Svetlana Valentinovna Varkentin
Workshop for teachers "Educator about personal communication"
Seminar workshop No. 2 "Educator about personal communication"
teacher - psychologist MADOU CRR d / s No. 131
Kaliningrad
Seminar structure.
1. Pre - test (self-reflection).
2. Information part: The problem of psychological health at the present stage; Creation of psychological comfort in kindergarten, its role in the development of the child's personality. Or “How do you react to the actions of children?”; Do you know which child is with you? Literary types of children; The study of the professional consciousness of the teacher - the technique of E. V. Borova and V. M. Slutsky. (Petrovsky V. A. Personal position of the educator); How do children see you? The influence and consequences of this influence on children... The halo effect.
3. Practical tools: diagnostic methods for teachers to assess the psychological climate and emotional well-being of a child in a group of preschoolers; techniques for relieving emotional stress among teachers; natural ways of body regulation and self-regulation; psychological speech settings; semantic situation (metaphors).
4. After - a test (self-reflection). The value of the experience gained.
5. Reflection of the lesson "Free report"
Pre - test, after - test (self-reflection). The value of the experience gained.
1. 4 quadrants of health Elisabeth Kubler - Ross;
2. Objective causes and consequences of psychological discomfort for a child in a kindergarten group;
3. Literary types of children;
4. A child in whom I see a personality;
5. Halo effect (positive, negative);
6. Conditions for the emotional well-being of a child in a kindergarten group.
Semantic situation (metaphors).
In impotence, anger is very strong. Indeed, in a heart weak from love, one cannot assume calmness and firmness. You can't sow one thing and get another. Whatever seed is sown, it will bear fruit. Understand that living beings feel similarly, seeking the pleasant and pushing away the unpleasant. Therefore, what is undesirable for you, do not try to do to others. The world is full of joy for one who looks at everyone without enmity and prejudice. Patience is a virtue of the powerless and an adornment of the strong.
Consequences of psychological discomfort for the child: The appearance of phobias, fears, anxiety, increased aggressiveness;
The transition of psychological experiences into somatic disorders, when a child who has received psychological trauma becomes physically ill (a kind of self-preservation instinct of the body); The manifestation of psychological trauma received in childhood, in a more mature age period in the form of psychological protection - positions of avoidance (isolation, drugs, suicidal tendencies, manifestations of aggressive behavioral reactions (runaways from home, vandalism, etc.)
Objective causes of psychological discomfort in kindergarten groups:
large group size; prolonged absence of a partner; unfavorable family environment.
Literary types of children.
Only in books do they like Tom Sawyers. But in life they are not loved - not in preschool, not at school. /From the confessions of a crying mother/.
Tom Sawyer is a type well known to you. A mobile, active child prone to risky decisions and actions (not necessarily a boy). His risky plans, he must strive to implement. Often he is guided only by his far from complete ideas about what is possible and what is not. Always ready for the experiences of the mysterious and terrible. Appreciates these experiences, perhaps without realizing it. Carlson and Pinocchio adjoin Tom, making up, as it were, one company, each with its own characteristics.
Carlson is always ready to have fun and enjoy. And Pinocchio is simpler than Carlson and Tom, but overly curious. Like Carlson, he is always a leader. Cheerful, resourceful, never lose heart (unlike Tom). Wants to have everything at once.
Cinderella is a child who seeks to help and serve others: children and adults. Often this is done in order to be accepted into the game or allowed to play (at least for a short time) with an attractive toy that belongs to other children. Usually does not cry, does not complain in front of others. Children of this type most often expect an eternally dependent, subordinate position. They are entrusted with the most “non-prestigious” work in the group, but such children are convenient for the teacher and never interfere.
A boy with a finger is usually a small child, the smallest in the group, but very smart, coming up with interesting games, new fun, and is the leader in the group. Loved by children and adults, never disturbs the order in the group, although the Boy-with-a-finger or Thumbelina is forgiven a lot.
Myamlik is a shy, withdrawn child. As a rule, he is not chosen for performances at holidays. It is usually implied that such a child will become frightened, shy, and spoil a well-prepared script. He (she) always lacks a flag, a tambourine, etc., a place on the bench when everyone else has already sat down.
Little Mook is a child whom the children of the group, often in disguise from adults, choose as a victim. They mock, mock at his clothes, hairstyle, face, his words and deeds. This is an unfortunate, downtrodden (sometimes, in the literal sense) child, rejected by everyone, unnoticed by adults. If open persecution does not begin, then teachers, most often, are not aware of the suffering of Little Torment.
