastering the content of all educational areas provided in play activities.
During the internship in the group, I implemented educational activities for the development of speech, applications, drawing, the development of elementary mathematical concepts and familiarization with others. In order to conduct educational activities with children, I prepared in advance and conscientiously, for which I drew up outline plans, selected handouts and visual material, looked for nursery rhymes, riddles, etc., made various didactic material.
A modern preschooler often lacks communication with mom and dad, peers, he is lost in the world of voluminous information, he wants to talk more and act together. The kindergarten group is just the place where he realizes his fundamental needs. Therefore, the kindergarten is the second family of the child, in which he lives safely and interestingly. Modern children are happy to go to kindergarten, they love it!
Practical work at the preschool educational institution opened up for me the opportunity to learn all aspects pedagogical activity and significantly expand my understanding of the organization of the educational process, get acquainted with various techniques and methods of developing children. Also, to consolidate theoretical knowledge and practical skills of interaction with children preschool age; to form practical skills in the diagnostic direction of the teacher's work.
Kindergarten is cute, kind, smart, funny, noisy, wonderful children. Everything we do in our kindergarten, we do for them, for them to grow and develop. We try to penetrate into every child's heart, to instill joy, love and kindness in it.
Pre-graduation practice was carried out within the framework of kindergarten No. 41 from 19.04.12 to 02.05.12. Kindergarten No. 41 is a preschool institution with priority development in physical education.
Within the framework of this kindergarten, I underwent educational, educational, pedagogical and industrial practice, so with the schedule and methods of work in this institution already familiar.
Pre-diploma practice is carried out to master the initial professional experience, to test professional readiness future specialist for independent work and for collecting materials for the final qualifying work.
This practice is related to thesis, builds skills research activities and contributes to better development and implementation of the thesis.
A specialist with "Preschool education" should be able to solve problems corresponding to his degree and qualifications:
Participate in practical applied activities. Own basic pedagogical methods and tricks;
Competently set and solve pedagogical problems;
Conduct teaching activities in preschool educational institutions.
In accordance with the acquired knowledge, skills and abilities, a preschool education specialist can carry out professional activities.
This type of practice provides for the generalization and analysis of the experience gained in the process of preparing and writing term papers previous practices, the implementation of acquired knowledge and skills during the study period, as well as preparation for writing graduation qualifying work.
Pre-diploma practice, as the final stage of the main educational program of training in the direction of preparation "Preschool education" has its own goals and objectives.
The objectives of the practice are:
Formation of an individual style in the pedagogical activity of a preschool teacher;
Consolidation and improvement of professional skills and abilities determined comprehensive plan practical training;
Preparation for writing a graduation thesis.
The objectives of the practice are:
Improving the ability to select and use the most effective forms and methods of educational work with children, taking into account variable programs and technologies;
Formation of skills to rationally use the methodological and material base preschool institution;
Improving the skills to work with parents;
Application of a creative approach to the choice of different forms of work planning educational and educational work with children;
The use of psychological and pedagogical knowledge in the study of individual children and the team as a whole.
Development of scenarios for theatrical performances aimed at the aesthetic education of preschool children.
During the internship, the work was built according to the long-term plan, approved by the senior educator and head of the MBDOU d / s No. 41. The direct basis for planning was the program "Childhood", according to which this MBDOU works. Based on a long-term plan that reflected all types learning activities, the prospect of developing cultural and hygienic skills, role-playing games, work activities and work with parents, compiled a calendar-thematic plan, in which she described in detail all types of activities of children and work with them. Long-term and calendar-thematic planning allowed me to properly build work with children, see the prospects for the development of children and competently distribute activities without missing anything in my work. For setting goals and objectives in the long-term and calendar-thematic terms, in addition to the "Program" I used study guides by private methods, children's literary and artistic works, I was also helped by materials collected in methodical office institutions. For more fruitful work, I collected card indexes of observations, outdoor and didactic games, physical minutes. Riddles, poems, proverbs and sayings were also selected, which helped a lot in carrying out various regime moments and organizing classes.
In the first half of the day in the morning time great attention was given to creating a positive mood in the group through dialogues with children, various word games, such as "Call affectionately", "Hello, friend!" and others. didactic games in order to develop in children the mental processes of attention, thinking, etc., individual work was also carried out with children in all types of children's activities. It was also planned to have independent play activities for children in play corners, where children learned to distribute roles among themselves, agree on the implementation of game rules, and also learned to choose their own business according to their interests, at will. I set myself the task of attracting uncommunicative children to games with peers, for which I myself took on various roles, played games with children, used the artistic word and other methods and techniques to influence children. Morning exercises were carried out daily with the children. The children enjoyed participating in all of the above activities. During the morning reception of the children, she did not experience any particular difficulties, but I would like to note that the parents did not always bring the children to the garden on time, which made it difficult to plan individual work in the morning period of time. In general, the planned work for this period of time was completed.
During the internship in the group, I implemented educational activities for the development of speech, applications, drawing, the development of elementary mathematical concepts and familiarization with others.
In order to conduct educational activities with children, I prepared in advance and conscientiously, for which I drew up outline plans, selected visual and Handout, looked for and taught poems, nursery rhymes, etc., produced various didactic material. Walks were carried out in the allotted day and evening. During the walk with the children outdoor games were held, observations were made. Observations of animate and inanimate nature helped to form children's ideas about objects and natural phenomena, helped to establish cause-and-effect relationships in nature, instill in children a love for the environment, develop memory, thinking, and imagination.
Outdoor games during the walk were carried out according to the plan, including games of low and high mobility. In outdoor games, the most favorable conditions were created for the development of physical qualities: dexterity, speed, strength, endurance. Also, during the games, the children practiced counting, orientation in space, and learned to interact with each other.
Individual work with children on a walk was carried out in order to increase motor activity sedentary children, repetition and consolidation of previously acquired knowledge and skills in physical education, speech development, mathematics, ecology, fine arts.
Also during the walk, work was planned and carried out on the labor education of children. I tried to diversify the work of labor education, which made it possible to involve all children in the performance of labor assignments, to systematically and systematically include children in joint work with the educator and individual work.
In the afternoon, I paid much attention to the development of role-playing games and theatrical games. My task was to develop the ability of children to choose a role for themselves, to perform several interconnected actions in the game, and also to teach children to interact with each other in the game.
