home life resources Forms of the report on self-education. Report on self-education (from work experience). Series of training sessions

Forms of the report on self-education. Report on self-education (from work experience). Series of training sessions

Svetlana Kozhikhova

Most of today's young children have a general motor lag, and fingers are not developed, often small children cannot grasp a toy tightly. The consequence of the weak development of general motor skills, and in particular the fingers, follows with early age develop fine motor skills in children. The development of finger motor skills contributes to the formation of speech, and also has a beneficial effect on mental development child.

Therefore, the problem of development fine motor skills relevant and work on the development of fine motor skills must begin with the earliest age. In kindergarten, it is necessary to create conditions for the formation of tactile and fine motor skills through various types of subject-practical activities.

This year, she has outlined in-depth work with children in this direction, working in contact with parents. my goal pedagogical work is to achieve positive dynamics in the development of fine motor skills of children's hands through various activities of children.

To achieve the goal, I set tasks:

1. Development of fine motor skills of fingers, hands, coordination and accuracy of hand movements, hand flexibility, rhythm;

2. Development of imagination, thinking, attention, visual and auditory perception;

3. Enrichment of the subject-developing environment for the development of fine motor skills of hands in children;

4. Increasing the competence of parents in the development of children's speech, fine motor skills using a variety of forms, methods and techniques.

Methods and methods of work, which I use in the process of developing fine motor skills of fingers in children is:

Hand massage (stroke the hedgehog, squeeze and unclench or feel the bag of balls).

finger gymnastics, physical education minutes;

Finger games with verses;

Finger Theatre;

Modeling from plasticine;

- non-traditional drawing techniques: brush, finger, etc. ;

construction: with cubes and bricks, a large builder, work with a Lego constructor;

Labyrinths;

Didactic games;

Lacing;

Games with small objects;

Puzzles, mosaic.

Clothespin games (game layouts "winter", "spring Summer");

Games with pyramids and nesting dolls

Panel Games "Journey to a fairy tale".

Targets set for self-educationat the beginning school year :

1. Study the literature on this topic.

2. To introduce into work with children a variety of forms, methods and techniques for the development of fine motor skills.

3. Make a card file of games for the development of fine motor skills of hands.

4. Design parent stands, write booklets, memos for parents,

5. Compose and conduct a consultation for parents “What is fine motor skills, why should it be developed and how?”.

6. Draw up a plan of work with parents on the development of fine motor skills of fingers in younger children preschool age

7. Draw up a plan for working with children on the development of fine motor skills of fingers in children of primary preschool age.

8. Make game aids and layouts for the development of fine motor skills of the fingers.

To achieve my goals, I used various forms of work. One of the methods of work is finger games. In joint and individual work, finger training is carried out. Efficiency and interest in this activity increases if the exercises are accompanied by reading poems and nursery rhymes. The verses accompanying the exercises help to create a favorable emotional background, thanks to which the child is fond of the game and performs movements with interest, which ensures good finger training. The plot of poems and nursery rhymes develops perseverance, memory, attention, as well as the ability to listen and understand.

I compiled a card file of games for the development of fine and general motor skills: "Finger gymnastics", "Finger Games".

During joint and independent activities of children, I used the finger theater. Playing fairy tales, we thereby develop fingers, their flexibility, which contributes to the development of speech, but also to the development of interest in theatrical games, since fingers are actively involved in them.

The sculpting activity also has great importance to strengthen the hands and develop fine and gross motor skills. Modeling is necessary for the development of sensory and spatial sensations in children, perception. In my modeling work, I used plasticine and modeling dough. By squeezing and unclenching plasticine in the hand and working with it, the child trains his hands and fingers, which leads to favorable consequences for the fine motor skills of the child's fingers.

Also, the children were offered to color blanks or coloring books according to their age, to strengthen the small muscles of the hand, in working out coordination of movement.

Playing every day with Lego designers, large and small builders and constructing numerous and diverse buildings, children develop their fingers, their flexibility and grip of fingers, develop small muscles of fingers, and imagination. Another interesting activity is picking up a puzzle, stringing beads on a cord.

Throughout the year, I carried out work on the development of fine motor skills of fingers with children:daily: finger games, boy gymnastics, finger theater "A fairy tale has come to visit us", clothespin games, lacing games, Lego games, big and small builder games, ball games, bead games, play layout games "Winter", "Summer", games with table and floor mosaics, games with inlay puzzles, games with hedgehogs ( self-massage, drawing and painting colorings and blanks (finger, brush, work with plasticine ( finger self-massage, exercises for squeezing and unclenching fingers).