Malvina is a beautiful, well-dressed and fashionably dressed child, always distinguished by adults. To be noticed, not like everyone else, such a child is really ready to dye his hair not only blue, but any other color. Knowing about his superiority over other children, usually supported by adults, he is distinguished by supervision. In assignments and instructions imitates adults. In the group very often - the right hand of the educator. On holidays - constant soloing. The habits of the beginning "star".
Shcherbaty - Groza Arbat - a pugnacious child who is afraid of all children. Does not obey the orders of adults, likes to insist on his own. Shows stubbornness. Serves as a negative example for all children in the group.
Princess-Nesmeyana (or Revushka-Korovushka) is a whiny child, very touchy and, as adults often think, capricious. Unlike Cinderella, her crying addresses either a specific person or a whole group. With his crying and "whims" he can bring an adult to "white heat".
What kind of children for the educator is preferable? Using a technique developed by our colleagues
E. V. Borovoy and V. M. Slutsky, to study the professional consciousness of educators, determined that for most educators, “a child like everyone else” is the same as an “ideal child”; and "a child who is different from others" is "a child who annoys me."
Orientation towards the “average” child, towards a certain impersonal standard, determines the real attitude towards children, no matter what humanistic ideas the educator declares in response to the question about the values of education ...
How do children see you?
Experiment. Divide the group into two subgroups. You (the educator) are unexpectedly “summoned” to the head of the kindergarten. You must leave the group for a while and invite one of the children to remain for themselves, in fact, take on the role of educator. In the second subgroup, your partner does the same.
Purpose: to see how children behave, who will become “you” for a while.
When you leave, you say to the child: “You stay for me!” Thus, it is possible to see a specific educator in the "mirror" of children's perception, in the behavior of the children themselves, to compare the results related to two different educators working with the same group of preschoolers.
The halo effect is the dissemination, in conditions of a lack of information about a person, of a general evaluative impression of him on the perception of his actions and personal qualities. When forming and developing the first impression of a person, the “halo effect” can take the form of positive evaluative bias (“positive halo”) and negative evaluative bias (“negative halo”).
Practical toolkit.
Color diagnostics "Houses". (Practical seminars for teachers. / ed. - Compiled by S. V. Terpigorieva)
The purpose of the methodology is to determine the emotional state that reflects the child's attitude to the preschool educational institution. Color diagnostics is carried out individually with each child: during the first month of attending a kindergarten, after three and six months of being in a kindergarten.
Children are invited to game form choose one of the houses different color: blue, green, red, yellow, purple, brown, grey, black.
Instruction: “This is Katya girl (Kolya boy). Katya goes to kindergarten. Choose a kindergarten for Katya.
After choosing a house with a child, a conversation is held:
Katya likes to go to kindergarten?
What will Katya do in kindergarten?
What does Katya like most about d / s?
What does Katya not like about d / s?
During the diagnostics, the indicators are recorded and recorded.
Emotional attitude test.
Material: sheet of paper, colored pencils.
Younger and middle children are given ready-made cards with 5 circles drawn. Older children are invited to draw 5 circles through the cage.
Children are seated one by one at the table. You can choose your own questions.
1. Fill in the first circle with the color of your mood when you go to kindergarten.
2. Fill in the second circle with the color you are in when you are doing math.
3. …. when you play.
4. The fourth circle .... when you go home.
5. Fifth circle when you go to bed.
The test is carried out up to 3 times.
Designation of colors.
Red - excitement, enthusiastic attitude.
Orange - joyful, pleasant.
Yellow - warm, friendly.
Green is calm.
Blue - sad, unsatisfactory.
Purple, brown - alarming.
Black - sadness, despondency.
If one or more activities are constantly painted over in black, then the teacher should immediately pay attention to this. For example, in the classroom: to revise the structure, content, so that the child is interested, and so on for each type of activity.
Techniques for relieving emotional stress in teachers.(psychological shower - a set of exercises that help increase energy potential).
1. Standing, bring the shoulder blades together, smile, wink with the right eye, then with the left, repeat: “I am very proud of myself, I am good for a lot.”
2. Putting his hand on his chest: "I'm smarter than everyone in the world ...".
3. Jumping on the right, then on the left leg, repeat: "I am cheerful and energetic, and things are going great."
4. Rubbing palm on palm, repeat: "I lure good luck, I get richer every day."
5. Standing on tiptoe, close your hands above your head in a ring, repeat: “I am warmed by a ray of sunshine, I deserve the best!”