During the theatrical games:
expand and deepen children's knowledge of the world around them;
develop mental processes: attention, memory, perception, imagination;
mental operations are stimulated;
there is a development of various analyzers: visual, auditory, motor speech;
vocabulary, grammatical structure of speech, sound pronunciation, coherent speech skills, melodic-intonation side of speech, tempo, expressiveness of speech are activated and improved;
motor skills, coordination, smoothness, switchability, purposefulness of movements are improved;
develops the emotional-volitional sphere;
Behavior modification
a sense of collectivism, responsibility for each other develops, the experience of moral behavior is formed;
development of creative, search activity, independence is stimulated;
participation in theatrical games gives children joy, arouses active interest, captivates them.
Stages of the performance
1. Choice of a play or dramatization, reading, discussion.
2. Division into episodes and retelling them by children.
3. Work on episodes in the form of sketches with improvised text.
4. Search for a musical and plastic solution for individual studies, staging dances, songs, creating sketches of scenery and costumes with children and parents.
5. Transition to the text of the play: work on episodes (expressiveness of speech, authenticity of behavior in stage conditions).
6. Rehearsal of individual paintings in different compositions with details of scenery and props (possibly conditional), with musical accompaniment.
7. Rehearsal of the entire play with costumes, props, scenery. Specifying the tempo of the performance.
8. Premiere of the play. Discussion with children, viewers.
9. Rerun of the performance. Preparation of an exhibition of children's drawings based on the performance, as well as a stand or an album with photographs.
In addition, according to the plan of the final qualifying work, I diagnosed the level of aesthetic education of children of senior preschool age and used the data obtained to organize the educational process. Then I staged and played performances (Appendices 1-4). In the process of creating a theatrical performance, children learn to express feelings and thoughts in an artistic form and, thereby, liberate their personality. Using the entire richest arsenal of theatrical means, they also receive purely playful pleasure, which allows them to deeply consolidate their skills.
Throughout the day, during all regime moments, I worked on the development and improvement of cultural and hygienic skills, both individually and with a group of children. To do this, I used an artistic word, a reminder, explanations, a personal example and encouragement.
During the internship, much attention was paid to the development of labor skills and abilities in children. Throughout the day: on a walk, in preparation for classes, when working in a corner of nature, she systematically included children in the performance of labor activities both individually and as a whole group with the help of instructions and requests. Children were happy to join in the work together with the teacher and other children. By the end of the internship, it was possible to solve the tasks set in the long-term plan, the children performed various tasks with pleasure, tried to help adults in everything, and strove to perform labor actions with high quality.
Work with parents was carried out according to the plan: sliding folders were arranged, health corners were replenished, a number of parent meetings in different groups.
In the process of work were used:
1. Visual methods: observations, showing illustrations and paintings, showing an image;
2. Verbal methods: explanation, story, reading works of art, explanation;
3. Game methods: didactic games, playing out fairy tales, outdoor games.
When organizing classes, game techniques (surprise moments), questions for children, showing a sample with an examination, explanation, and help were used.
Taking into account the results of the work done, I made the following recommendations to educators and narrow specialists of MBDOU d / s No. 41:
1. Create conditions for creative activity children. Encourage performing creativity in theatrical activities, develop the ability to freely and liberatedly hold on during a performance, encourage improvisation by means of facial expressions, expressive movements and intonation.
2. Ensure the relationship of theatrical activities with other types of children's activities in a single pedagogical process.
Annex 1
Scenario of the play "Rainbow"
Calm music sounds, birds chirp.
INTRODUCTION
I underwent an educational and familiarization practice on the basis of the Municipal Preschool Educational Institution Kindergarten No. 26 "Dobrynushka", located at the address: Bryansk, st. Romashina, 36; under the guidance of a teacher-psychologist - Kiryushina Galina Vladimirovna, a psychologist of the third category.
The purpose of passing the educational and familiarization practice: get acquainted with the work of a psychologist, learn to observe, understand and analyze the activities of a teacher-psychologist of a preschool educational institution.
The objectives of the educational practice are as follows:
1. Familiarization with the system of building the work of a teacher-psychologist in a preschool educational institution: goals, objectives and main directions, forms and methods of work;
2. Mastering professional ethics;
3. Acquaintance with the specifics of the work of a psychologist in a preschool educational institution;
4. Analysis of the professional position of the psychologist, worldview, style of behavior;
5. Familiarization with the requirements for the organization of the workplace (office) of a psychologist, the requirements for maintaining documentation;
6. The implementation of passive participation in the procedure of psychological diagnostics: the formation of skills to observe and record the progress of diagnostic work, analyze the data obtained, the psychological conclusion, plan further psychological work;
7. The implementation of passive participation in the procedure of psychological correction (developmental work): the formation of skills to observe and record the progress of correctional work, analyze the results, plan further psychological work;
8. The implementation of passive participation in the procedure of psychological adaptation (developmental work): the formation of skills to observe and record the progress of adaptation work, analyze the results, plan further psychological work.
Stages of educational practice:
During the period of internship from November 23, 2009 to December 13, 2009, under the guidance of a practical psychologist, I carried out:
1. Acquaintance with the psychologist's office: equipment, work areas and features of their use;
2. Acquaintance with the methodological literature of the teacher-psychologist of the preschool educational institution;
3. Acquaintance with the documentation of the psychologist of this institution;
4. Acquaintance with the goals, objectives and main areas of work of a teacher-psychologist and their direct implementation in practical work:
- diagnostic work;
- correctional and developmental work;
- adaptive-developing work;
- advisory work;
- psychological prevention.
5. Acquaintance with the procedure for analyzing the materials of psychological work in the preschool educational institution.
The work of a teacher-psychologist in kindergarten is built in several directions:
1. Methodological work (district methodological associations and the city association of educational psychologists);
2. Work with the teaching staff (educators and administration of the preschool educational institution);
3. Work with kindergarten students;
4. Work with parents of pupils.
WORKS PERFORMED DURING THE TRAINING PRACTICE
November 23, 2009 (Monday)
On the first day of practice, I met the head of kindergarten No. 26, a methodologist and a teacher-psychologist - Kiryushina Galina Vladimirovna, a psychologist of the third category, work experience - 3 years. She showed me her office, located on the second floor of the kindergarten. The psychologist's office is divided into three zones:
- Study area - desks for students, chairs and a board;
Work area - table, chair, computer and cabinets with books and documents;
Relaxation zone - armchairs, flowers, carpet.