Working with parents is very important in my line of work, since the knowledge and skills of parents in this area will contribute to the development of fine motor skills of fingers in children at home. To do this, I used visual sliders on topics: "Finger gymnastics", "The development of fine motor skills of the fingers through various activities at home." A consultation for parents was prepared, reflecting topical issues development of fine motor skills of the fingers at home and preschool.

In the future, I will continue to replenish the subject-developing environment with game aids, games that will contribute to the development of fine motor skills of hands, independence, interest in various activities.

The form of the teacher's self-education report is regulated by the school (educational institution) itself. So, depending on the region or territory, the form of a teacher’s self-education report may vary, but basically it has common features. The teacher's report on self-education not only systematizes work for a certain period, but also records achievements, allows you to work on mistakes and make adjustments to classes in creative areas. In today's fast 21st century, this form of work allows you to identify the necessary devices that are needed for the effective assimilation of information by students. I mean interactive whiteboards electronic textbooks, reagents or instruments for natural sciences.

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How to generate a report on the work done on the topic of self-education

A teacher's self-education report is formed upon completion of work on a well-developed topic. The ideal option is 1 academic year. It is possible that this form of control should also be completed at the end of the quarters. How to write this report form if you are given some freedom of action. First of all, follow these guidelines:

Describe the topic you were working on: what you planned (goals, tasks, results) and what was finally done.
Enter events and forms of activity (additional classes, competitions, circles, excursions, open lessons) and the number of students that took part in it.
Describe the results of the work that you have achieved and not achieved. Advantages and disadvantages of these measures.
Plans for the next academic year and the timing of their implementation

Even if you draw up a document according to a given scheme, the above steps will not be radically different. Be attentive and focused during the process.

The structure of the report on the topic of self-education

How to write a teacher's self-education report is a question asked by every school employee. There are two options: your superiors provide you with a pattern that you must follow. You yourself find information on this issue on the Internet. Throughout the territory of the Russian Federation, the form of a report on the topic of self-education, as a rule, can be as follows:

PowerPoint Presentation
Report or abstract
Journal article
Toolkit
Scientific and technical development

Each of these forms has its own disadvantages and advantages. For different categories of teachers, the school management may put forward requirements for the form. The one who accepts the self-education report, usually the principal of the school, can make adjustments to the final result. Naturally, in his report to the higher authorities, he describes the general picture based on the reports of teachers on self-education for the academic year. This contributes to the allocation of money not only for the necessary items for students, but also items for teachers. Thus, teachers of the first category may be required to provide a report in the form of a presentation, report / abstract or in the format of a standard A4 document. As a rule, the report form on the topic of teacher self-education in the format of a standard A4 document should be formatted accordingly:

14 Times New Roman font,
width formatting,
interval 10 pt,
multiplier 1.15

The teacher's self-education progress report can contain photos of students both in the classroom and outside the school. Naturally, according to ethical rules, photos of children should not be transferred to third parties, distributed on the Internet and distributed for commercial purposes. Violation of these rules is subject to administrative and criminal liability.

This form will be used, so to speak, for general use. To teachers of the highest category - an article in a magazine, Toolkit or development. This form also has its own requirements. School management may pay additionally for this form of reporting. An article in a journal, a manual or a development, as a rule, is subject to broad generalization so that other workers in the pedagogical field can use the developments of the teacher.

Teacher report on the topic of self-education: download the form

Sometimes the form provided is narrowed down to only a reporting document in the form of an A4 document. In this case, it is best to print a table with columns: stages, content of activities, deadlines, summing up. Here is the form of the self-education report:

In this example, work is described for 1 year, where the teacher's tasks and debriefing are clearly planned. As you can see, this is a clean version. Let's take a closer look at its steps:

Search and compilation of a list of literature on self-education. This can include literature not only on your profile, but also literature on pedagogy and books on the experience of teachers.
Studying the state of the chosen problem from the standpoint of theory and advanced pedagogical practice. Among the most advanced literature are online resources (magazines, newspapers, and other sources of information): First of September, Pedagogical Council, Pedagogical Periodicals, Teacher, Teacher's Newspaper, Pedagogy of Art.
Designing your own pedagogical search. Here, the teacher creative person, can use his imagination and experience: from planning a lesson to planning long excursions, for example, along the Golden Ring of Russia.
Experimental verification. If, say, a history teacher has developed a discussion lesson, then you can enter it instead of regular lessons. Further, if the children like it, you can enter its plan and conduct it once a week.
Reflection, that is, the presentation of results. This stage is important, first of all, for the leadership of the school.