6. Putting the left palm on the forehead, then the right, repeat: "I solve any problems, love and luck are always with me."
7. Hands on hips. Leaning your torso forward and backward, repeat: “Any situation is within my control. The world is beautiful and I am beautiful!”
8. Hands on the waist, bending to the right - to the left, repeat: "I always keep a calm and a smile, and everyone will help me, and I will help."
9. Having folded our hands in the lock, we take a deep breath: “The universe smiles at me”; deep breath "And everything works out for me."
And the teacher himself. The personality of each participant in this process receives the freedom to form and develop in a comfortable psychological climate. The effectiveness and fruitfulness of communication and joint activities depend on the personal potential, professional and special knowledge and skills, views and beliefs of the teacher.
Purpose of practice: formation in students of a holistic view of the educational complex of a modern preschool institution and the educator as the subject of the educational process in kindergarten.
Practice objectives:
Formation of professional interest in pedagogical activity educator of a preschool institution, the creation of a set of students for the formation of a professional position.
The study of the specifics of the work of a teacher (functions and professional duties of a teacher of a preschool institution).
Stimulating the need for the formation of a culture of pedagogical activity.
Formation of skills to keep records of observations, process, summarize the information obtained during observations, fully and correctly reflect it in the diary of practice.
Development of the need for self-knowledge and self-improvement.
Formation of the skills of observation, analysis and evaluation of the educational process in kindergarten, its compliance with program requirements.
PRACTICE CONTENT
The proposed tasks are aimed at familiarizing students with the following problems of preschool education:
A. The system of public preschool education in Russia. IN. Building a development environment in various types preschool educational institutions.
The educator is the main subject of the educational process of a preschool educational institution.
Educator in the system of pedagogical interaction.
Psychological and pedagogical environment surrounding the child.
TO PRACTICE
Head (head, methodologist) of a preschool educational institution:
Provides conditions for conducting pedagogical practice;
Introduces students to the kindergarten and its staff;
Ensures the distribution of students into groups and the implementation of the practice program;
Selectively analyzes the work of trainees, provides advisory assistance in preparing and conducting educational work with preschoolers;
Participates in final pedagogical council
Educator of a preschool educational institution:
Introduces students to the plans of their work, conducts open classes and other regime moments;
Together with the group leader, he advises students in preparing and completing assignments;
Helps students to establish contact with children and explore relationships in a group of preschoolers;
Attends classes held by students, participates in their discussion and evaluation;
Takes part in the analysis and evaluation of students' work in practice.
The main criteria for evaluating the practice of students:
The quality of completed tasks;
Level and depth of analysis of pedagogical activity;
Attitude to activity (discipline, conscientiousness, responsibility, initiative);
Manifestation of independence in judgments, own position, creativity;
The ability to communicate in the system "student-educator", "student - children", "student-administration", "student - group leader".
Reporting documentation:
Practice diary:
1. Reflection of practice, where students do self-analysis of professional development, indicate the difficulties they have encountered.
2. Analysis of the implementation of practice tasks.
3. Records of children's answers.
Abstracts of entertainment and holidays.
PLAN OF PSYCHOLOGICAL AND PEDAGOGICAL PRACTICE
CORRESPONDENCE STUDENTS
T e m a 1
A. Preschool educational institution
Features of the organization of the pedagogical process
B. Building a developing environment in preschool
educational institutions of various types
Exercise 1
Introduction to preschool:
Purpose: to get acquainted with the features of the educational process preschool institutions to study the features of its functioning.
TO THE TEACHER
Motives are not recognized. Children cannot explain their attitude or are limited to answers like “Because!” As a rule, this is a small number of children, mostly in the middle group.
General undifferentiated assessment. Children are trying to justify, motivate their attitude towards the teacher: “She is good!”, “Because I love, she is good.” Such groups have the largest (in general) number of children. In the older preparatory groups, the number of children who give a general undifferentiated assessment is significantly reduced.
Grade appearance educator: “She is beautiful”, because she is always smart, beautiful”, “She has a beautiful hairstyle”, “I love that she is bright”, etc. More often such assessments can be heard from children of the middle and older groups. Interestingly, students preparatory group note such external features of the beloved teacher, which characterize at the same time moral qualities (“She has kind eyes”).