I got acquainted with the methodological literature in the office. These are books in the following areas:
- General psychology;
- Social Psychology;
- Psychological processes;
- Methodology;
- Diagnostics;
- Correction;
- Pedagogical psychology;
- Fundamentals of medical psychology;
- Fundamentals of conflictology;
- Age-related psychology;
- Methodological support (textbooks);
- Periodicals on psychology;
- Periodicals for preschool educational institutions.
The psychologist familiarized me with the documentation:
1. Long-term work plan of a teacher-psychologist for the academic year;
2. The work plan of the teacher-psychologist for each month of the academic year separately;
3. Plan of correctional and developmental classes of a teacher-psychologist for children of senior preschool age;
4. Plan of adaptive-developing classes of a teacher-psychologist for young children;
5. A long-term plan for the work of a psychologist with children of senior preschool age to form intellectual readiness for school;
6. Protocols of conversations and observations, results of diagnostic studies;
7. Primary admission cards (admission cards for parents of pupils of preschool educational institutions);
8. Sheet remedial classes(for each child individually);
9. Journal of registration of group forms of a teacher-psychologist (list of groups of preschool educational institutions);
10. Folder of work with parents of pupils (lectures for speaking at parent meetings; description of parent consultations);
11. Folder of work with teachers (lectures for presentations at teachers' councils; description of consultations of educators; workshops for teachers);
12. Psychological information for parents (posted on stands);
13. Analysis of the psychological service for the academic year (conclusions: a description of what has been done during the academic year, what needs to be paid attention to and what needs to be done in the next academic year) (see Annexes).
November 24, 2009 (Tuesday)
I was present at a group diagnostic examination of children in the preparatory group. The study was conducted using the Methods of Express Diagnostics of Intellectual Abilities (MEDIS) (I.S. Averina, E.I. Shcheblanova, E.N. Zadorina) (see Appendixes). The purpose of this survey: to identify the level of development of intellectual abilities of children of 6-7 years of age: erudition (awareness) and vocabulary, logical thinking and mathematical abilities. The test provides good indicative information about the ability to learn in elementary school and about the individual structure of the child's intelligence.
The survey was conducted in the office for children of the preparatory group No. 6. The diagnosis involved 7 children aged 6-7 years. In this preschool group there are children who are not yet 6 years old, they are examined individually by a number of methods specially selected for their age and are not allowed to study using MEDIS.
In a group examination, the experimenter needs the help of an assistant. I was that assistant. We arranged the desks so that none of the subjects looked at the neighbor's notebook, laid out forms with subtests, on the cover of which the surname and name of the child being tested were indicated in advance. Then we seated the children at the right desks. At the beginning of testing, the psychologist drew Special attention children on the method of fixing answers in the test book, as well as on the method of correcting errors. The psychologist showed the children on the blackboard how they should do it. During the training tests, Galina Vladimirovna made sure that the children knew what they needed to do and helped those who needed additional clarification.
During the test, I walked through the rows and made sure that the children worked on the page and in the place where they needed to, and also that they clearly crossed out the ovals with a cross. The psychologist repeated each task and allotted enough time for each task. The total test time for the children was approximately 25 minutes. We then collected the children's forms, thanked them for participating in the study, and went to the psychologist's office to process the test results.
The data turned out to be as follows: 4 children had an average level of development of intellectual abilities (11-13 correctly solved problems), 2 children had high level(more than 13 correctly solved problems) and 1 child has a level of development of intellectual abilities below the average (less than 11 problems solved correctly). The psychologist entered these results into a computer.
November 25, 2009 (Wednesday)
Methodical day.
November 26, 2009 (Thursday)
I attended an adaptive-developing lesson for children of the nursery group No. 3. Theme of the lesson: "Ball". The objectives of this lesson:
1. Group cohesion, development of the ability to interact with peers;
2. Increased emotional tone;
3. Development of a sense of rhythm, coordination of movements;
4. Development of orientation in space;
5. Learning to reflect in speech their location, the location of other children, objects;
6. Development of visual and tactile perception, speech and imagination.
big ball; cloth bag; a small plastic ball and a plastic cube (commensurate in size); yellow, red, green, blue gouache; toothpaste; album sheets with a drawn ball for each child (see Applications).
The lesson was attended by 10 children (4 boys and 6 girls) aged 1.5 to 3 years. Some of the children still speak poorly, indistinctly. But most speak well already.
Classes in this group are held twice a week (Tuesday and Thursday). The psychologist repeats all the topics of the classes with the children two (and some three or four) times. This is done so that children remember the words of nursery rhymes and songs, the rules of games. The psychologist conducts the “Ball” lesson for the second time, so most of the guys are familiar with it.
When Galina Vladimirovna and I entered the nursery, the children were very happy to see her. The session went like this:
1. Greeting. The psychologist greeted the guys, and they greeted her.
2. Examining a big ball with children.
3. Drawing a circle with your hands in the air.
4. Learning the poem by S. Marshak “My cheerful sonorous ball” with rhythmic slapping on the ball with your hands (first with the right, then with the left).
5. "Turning" children into balls with the consolidation of knowledge about color.
6. The mobile game "My cheerful sonorous ball" with the bodily embrace of children among themselves and with a psychologist.
7. The mobile game "Hide and seek for balls" with the expansion of vocabulary and orientation in space. The psychologist repeated this game three times.
8. Didactic ball game "Hide and Seek" with learning to reflect the location of the ball in speech.
9. Educational game "Ball in a bag" (for the development of perception, speech and imagination) with the consolidation of knowledge about the shape of the object.
10. Finger painting stripes on the ball. Before starting classes, the psychologist mixed gouache with toothpaste, resulting in finger paint. She seated the children at their desks, gave them sheets with the image of a ball (the name of the child was signed on each sheet) and invited them to choose the paint of their choice (yellow, red, green or blue). She then helped each child to color a white strip along the ball drawn on the paper.
11.Reflection of the lesson. The psychologist sat the children in one row on the chairs, stood opposite and began to conduct a conversation: “What did you like to do the most?”, “What did you learn new, interesting?”.
12. Farewell. The psychologist told the children: “Our lesson is over. Let's say thank you to each other for a fun game. Goodbye".