Another example of a self-education report is a more extended form:

A step to great success through self-education

Self Education Plan Report can be your small step towards big rewards like

honorary title "Honored teacher Russian Federation»
diploma of the Government of the Russian Federation in the field of education
honorary title "People's teacher of the Russian Federation"

etc. “A person is great by work,” says our Russian proverb, which means that a person gains fame and honor only for his work. The love of children, the respect of colleagues, the approval of superiors is possible only thanks to zeal, organization of work and tireless work. Your big plus will be the study of literature in foreign languages and the use of the experience of teachers from other countries. Despite the differences in the educational systems of Russia and countries Western Europe, the exchange of experience is an integral part of the development of the science of pedagogy.

According to the template for a report on work on the topic of self-education, a summary of the work for the parent meeting can also be compiled. On the parent meeting you can call by name the students who distinguished themselves in a particular event. This contributes to the further development of the inclinations of students: creativity, inclinations towards exact subjects, love for nature and natural sciences, etc.

First person self education note

In schools, the form of a note on self-education is common, where the report is submitted in the first person and with a detailed indication of teaching experience and qualifications. Despite the fact that this is a report for the year on the topic of self-education of the educator, it is this type of report on self-education that is typical for teachers of the highest category.

Class and organization of work on self-education

The organization of work on self-education of teachers significantly depends on the class where the teacher works. Teacher Self Education Report elementary school should be based on the development and planning of physical activities both on school grounds and outside it. For example, at school you can do physical education, and outside it, kids need to frolic in the park. The report of the middle school teacher is important because, in addition to the usual lessons, it is necessary to gradually introduce classroom activities, promote team building, and plan creative performances. The report on the plan of self-education of a high school teacher should pursue the goal of vocational guidance of the student, identifying his predispositions to a particular type of activity. One of the most popular ways for this is tests for career guidance, temperament type, and determination of the level of intelligence.

The role of the report on the work on the topic of self-education

Self-analysis of the self-education plan is one of the processes performed only by the teacher on his own initiative. According to the Federal Law, employees of the pedagogical sphere have the right to receive additional vocational education only once every 3 years. However, thanks to individual methodical work teachers - a report on self-education, it is already possible to identify shortcomings in their work. They can be corrected by obtaining consultations with employees of the pedagogical sphere, communication with colleagues or webinars. The self-education reporting form helps to coordinate the work of all educational institution, the distribution of working hours of a psychologist, meetings of children with veterans, the emergence school traditions and holidays. If the teacher was not provided with a sample report on teacher self-education, then this is a signal for verification for the teacher. In this case, they want to monitor a person's ability to pay attention to details, to develop the habit of sitting on painstaking and time-consuming work.

How can a young teacher write a report on self-education?

The teacher's self-education plan is a real headache for young teacher. A person who has just come from a university will not be trusted to teach his subject. As a rule, this is a common procedure, because the director of the school must check the graduate for professional suitability, make sure that he loves his subject and children. Assigning a guide to writing a report, and finding an answer to the question of how to write a report on teacher self-education will test the teacher's stress resistance. Searching for information is one of the golden rules class teacher. Children do not perceive the routine, so it is so important to find new solutions for class hour, travel and events.

Mistakes in teacher self-education report

If the teacher's self-education report is written incorrectly, this can lead to negative consequences. The first time the teacher will be reprimanded, the second time - a reprimand, the third time - dismissal. To avoid this, the teacher is strongly recommended to record all activity with a notepad, in extreme cases - a voice recorder. How to write a report on the topic of self-education so that the authorities do not find fault with it? There are several secrets

First, briefly but essentially prescribe the results and conclusions from the work done. This is a chance not to repeat the mistakes that were made and a quality indicator for the authorities.
Use as many innovations and innovations as possible. Don't be afraid to show your creativity. Children of all ages love creative work. Satisfied children - satisfied parents, and your authority in the eyes of the director.

How to make a teacher self-education report in order to meet the deadline? Do it at home if possible. In peace and quiet, you can focus on this work. The teacher's report on the topic of self-education is not just a paper work, but the front side of the teacher's work.

School report and qualification

A report on the topic of self-education of teachers affects the qualifications of an educational institution. So, if the teacher managed to instill a love for foreign languages, then this, in turn, will bring victories at the Olympiads in this subject. In turn, this may lead to obtaining the status of a gymnasium or a lyceum or a school with in-depth study of foreign languages. Rayono's decision could help raise teachers' salaries.