Evaluation based on the personal relationship of the educator to the child. Such motivation is typical for preschoolers of the older group. (“Because she kisses me”, “She gave me a badge”, “She takes me in her arms and circles me. I love so much”, “Because she does not punish me”, etc.).
Evaluation of the awareness of the educator, his knowledge, skills: “She knows a lot of fairy tales”, “She knows all the cars”, “She knows how to do everything”, “Valentina Ivanovna made such beautiful hats for us!”, “When I don’t understand something, she tells me everything and others too” and etc. This group of motives is typical for older children. preschool age.
Evaluation of activities organized by the educator: “Because she plays with us on a walk”, “We plant onions with her”, “She shows us a puppet show”, “She teaches us to draw”, etc. Such motivations are found in children different groups. However, if in the middle and senior group preschoolers highly appreciated the educator as the organizer of children's games, entertainment, a direct participant in them, then by the end of preschool age the teacher is also interested in the child as an organizer of educational activities (“She teaches us”). This is the specificity of the transitional age, the emerging social and intellectual readiness for school.
Evaluation of the attention of the educator to all children from the position of utilitarian manifestation: (“She feeds us,” etc.) This group is small, the main part of it is made up of children from the older group.
Assessment of the moral qualities of a person: “She is kind”, “She is affectionate”, “She jokes and laughs, she is so cheerful”, “Angry, angry, strict”, “Never gets angry”, etc. These motivations are typical for older preschoolers.
Evaluation of the educator for trust in children and education of independence:
“Gives me duty in the book corner”, “I gave the task to wash the doll’s linen”, “Allows me to turn on the TV”, etc. This group is not numerous, it includes older preschoolers.
We propose to record the conversation in the following way:
| Name child | 1st question | 2nd Question | 3rd Question | 4th Question | motive |
Each student must interview at least 8-10 children.
3. To study the ideas of children about the activities of the educator, conduct a second conversation with the children ( N. Ya. Mikhailenko).
What does an educator do?
Does the teacher play with you?
Why doesn't he play, can't or can't?
Does your teacher talk to you about anything?
Would you like to be an educator?
4. “Draw an image of the educator through the “prism of children's perception”, based on the children's answers about his activities.
Task 7.
The study of the ability of the educator to decentration.
Purpose: to form students' professional interest in research activities .
Methodical recommendations for students
In order for the situation of communication with the child not to be a dead end, a special look at what is happening through the eyes of the child himself is necessary. In this case, they speak of the ability to decenter - the ability to put oneself in the place of another, empathize with him and take into account his point of view ( V. A. Petrovsky).
Determine the ability to decenter with the teacher of your group. To do this, invite the teacher to finish the statements the way, in her opinion, one of the children would have finished (determine who).
I get very sad when...
I get scared when...
I feel ashamed when...
I am proud when...
I get angry when...
I am very surprised. When…
You should first ask the same questions to the child. Comparing the answers, it will be possible to draw a conclusion about the teacher's ability to decenter.
Task 8.
The study of forms of work that contribute to the creation of an environment for the psychological comfort of the child (calendar and ritual holidays, surprise holidays, sports holidays).
Purpose: to teach students to analyze a holiday in kindergarten in terms of solving the following educational tasks:
Formation of the aesthetic taste of the child;
The development of the emotional sphere of children, their emotional attitude to music;
Involvement of preschoolers in national culture and creation of a favorable environment for psychological comfort through the use of national and cultural traditions.
When viewing holidays, pay attention to the following points:
How did the children prepare for the holiday?
The role of the teacher and other employees of the kindergarten in holding the holiday;
The emotional state of children at the holiday;
Conversations, impressions of preschoolers after the holiday.
2. Prepare and spend surprise holidays with your children. For example, the Festival of Soap Bubbles, Balloons, paper snowflakes, Thread (Paper) Dolls, Fluffies, Flying Pigeons, Leaping Frogs, Merry Words.
Come up with new names for surprise holidays.
The educator is a mirror of the spiritual culture of our future!
There are many professions on earth. Among them, the profession of an educator is not quite ordinary. After all, educators are busy preparing, so to speak, our future, they educate those who will replace the current generation tomorrow, they work, so to speak, with “living material”, the deterioration of which is equated to a catastrophe.
An educator is not only a profession, it is a vocation that not every person is marked with, this vocation must be earned, earned with your work, your talent, your desire to constantly change, transform, improve.