The session lasted approximately 20 minutes. I sat on a chair near the window and watched. Of course, my presence distracted the children: they looked at me, some even approached me, asked questions or told me something.
After the lesson, the psychologist noted those present in the register of group forms.
November 27, 2009 (Friday)
I was present at the individual diagnostics of a child of senior preschool age. The psychologist brought the boy from the preparatory group No. 6 to her office. She offered him to sit in any chair he wanted. It was noticeable that the child was not in the mood. Galina Vladimirovna asked him why he was sad. The boy said that today is the first day after his illness he came to the garden and misses home. The psychologist asked if he wanted to work with her. The boy shook his head negatively. Galina Vladimirovna said: “Good. Next time. Then let's go to the group, ”and led the child back.
She returned 5 minutes later with another boy from the same group. Everything was in order with his mood, and he agreed to perform several tasks. First, the psychologist-teacher sat opposite the child and began to talk with him at ease. She asked if he liked going to kindergarten, who he was friends with in the kindergarten, if he liked the teachers, what classes were held in the group today in the morning, what games he played today, etc. The boy turned out to be quite sociable, supported the psychologist's conversation, told her about his friends in the garden.
The age of the boy is 5 years 8 months, so the intellectual abilities of this child cannot be studied using MEDIS. For this purpose, individually selected methods are used:
1. The “Drawing” technique is aimed at identifying the level of imagination. After talking with the subject, Galina Vladimirovna invited him to draw. She gave him a landscape sheet of paper and a box of pencils and asked him to draw whatever he wanted, even if it was something that didn't exist. The boy drew, the psychologist began to ask what exactly was drawn on his sheet. Then she asked him to give her this drawing.
Criteria for evaluating a drawing: 1) Speed of imagination processes; 2) Unusual originality of images; 3) Wealth (variety) of images; 4) Depth and elaboration (detailedness) of images; 5) Impressibility, emotionality of images.
2. Test for the study of visual memory. The psychologist showed the subject 10 pictures and asked him to remember what they depicted. So twice. In the first attempt, the boy named 5 pictures, in the second - 6.
3. Methodology "What is superfluous here?" to determine the level of logical thinking. The psychologist showed the child the forms, where he had to determine what was drawn extra in each line. At the same time, time was kept.
4. Method "Learn the words" to determine the level of auditory memory. For 6 attempts, the subject must memorize as many words as possible by ear.
5. Method "Find differences" to determine the level of concentration and distribution of attention. The child is asked to find 10 differences between two pictures.
6. The "Name the words" technique is aimed at assessing the level of vocabulary. The psychologist said the name of the group (for example, colors or cutlery), and the boy had to name as many words as possible related to this group.
The individual diagnostic study lasted 20 minutes. After the last task, the psychologist thanked the child for the work done and escorted him back to the group.
November 30, 2009 (Monday)
I helped the psychologist to process and interpret the results of an individual diagnostic study of a parent - the mother of one of the pupils of the kindergarten, a 5-year-old girl. Diagnostics was carried out using E. Schaeffer's Parental Attitudes and Reactions Measurement Questionnaire (PARI) and the Parental Relationship Questionnaire (ROI) (see Appendixes).
High on the Parenting Relationship Questionnaire test score the subject received on the “Cooperation” scale (80.93 points), which is interpreted as the social desirability of behavior (see Appendixes). According to the results of PARI, the subject received high scores for the following features: "inciting verbal manifestations, verbalization"; "equalizing relationship between parents and child." These signs indicate optimal emotional contact between parent and child. Also, high scores on the scale "severity, excessive severity", which characterizes excessive emotional distance from the child and on the scale "overcoming resistance, suppression of the will", which indicates excessive concentration on the child. But the average scores on these scales are approximately equal. Also, the subject has a high score on the basis of "dissatisfaction with the role of the mistress of the house." This scale characterizes the attitude to the family role. This indicates the priority of production problems over family ones. It can be assumed that the subject is characterized by dependence on the family and low consistency in the distribution of economic functions (see Appendixes).
December 1, 2009 (Tuesday)
I helped a psychologist in preparation for an adaptive and developmental lesson for children early age(in nursery group No. 3) and was present at this lesson. Theme of the lesson: "A walk in the autumn forest." Lesson objectives:
1. Group cohesion, development of empathy;
2. The development of auditory attention, arbitrariness, the ability to quickly respond to instructions;
3. Reduction of excessive motor activity;
4. Learning to distinguish colors, the ratio of objects by color;
5. Development of spatial representations, the ability to display in speech using prepositions (on, under, in, for, etc.) the location of things;
6. Development of general motor skills;
7. Development of memory, speech and imagination.
Materials needed for the lesson:
painting "Autumn Forest"; toy hedgehog; toys fox, wolf, bear; red, yellow and green maple leaves for each child; red, yellow and green baskets; album sheets with the image of a hedgehog for each child; black gouache; toothpaste (see Applications).
I helped the psychologist find the necessary materials in the preschool educational institutions, draw 15 sheets (because there are 15 children in the group) with the image of a hedgehog and decorate them. While the children were having music lessons, Galina Vladimirovna and I prepared the nursery group room for the lesson: we set up an easel with a picture, hid a toy hedgehog, put colored baskets on one of the desks, stirred gouache with toothpaste, freed up most of the room for outdoor games, put some chairs in a row.
The children came and were very happy with our presence in the room. The session went like this:
1. Greeting.
2. Examining the autumn forest in the picture and naming the main signs of autumn.
3. The mobile game "A walk in the autumn forest" with telling nursery rhymes and showing movements:
"On a flat path, on a flat path
Our legs walked, our legs walked ... "
The teacher-psychologist walked in front, told a nursery rhyme and showed movements, the children followed her in single file and repeated.
4. Didactic game with the hedgehog "Hide and Seek" with learning to reflect the location of things in speech using prepositions. The psychologist offers the children to find a hidden hedgehog. Then he hides it again, the children find it again. Then a third time...
5. Examining a toy hedgehog with learning a poem by B. Zakhoder:
“What are you, hedgehog, so prickly?
- I'm just in case.
Do you know who my neighbors are?
Foxes, wolves and bears!”