A child is a blank slate on which adults can “write down” anything they want. A teacher for a preschooler is the first person after his parents, teaching him the rules of life in society, expanding his horizons, shaping his interaction in human society. He bears a huge responsibility for today's and future life of the pupil, which requires high professionalism and great mental strength from the teacher. Even V.A. Sukhomlinsky said that "the speech culture of a person is a mirror of his spiritual culture." A child - a great observer and imitator - notices any mother's and father's actions, hears all their words, adopts judgments and behavior from them. Unfortunately, the influence of adults is not always beneficial for a growing baby, and contributes to the development harmonious personality with high moral principles. The worst thing is if the parents themselves are a bad role model, but even if they are cultured people and take the upbringing of the baby seriously, one should not forget about the influence that the teachers he meets in life have on him.
The role of the teacher in the upbringing of children cannot be overestimated. Already from kindergarten, the educator is the person who is the guide of the baby to the world around him. Often the teacher and children spend much more time together than children and parents. Whether the teacher and the children find a common language largely depends on how the child will behave in the future. Will he become a self-sufficient person, or, conversely, will he suffer from complexes all his life. Each of us probably remembers his kindergarten teacher, despite the fact that not a single dozen years have passed since then. This once again testifies to how deep our childhood impressions are and how much they influence our future life.
Education is considered by pedagogy as a leading factor, since it is a specially organized system of influence on a growing person in order to transfer the accumulated social experience. The role of the educator is very important here, and in particular his skill and acting skills. The social environment is of paramount importance in the development of the individual: the level of development of production and the nature of social relations determine the nature of the activity and worldview of people.
Genetics - suggests that people have hundreds of different inclinations - from absolute hearing, exceptional visual memory, lightning-fast reaction to rare mathematical and artistic talent. And in this case, acting skills play a huge role. But the inclinations by themselves do not yet provide abilities and high performance. Only in the process of upbringing and education, social life and activity, the assimilation of knowledge and skills in a person, abilities are formed on the basis of inclinations. The inclinations can be realized only when the organism interacts with the surrounding social and natural environment. Acting skills help the educator to catch the attention of children, to win them over.
Every day, living part of their lives in kindergarten, children learn a lot, and perhaps the most important thing is flexibility in communication and peaceful existence among people. In the center of communication with peers is one's own personality, "I" in relation to other "I" in the light of the assessment of others. The personality of the educator is considered as the ultimate truth and is surrounded by a halo of infallibility or a halo of overcontrol. Throughout the preschool age, the teacher with his individual characteristics is a model for the child. Moreover, children take the educator as a moral model, regardless of his emotional attractiveness. The role features of the educator are to some extent idealized by children; from the assessment of external qualities, the child proceeds to the assessment of his activities, and then to the assessment of his moral qualities. The attitude towards the educator is determined by the attitude of the educator towards the children, although basically preschoolers always evaluate the educator positively. Even a better attitude towards a demanding and strict educator was noticed than towards a democratic one. Because, according to children, a good educator is the one who educates.
The educator faces a difficult task - being an adult who develops and educates the child, understand and feel the children's world, combine rigor and kindness, respect for little man and demanding. But children are so different! Some like to live by the rules, with the help of which they feel familiarity with the world of adults, while others, on the contrary, want to do what is impossible - this is how they defend their personality. Therefore, educators need patience and flexibility of thinking in order to individually and accurately apply the knowledge of pedagogy and psychology.
In kindergarten, a child goes through a whole life with its joys, difficulties, relationships, achievements and disappointments. And it depends on the educator whether the door to this life will be ajar for us, whether we will find out, whether we will understand what it consists of. The teacher can become our assistant in making the life of our children in the kindergarten more joyful and successful.
Parents, in turn, should respect a person who is a specialist in the field of raising children and not impose on him a model of interaction between the educator and children.
An educator is a person who combines the features of a psychologist, an artist, a friend, a mentor, etc. The educator for the whole day must reincarnate several times, and the more plausible the master of his craft does, the more tangible the result. The creative potential of the pupil depends on the creative potential of the teacher himself, so you need to pay great attention to the development of creative imagination.
The educator is a creative worker, a master of his craft, an innovator, a leader healthy lifestyle life, which uses the latest methodological developments in its work.
The educator is a patriot of his Motherland. The educator is called upon to be an authority for children and their parents, together with the family to solve the responsible tasks of education. The country trusts them with the most precious thing - its future.
Man has two worlds:
One - who created us,
Another - which we are until the century
We create to the best of our ability.
N. Zabolotsky
Child education -
Difficult job
You have to teach the child
All the foundations of life.
For the child to dress
And versed in art
Know what is bad and what is not
Developed his intellect.
Kindergarten is his world,
The teacher in him is an idol,
Helps the kids
Substituting for Mom's Day.
I. Fulfillment of the research task "Studying the personality of the educator in the mirror of children's perception"
II. Joint work with the educator in the organization of regime processes in the first half of the day.
Target: The study of the personality of the educator in the mirror of children's perception, children's ideas about the activities of the educator, attitudes towards him.
Educational and research assignments:
I. Observing the interaction of children with the caregiver will help you identify the relationship of the child to the adult. As you observe, pay attention to the following points:
Frequency of hits;
Emotional involvement of the child in communication;
The dominant type of behavior in the presence of a teacher.
II. In order to determine the motives of the child's attitude to the teacher, conduct a conversation with the children on the following questions:
Would you like to transfer to another kindergarten?
If the kindergarten closed for repairs, who would you like to go to another kindergarten with?
Which teacher would you take with you? Why?
Would you like to be like a teacher? Why?
Children's answers motivated the famous Belarusian child psychologist E.A. Panko. Conventionally, they were divided into groups, familiarity with which will help you analyze the answers of the children.
Children's responses to the motivations of the attitude towards the educator
1. Motives are not conscious.
Children either do not explain their attitude at all, or they confine themselves to answers like “because”.
2. General undifferentiated assessment.
Children try to motivate their attitude towards the teacher in the following way: "she is good." "because I love her, she's good."
3. Evaluation of the appearance of the educator: "she is beautiful", "because she is always smart, beautiful."
4. Evaluation based on the principle of the personal relationship of the educator to the child:
“because she kisses me”, “because she doesn’t punish me”.
5. Evaluation of the teacher's awareness, his knowledge and skills: "she knows a lot of fairy tales", "she knows how to do everything."
6. Evaluation of the activities organized by the educator: “because she plays parting with us”, “she teaches us to draw”, “shows a puppet show”.
7. Evaluation of the caregiver's attention to all children from a utilitarian position: "she feeds us," etc.
8. Evaluation of the moral qualities of a person: "she is kind", "she is affectionate", "she is so cheerful."
9. Evaluation of the educator for trust in children and the education of independence: “allows me to be on duty”, “allows me to turn on the TV (if it is in the group or something else)”.
Record the conversation as follows:
Each student should interview at least 6-8 children
III. The drawing test "My teacher" will supplement the data obtained on the nature of the relationship of preschoolers to the teacher.
The child is offered a sheet of white paper, 6 colored pencils
(red, blue, yellow, green, brown, black), eraser, the subject of the drawing is reported. The task execution time is not limited. When completing the task, the sequence of drawing, the child's comments, and emotional reactions to the depicted are noted.
After completing the task, find out: “Who is drawn here?”, “What is she (and) doing (s)?”
The child’s reaction to the offer to draw his teacher “speaks” about the attitude towards the teacher, style children's drawing, its composition, the arrangement of figures, the sequence of their image, size, decoration, use of color. The image of a beloved teacher is created with desire, diligence, drawing usually begins with it, it is usually placed in the center, oneself, other people are nearby, the details of the figure and clothing are taken out; various bright colors associated with positive emotions. The image of the teacher on the side, separately from the children, the “wall”, the barrier between the children and them, sketchiness, negligence, incomplete drawing, dark, monotonous colors indicate a negative attitude towards a person, his negative perception.
IV. To study the ideas of children about the activities of the educator, have a conversation with the children (N. Ya. Mikhalenko).
What does an educator do?
Does the teacher play with you?
Why doesn't he play? Doesn't want to or can't?
Does your teacher talk to you about anything?
Would you like to be an educator?
Issues for discussion.
1. "Draw" the image of the educator through the prism of children's perception, based on the children's answers and test results.
2. What are the motives for the child's attitude to the teacher?
3. What are the children's ideas about the activities of the educator? Rate them.
4. With which of the characters do you associate the teacher:
With the playful and slightly frivolous Little Red Riding Hood;
With strict, instructive Malvina;
With the stern and angry Karabas-Barabas;
With a "hen" who takes care of children and does not allow them to take an extra step;
With Sleeping Beauty, indifferent to children; - with Mary Popins, who knows how to captivate and interest children, presenting them everything for the development of their abilities and independence.