6. Explaining to children how a hedgehog defends itself from "its neighbors."
7. Mobile game "Hedgehog defends himself." The psychologist invites children to "be a hedgehog." They become in a circle and expose their backs when the psychologist walks with a fox, a wolf and a bear. The game is repeated 2-3 times.
8. Didactic game "Put the leaves in baskets" with learning the correlation of colors and learning the primary colors of objects. The psychologist gave each child three sheets of paper (red, yellow and green), the children had to arrange them in baskets corresponding in color. Not everyone coped with the task on their own, some psychologist helped to choose the right basket.
9. The game "Song for the hedgehog." Each child was in the role of a hedgehog (sat in the center of the circle), the rest of the children walked around with a teacher-psychologist and sang a song for the hedgehog: “Walking slowly through the forest, suddenly they saw a hedgehog ...”.
10. Drawing needles on a hedgehog with a finger. The psychologist sat the children at their desks, gave them sheets with a painted hedgehog and put a jar of paint. Then she helped each child in turn to draw the hedgehog's needles.
11. Reflection of classes. Galina Vladimirovna seated the children in a row on chairs and had a conversation with them about the past lesson.
12. Farewell. The psychologist told the children: “Our lesson is over. Let's say thank you to each other for a fun game. Do you want the hedgehog to come visit you again?
The lesson lasted 20 minutes, 8 children took part in it. One boy did not want to study, the psychologist did not force him. All this time he stood in the corner and watched. Galina Vladimirovna from time to time invited him to join them, but he refused, although it could be seen that he was interested.
After the lesson, the psychologist noted those present in the register of group forms.
December 2, 2009 (Wednesday)
Methodical day.
December 3, 2009 (Thursday)
I attended an adaptation-development lesson for young children. The lesson was held in the same nursery group No. 3. The theme was repeated: "A walk in the autumn forest." This time there were 8 children in the class. The boy, who refused to participate in the games last time, joined the group today in the middle of the lesson (when the children were looking for a hedgehog, because he saw where the psychologist hid it). My presence of children almost did not bother me, they almost did not pay attention to me. Many children remembered the words of songs and nursery rhymes and willingly helped the psychologist to hum. After the lesson, the psychologist noted those present in the register of group forms.
During the game "The Hedgehog Defends", the fox "bitten" one of the boys (he was not at the last lesson). He got scared and cried. She explained to the child, “that the fox didn’t actually bite him, he’s a hedgehog, she pricked herself on his needles.” The boy still whimpered until the end of the lesson, and then refused to go for a walk with the teachers. Galina Vladimirovna and I reassured the boy, helped him get dressed and escorted him outside.
December 4, 2009 (Friday)
I assisted the psychologist in processing and interpreting the results of an individual diagnostic study of a child (a boy from preparatory group No. 6).
The results turned out to be:
1. Method "Drawing": for each criterion, 2, 1 or 0 points are given. The test subject has a total score of 5 points for 5 criteria, which indicates an average level of imagination.
2. In the test for the study of visual memory, the test score is 5 points. This is the average level.
3. Methodology "What is superfluous here?" - the subject has a high level of development of logical thinking, he made a total mistake.
4. In the "Learn the words" method, the child learned 7 words in 6 attempts. This is estimated at 4-5 points - the average level of auditory memory.
5. In the Find the Differences method, the boy found 7 differences. This indicates an average level of concentration and distribution of attention.
6. In the “Name the words” method, the subject named 21 words for the entire test. This result is estimated at 2-3 points - a low level of vocabulary.
These results are average. The psychologist entered the results of the individual diagnostic examination of the child into a table in the computer.
December 7, 2009 (Monday)
I attended a correctional and developmental lesson for children of senior preschool age, which was conducted by a teacher-psychologist in preparatory group №6.
etc.................
An obligatory component of the module of modern teacher education is the passage of pedagogical practice, at the end of which a reporting document of the established form is drawn up.
Report on practice in kindergarten teacher
Reporting documentation, the preparation of which is a prerequisite for the implementation of the practical block for students, is compiled in accordance with a strict structure. Trainees are encouraged to record all stages of their stay in the preschool educational organization, which helps ensure access to the right amount of data and ensures successful documentation.
To create content report on practice in the preschool educational institution The future educator needs:
- Get acquainted in detail with the functioning of the preschool educational institution: regional and organizational features, material and technical base, human resources, characteristics of the child and parent contingent.
- Update knowledge affecting the scope of legal regulation of pedagogical practice, job responsibilities of educators.
- Study the long-term plan of the preschool educational institution, clarify the official name, contact details for filling out the passport of the preschool institution.
- study age and individual characteristics preschoolers participating in reporting activities.
- Conduct sociometric research psychological picture children from the control group.
- Draw up a plan for the implementation of observations, organizational, practical work, activities to ensure the educational process (updating the subject-developing environment of groups) with .
- In order to avoid the loss of data that contribute to the implementation of a qualitative analysis of one's own professional practice, outline the stages and features of the reporting activities immediately after they are carried out.
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An important stage of the practical complex, which allows you to get to know the children's team better and provide optimal conditions for improving professional skills, is to conduct games, trainings, sets of exercises with pupils aimed at stimulating social activity, establishing a friendly, trusting atmosphere, and developing children's communication skills with peers. , educators.
The structure of the teacher's report on pedagogical practice
| Front page | On the title page, you should indicate the full name, contact details of the preschool educational institution, full name of the head, methodologist, group educators, type of group (junior, middle, senior, preparatory). |
| Content | List of sections and subsections with indication of pages. |
| Introduction | An introduction written in the first person. It is important to indicate the full name of the trainee, the date of implementation, the goals and objectives of the practical education block. |
Characteristics of the preschool educational institution |
Indicate the year of foundation, type of preschool educational organization, features of the material and technical base (number of buildings, technical and personnel equipment, a brief description of priority areas for the functioning of preschool educational institutions, and programs on the basis of which the implementation of the educational complex is carried out). |
| Characteristics of the reporting group | This section should provide brief information about the pupils, which helps to objectively assess the level of professional skills of the trainee, to outline promising areas of self-development. It is important to correlate the expected and actual data characterizing the features age development, as well as assess the psychophysical health of children - the fundamental factors in the choice of pedagogical tactics. |
The study of the specifics of the work of the educator |
The timing of the activities of teachers in a particular age group, indicating regime moments, can be presented in a tabular or descriptive form. It is also important to note the methods of conducting pedagogical practice, implemented by the educator in the course of the implementation of the program minimum and the educational module. |
The study of perspective and calendar plans pedagogical activity in a group |
In the course of the analysis, it is important to note the main characteristics of planning documents: structure, form of compilation, compliance of documentation with established criteria. |
| Establishing contact with pupils | A list aimed at establishing trusting contact with children. Description and methodology of the conducted activities. |
| Analysis of regime moments | It is carried out according to the following parameters: program requirements, group conditions, forms of organization, management techniques. |
| Organization of independent teaching practice | Information about the independently conducted event: purpose, objectives, methodology, features of the event, what difficulties had to be encountered. |
| conclusions | In the final section, one should general characteristics the practice of educators, indicate the points that have attracted increased attention and will be used to replenish the treasury of personal pedagogical experience, as well as recommendations for improving the educational and pedagogical process. |
Report on production practice in preschool educational institution
A feature of the production practical block of students in a preschool educational organization is to ensure the maximum level of student involvement in educational activities. The content of the practice, which should be reflected in the reporting forms, can be divided into three stages:
1. Orientation, during which the trainees are familiarized with the features of the functioning of the preschool educational institution, the material and technical base, staffing, and the psychophysical characteristics of the children's contingent. The result of such activities is the preparation by students of a long-term plan of work in a group for one week - an intermediate certification document, which must be approved by the head of the internship. The content of the long-term plan of activity must correspond to the list of activities carried out by the student.
2. Practical, aimed at solving the problems of acquiring and improving professional skills. During their stay at the preschool educational institution, each student is obliged to develop and conduct five classes that correspond to the main areas of development of children (speech, physical, mathematical, artistic, environmental development). The results of pedagogical interaction with preschoolers will serve as the basis for compiling progress report industrial practice in kindergarten.
The reporting documentation should reflect the following types of activity, demonstrating the trainee's readiness to solve professional and pedagogical problems:
Download the list of classes reflected in the reporting documentation
Download in.docx
3. Analytical, during which the student evaluates his own professional skills, outlines priority areas for self-development, draws up reporting documentation, participates in the preparation pedagogical council on the basis of the preschool educational institution and the final conference at the faculty of the university.
Students who carry out industrial practice in a preschool educational organization are responsible for carrying out pedagogical monitoring of the condition of children and informing educators when alarming symptoms are detected. To a report illustrating the implementation of a practical block teacher training, should include a list teaching materials, developed taking into account the age, psychophysical characteristics of the development of children in the reporting group; a list of visual aids, toys, memos, developed and updated in order to improve the subject-developing environment in the group.
Report on the practice of a psychologist in kindergarten
Basic principles of organization practical activities future psychologists almost do not differ from the system of interaction with trainees who perform the functions of educators. The practical block of teaching students of the psychological and pedagogical faculty may have an educational or industrial focus. Therefore, the requirements for the content of documentation for the reporting period are primarily determined by the length of stay in the preschool educational institution, the goals and objectives set.
Familiarization with the rights and obligations of employees of the psychological and pedagogical support service in kindergarten is carried out in parallel in two directions: the processing of methodological materials and the collection, systematization practical material in order to improve professional skills and develop proposals for improving psychological and pedagogical practice. The results of activities in these areas should be displayed in report on the practice of a student-psychologist in a preschool educational institution, adhering to the standard document structure:
- Title page.
- An introduction with an indication of the goals and objectives of the work in the practical period.
- Brief description of the report on the practice in the preschool educational institution. In this section, you should indicate the facts that allow you to make an objective assessment of the conditions for the activities of a teacher-psychologist in this institution (equipment, data on the number, age, health status of children).
- Data on acquaintance with the documentation regulating the activities of a preschool psychologist.
- The study of the main areas of activity of a psychologist and their methodological support.
- The results of psychodiagnostics of preschool children, indicating the features of the implementation of the selected methods.
- Information about the psycho-corrective activity carried out, the rationale for the chosen methodology.
- Description game exercises conducted with preschoolers.
- Conclusion.
- List of literature, applications.
Conducting psychological and pedagogical activities in preschool has a number of features due to the need for a systematic search for optimal techniques and methods of working with babies, which are characterized by an acute experience of the complexities of the age period, increased anxiety, emotionality, and often hyperactivity. The purpose of compiling reporting documentation is to demonstrate the level of formation of professional skills and readiness to perform the duties of a psychologist, and it is important for trainees not to forget this.
Report on the practice of a speech therapist in kindergarten
Improving professional skills in the speech therapy service of a preschool educational institution has the following features:
- The duration of the meeting, the goals and objectives that should be reflected in the reporting documentation, are announced at the introductory conference at the faculty during the preparatory period.
- During the introductory stage, trainees receive information about the structure of the preschool educational institution, communicate with educators and employees of the speech therapy service. The data obtained (on the admission of children, the rules for organizing remedial classes, job responsibilities) are reflected in report on the practice of a speech therapist in a preschool educational institution. Also, students get acquainted with the conditions, specifics and organization speech therapy work in a preschool educational organization, the content of correctional educational programs, documentation regulating the activities of a speech therapist, equipment of a speech therapy room, composition speech therapy group. Features identified in the course of monitoring the conduct of remedial classes with preschoolers (frontal and individual speech therapy classes) are included in the report to illustrate the level of professional development of the trainee.
- During the diagnostic stage, it is envisaged that the student independently performs psychological and pedagogical diagnostics and speech therapy examination of preschool children with speech pathologies, draws up a long-term plan for the provision of educational correctional services, and draws up speech cards.
- The stage of correctional and educational work is associated with self-training and conducting frontal and individual correctional classes, leisure activities that contribute to the development of speech. The results and features of all implemented classes, activities should also be reflected in the reporting documentation.
Sample report on practice in kindergarten
Reporting documentation is compiled by trainees in accordance with the established structure. The titles of the sections should reflect the stages of practical activity. Sample teacher report on practice in kindergarten can be provided during the orientation conference at the faculty or by the responsible leader.
When preparing a reporting document, the following rules should be followed:
- The text of the documents is printed on one side of a sheet of A4 size white paper.
- For computer typing, the font size is 14 Times New Roman, for headings - 16 Times New Roman, bold. Line spacing - one and a half. Margins are set in the page parameters: top - 2 cm, bottom - 2 cm, left - 3 cm, right - 1.5 cm.