Purpose: to stimulate the need to improve the culture of pedagogical activity.
- Make an analysis of the verbal communication of the educator with the children, based on two speech positions: a) the content of communication; b) the culture of speech of the educator in communication.
- Pay attention to the appearance of the teacher and all employees of the kindergarten.
- Pick up proverbs, sayings, songs, jokes to use them in conducting security issues with children of different age groups.
T e m a 3
Educator in the system of pedagogical interaction
Task 6.
The study of the personality of the educator in the "mirror of children's perception".
Purpose: to determine the motives of the attitude of children to the educator and the ideas of children about the activities of the educator.
- When observing the interaction between children and the teacher, pay attention to the following points:
Frequency of hits;
Emotional involvement of the child in communication;
The dominant type of behavior in the presence of a teacher.
2. Have a conversation with the children about the following questions:
Would you like to transfer to another kindergarten?
If the kindergarten closed for repairs, who would you like to go to another kindergarten with?
Which teacher would you take with you? Why?
Would you like to be like a teacher? Why?
These questions make it possible to determine the motives of the child's attitude to the teacher. Children's answers - motivations for attitudes towards the educator E.A. Panko conditionally divided into groups , familiarizing yourself with them will help you analyze the children's responses.
CHILDREN'S ANSWERS - MOTIVATIONS OF ATTITUDE
TO THE TEACHER
Motives are not recognized. Children cannot explain their attitude or are limited to answers like “Because!” As a rule, this is a small number of children, mostly in the middle group.
General undifferentiated assessment. Children are trying to justify, motivate their attitude towards the teacher: “She is good!”, “Because I love, she is good.” Such groups have the largest (in general) number of children. In the older preparatory groups, the number of children who give a general undifferentiated assessment is significantly reduced.
Evaluation of the appearance of the educator:“She is beautiful”, because she is always smart, beautiful”, “She has a beautiful hairstyle”, “I love that she is bright”, etc. More often such assessments can be heard from children of the middle and older groups. It is interesting that the pupils of the preparatory group note such external features of their beloved teacher, which characterize at the same time moral qualities (“She has kind eyes”).
Evaluation based on the personal relationship of the educator to the child. Such motivation is typical for preschoolers of the older group. (“Because she kisses me”, “She gave me a badge”, “She takes me in her arms and circles me. I love so much”, “Because she does not punish me”, etc.).
Evaluation of the awareness of the educator, his knowledge, skills:“She knows a lot of fairy tales”, “She knows all the cars”, “She knows how to do everything”, “Valentina Ivanovna made such beautiful hats for us!”, “When I don’t understand something, she tells me everything and others too” and etc. This group of motives is typical for children of older preschool age.
Evaluation of activities organized by the educator:“Because she plays with us on a walk”, “We plant onions with her”, “She shows us a puppet show”, “She teaches us to draw”, etc. Such motivations are found in children of different groups. However, if in the middle and older groups, preschoolers highly appreciated the teacher as the organizer of children's games, entertainment, a direct participant in them, then by the end of preschool age, the teacher is also interested in the child as the organizer of educational activities (“She teaches us”). This is the specificity of the transitional age, the emerging social and intellectual readiness for school.
Evaluation of the attention of the educator to all children from the position of utilitarian manifestation:(“She feeds us,” etc.) This group is small, the main part of it is made up of children from the older group.
Assessment of the moral qualities of a person:“She is kind”, “She is affectionate”, “She jokes and laughs, she is so cheerful”, “Angry, angry, strict”, “Never gets angry”, etc. These motivations are typical for older preschoolers.
Evaluation of the educator for trust in children and education of independence:“Gives me duty in the book corner”, “I gave the task to wash the doll’s linen”, “Allows me to turn on the TV”, etc. This group is not numerous, it includes older preschoolers.
We propose to record the conversation in the following way:
| Child's name | 1st question | 2nd question | 3rd Question | 4th Question | motive |
Each student must interview at least 8-10 children.
3. To study the ideas of children about the activities of the educator, conduct a second conversation with the children ( N. Ya. Mikhailenko).
What does an educator do?
Does the teacher play with you?
Why doesn't he play, can't or can't?
Does your teacher talk to you about anything?
Would you like to be an educator?
4. “Draw an image of the educator through the “prism of children's perception”, based on the children's answers about his activities.