- One line is skipped before and after the document names. Each paragraph is drawn up with a "red line".
- Spelling and punctuation must comply with the accepted rules of Russian grammar.
- Abbreviations are not issued.
- The presentation must be complete, clear, excluding the possibility of subjective or ambiguous interpretation.
RUSSIAN FEDERATION
MINISTRY OF EDUCATION AND SCIENCE
FEDERAL STATE BUDGET EDUCATIONAL
INSTITUTION OF HIGHER PROFESSIONAL EDUCATION
"TYUMEN STATE UNIVERSITY"
BRANCH FSBEI HPE "TYUMEN STATE UNIVERSITY"
in ISHIMA
Department: Theories and methods of primary and preschool education
"Complex-thematic practice in the preschool educational institution"
Performed:
Shuldikova O.A.
4th year student
Faculty of Education,
Teacher Education,
Profile preschool education
Correspondence form of education
Checked:
candidate of pedagogical sciences,
Associate Professor of the Department of TiMNiDO
Grade ________________"____"
2017
Ishim 2017
Basic information
Where is DOU | |
Full and short name (date of creation) | |
Co-founder | |
Location | |
Working mode | 9 o'clock |
Contact numbers of DOW Director Vice president | |
E-mail address | |
Official site |
Preparatory group "Fidgets"
educator:
teacher assistant:
Organization of children's life activities (day routine)
Reception, examination, games, duty, morning exercises | 7-30- 8.30 |
Preparing for breakfast, breakfast | 8.30 - 8.50 |
8.50 - 9.00 |
|
Organized educational activities (with breaks of 10 minutes for rest, games, various types of gymnastics) | 9.00 – 9.30 |
9.40 – 10.10 |
|
10.20 – 10.50 |
|
Preparation for a walk, walk (games, observations, work) | 10.50 - 12.35 |
Return from a walk, play | 12.35 -12.45 |
Dinner preparation, lunch | 12.45 -13.15 |
Sleep preparation, naps | 13.15 -15.00 |
Gradual rise, air, water procedures | 15.00 – 15.25 |
Preparing for afternoon tea | 15.10 – 15.20 |
Games, independent activity | 15.20 – 16.00 |
Reading fiction | 16.00 – 16-10 |
Preparing for a walk, walking, leaving children home | 16.10 – 16.30 |
LIST OF CHILDREN
preparatory group (6-7 years old)
for 2016 - 2017 academic year
Last name, first name children | date birth |
|
Milena M | ||
Vova | ||
Kirill V | ||
Dmitry A. | ||
Ariana M | ||
Olga W. | ||
Mary V. | ||
Vadim K. | ||
Eugene K. |
Characteristic
Per student based on the results of the complex-thematic practice Shuldikova Oksana Anatolyevna, 4th year student, group 533/5, Faculty of Education, branch of Tyumen State University in Ishim, who underwent complex-thematic practice in the kindergarten "Topolek" in the preparatory (6-7) group . Between 17.04.17. - 05/27/17.
During internshipOksana Anatolyevna proved to be literate, mastering the basic didactic principles student . Responsible for work, organizations direct educational activities and individual work always had didactic, visual material available.
During practice Oksana Anatolyevna carried out directly educational activities on various directions child development. The program content of the directly educational activity corresponded to the age of the children, the logic of the educational activity was built in accordance with the requirements.
Oksana Anatolyevna knows how to plan the educational activities of the entire working day, carries out the tasks of education in the process of children's activities, knows how to organize children in various activities, to attract their attention, to intensify mental activity, to arouse interest in it. Oksana Anatolyevna competently carries out individual work with children, prevents negative forms of behavior. Oksana Anatolyevna owns ICT. Oksana Anatolyevna takes into account the peculiarities of the state of health and general development child when planning and conducting various kinds children's activities, clearly knows the norms of health-saving technologies.
Oksana Anatolyevna took part in the creation of a developing object-spatial environment: she designed the art center"I'm drawing" , which complies with the requirements of the Federal State Educational Standards for the creation of a developing object-spatial environment:
Oksana Anatolyevna - sociable, creative student , as part of the interaction with the family, held a consultation-"round table" for parents whose children will go to school.
During internshipOksana Anatolyevna took part in all activities held in the kindergarten, actively interacting with the staff of the educational institution.
Generally theoretical level training student and the quality of his work can be assessed as excellent.
The characteristic was made by: senior educator: ________
Evaluation of the student's activity Shuldikova O.A. during the complex-thematic practice in the preschool educational institution.
Criteria for evaluation | Grade |
|
Socio-psychological readiness for pedagogical activity (the ability to establish contact with children, parents, colleagues) | Great |
|
Establishing personal-confidential contact with the parents of pupils | Great |
|
The ability to manage the play activities of children, using direct and indirect methods | Fine |
|
Organization and management of the labor activity of children | Great |
|
Organization of work on physical education of children | Great |
|
Organization and conduct of regime processes with children | Great |
|
Organization of work on the development of children's fine arts | Great |
|
Records management | Great |
|
Labor discipline | Great |
|
final grade | Great |
|
Head of educational institution
senior teacher
AGREED:
Senior teacher:
Head of educational institution
____________
Self-assessment sheet of complex-thematic practice in the preschool educational institution of the traineeShuldikovoy Oksana Anatolyevna
The assessment uses the following scale:
- points - did not master the skill;
- score - mastered to a minimum degree;
- points - in the middle degree;
- points - to a high degree.
In the appropriate column, put down a score that determines the degree of mastery of the following skills
List of skills | Skill level before practice | Skill level at the end of practice |
||
Self-esteem ka | Prep score | Self-esteem | Prep score |
|
Design-predictive skills |
||||
1. The ability to predict: the development and education of the child's personality, the results of certain pedagogical influences, possible difficulties in the implementation of the educational process. 2. The ability to set goals and formulate the tasks of pedagogical activity with children. 3. Ability to plan work with children with parents | ||||
Organizational skills |
||||
1. The ability to organize children in various activities: in the game, in work, in the classroom. 2. The ability to organize some forms of work with parents. | ||||
Methodical skills |
||||
1. Possession of methods and techniques of working with children: On the development of speech; on environmental education; on physical culture; On the development of mathematical concepts; On the development of artistic abilities; For the development of gaming activities: On the implementation of labor education. 2. The ability to carry out an individual approach to children. 3. The ability to create conditions for the full development, education and training of preschoolers. 4. The ability to activate the cognitive activity of children. 5. The ability to develop the creative abilities of children. 6. The ability to develop summaries of various types of children's activities. | ||||
Diagnostic skills |
||||
1. Ability to study: the personality of the child; The team of children; Children's activities. 2. Ability to analyze: Children's activity products; Equipment of the pedagogical process; Own activity. 3. Possession of diagnostics to determine the level: physical development; mental development; moral development; aesthetic development. 4. The ability to draw up a psychological and pedagogical description of the child. 5. Possession of pedagogical reflection. | ||||
Defensive Skills (Provides protection of life, health and mental well-being children) |
||||
1. The ability to create favorable conditions for a healthy lifestyle. 2. The ability to create a sense of security for each child. 3. The ability to create a positive emotional climate in the children's team. 4. Ability to carry out hardening procedures. 5. The ability to monitor the motor mode and physical activity of children. 6. Ability to guard nervous system, vision, hearing and other organs of the child. 7. Ability to provide first aid. | ||||
Communication skills |
||||
1. The ability to purposefully organize communication with children, colleagues, parents and manage it. 2. Ability to regulate, rebuild in a timely and reasonable manner (taking into account the response) relationships: with children, with parents. 3. The ability to publicly speak to the team, parents. 4. Possession of pedagogical tact. 5. The ability to create an atmosphere of cooperation, complicity, co-creation, joyfulness, to inspire children with confidence in success. 6. Ability to resolve conflict situations in the children's group. 7. The ability of non-verbal communication with children. 8. Ability to manage your mood and behavior. 9. The ability to clearly and convincingly express their thoughts. 10. the ability to simulate communication with children, with parents 11. The ability to understand the internal psychological position of the child. 12. Own a democratic style of behavior. | ||||
Research Skills |
||||
1. The ability to set goals, objectives and develop an appropriate plan for the educational process based on the identified psychological characteristics children and their level of knowledge and skills. 2. The ability to draw up a personalized plan for development, training, education. 3. Possession of research methods in professional activities: observation, questioning, interviewing, experiment, processing and generalization of results. | ||||
Corrective skill |
||||
Leadership corrective work with kids: On sound pronunciation and development of speech; On physical development; On moral education; On mental education; In the field of communication; On the assimilation of program educational material. 2. The ability to conduct corrective work with parents. | ||||
Applied Skills |
||||
1. The ability to produce didactic materials. 2. The ability to make games and toys, attributes for games. 3. Ability to arrange exhibitions, screens, etc. 4. The ability to aesthetically and pedagogically competently design the premises and site of a preschool institution. | ||||
Assistance Report DO.
1.Preparation of children in the participation of the holiday "Victory Day" in the Palace of Culture
2.Organization of parents and children in holding a rally.
3. Making postcards "Gift to a veteran"
4. Making a layout "Victory Day"
5 .I developed a Graduation Scenario in the preparatory group of the preschool educational institution. Star area. Issue 2017.
Description: The scenario of the holiday "Square of Stars" will be of interest to music directors and kindergarten teachers, parents of graduates. The roles of "Leaders" are played by adults, all other roles are played by graduate children (they demonstrate their talents and artistic abilities). The "fireworks", falling tinsel on the "graduate stars" look especially festive and solemn.
Target: Continue to create an emotionally positive atmosphere of cooperation between the kindergarten and the family.
Tasks: To bring joy to others, from his performance.
Unleash the creativity of children.
Raise a sense of gratitude to the kindergarten staff for their care.
6.Decoration of the stand "Calendar of Nature" on the site senior group Kindergarten "Topolek"
7. Making a "Ring Thrower" from improvised material
I had a purpose : to engage children in creative useful work. The end result made us all very happy: it turned out to be a great toy that can be used in team games children different ages as well as their parents. Our children played with enthusiasm, throwing rings on the beak of a duck, competing with each other, while training dexterity.
8. Selection of games for the development of speech "Card file" with goals and a description of the game.
AGREED
Senior teacher:
___________
Head of educational institution
___________
Report on the passage of a complex-thematic practice in a preschool educational institution
(17.04.17. – 27.05.17)
I, Shuldikova Oksana Anatolyevna, a 4th year student, group 533/5 of the pedagogical faculty, underwent a complex-thematic practice in the kindergarten "Topolek", a structural unit of the Novozaimskaya secondary school of the combined type. The kindergarten operates under the program "From Birth to School" edited by Veraksa.
The complex-thematic practice was held from April 17, 2017 to May 27, 2017.
The passage of a complex-thematic practice was held under the guidance of a senior educator (.....).
The passage of complex-thematic practice took place in a group of different ages (6-7), which is attended by 25 children.
The purpose of the complex-thematic practice in a preschool educational institution was:
Active organization and conduct of various activities with preschool children
Organization of various types of professional activities
In the process of practice, acquaintance with the preschool educational institution, studying the documentation of the preschool educational institution, groups (passport of the preschool educational institution, passport of the older group,)
The passage of a complex-thematic practice in a preschool educational institution also provided for the implementation of a number of tasks. I completed the tasks, which consisted in studying the daily regimen in the group, observing the conduct of GCD and compiling an analysis of the conduct. Supervision of the joint activities of the educator with the children. I also organized joint activities with children and two classes. I met various forms work with parents, organized and held a "Round table" for parents whose children go to school "Getting ready for school together" .. Helped the teacher in organizing and holding a rally dedicated to May 9th. Participated in the production of postcards "Gift to Veterans". Together with the children we made a layout "Victory Day". Did two classes.
During the course of the complex-thematic practice in a preschool educational institution, I managed to delve into and understand much better the specifics of communication with older children. From the side of the educators, I was provided with any help that I would not have asked them for.
In the process of passing a complex-thematic practice in kindergarten, I managed to consolidate my knowledge gained in theory in practice.
The internship has become a useful and necessary stage of training for me.It was during the practice that I mastered the skill of a systematic approach to pedagogical activity and the skills to ensure the integrity of the pedagogical process. In the process of carrying out pedagogical activity, she developed personal pedagogical abilities and professionally significant personality traits.
I rate my practice as successful.