Municipal budgetary preschool educational institution-Kindergarten No. 1 "Topolek" of the second category with priority implementation of activities in the cognitive and speech direction of children's development

Teacher self-education report

Grigor Irina Anatolyevna

for 2015-2016 academic year

v. Samara

I, Grigor Irina Anatolyevna, work in preparatory group"Rainbow". Education - secondary special.

Pedagogical experience – 29 years.

Work experience in MBDOU – 25 years.

Work experience in the current position – 29 years.

The purpose of my work on self-educationin 2015-2016 there were:

Continue to improve your professional qualifications and pedagogical competence.

In the process of self-education, I solved the following tasks:

Studying the problems of social and personal readiness of children for school in the context of the requirements of the Federal State Educational Standard;

The study of methodological literature;

Studying the technology of personality-oriented interaction of a teacher with children.

Relevance the study of the social and personal readiness of children to study at school is connected with the recent serious transformations: new requirements for educational programs are introduced; ever higher demands are placed on the level of development of children going to the first grade; the structure itself changes educational activities at school.

One of the goals of preparing for school should be the formation of social and personal preparation for school in a preschooler, which is indicated in a number of positions in normative document- Federal State Educational Standard for Preschool Education (FSES DO).

In the process of self-education, I studied the methodological manualWeiner. M. E. Social and personal readiness of children for school in the context of the requirements of the Federal State Educational Standard. - M .: Center for Pedag. image.2015 The manual presents theoretical, methodological and applied aspects of solving problems of effective and quality training children to school in the context of the requirements of the Federal State Educational Standard.

I have also read the following literature:

V. Savchenko “Pedagogical fairy tale as a means of supporting the positive socialization of older preschoolers. GEF".Childhood-Press , 2015 . The book presents the author's pedagogical didactic fairy tales and exemplary notes on the organization of educational situations to familiarize children with fairy tales. The series consists of nine tales, united common theme. Fairy tales are cognitive in nature, corrective and diagnostic orientation.

After studying the methodological literature on this topic, I conducted a monitoring to identify the level of formation of learning motives, to identify the leading motive, using the technique of "Determining the motives of learning in children 6-7 years old" (M. R. Ginzburga).

As a result of monitoring, it was revealed:

8% of children had high level motivation, the predominance of educational motives, the presence of social motives;

9% of children had normal level motivation, the presence of a social motive;

58% of children had a reduced level of motivation, the presence of a positional and game motive of a motive;

25% of children had a low level of motivation, the predominance of game and external motives.

In my work with children, I have contributed to:

Development of positive self-perception: confidence in one's abilities;

The development of a positive attitude of the child towards other people: the upbringing of respect and tolerance regardless of social origin, race and nationality, language, religion, gender, age, personal and behavioral identity ( appearance, physical handicaps);

The development of the child's communicative competence, the ability to recognize emotional experiences and the states of others - joy, grief, fear, bad and good mood and etc.; express their feelings and experiences.

Developing social skills in children: mastering different ways of resolving conflict situations, the ability to negotiate, follow the sequence, establish new contacts.

Created opportunities for introducing children to the values of cooperation with other people, helped to realize the need for people in each other.

She created conditions for the development of a careful, responsible attitude of the child to the environment, the man-made world: take care of animals and plants, feed the birds, keep clean, take care of toys, books, etc.

I worked on the formation of the social and personal readiness of children for school in all types of children's activities,but especially used gaming activity as a leader in preschool age.

She used the potential of various games in the formation of components of the social and personal preparation of children for school:

Games with rules - the child is forced to obey the requirements if he wants to play and does not want to break the game;

Games - competitions - created conditions for independent control over their own behavior and at the same time over the implementation of the rules;

Long joint games with peers had a positive effect on children with impulsive behavior, because in a group of interested activities, their traditional haste, thoughtlessness, haste, the desire to succeed will certainly give way to emerging ideas about the value of collective achievements;

Collective didactic games - formed the skills of collective interaction with peers;

Psychotechnical games - were aimed at weakening the internal aggressive tension of the child, gaining emotional and behavioral stability;

Folk game - children acquire the skills of self-regulation, self-control and arbitrary behavior.

- plot - role-playing, directing games - were an indicator of the level of development of arbitrariness in communication with an adult.

I made an excursion to the school "Getting to know the first class", the children of my group participated in joint activities with the school "Fun Starts".

I also worked with parents.At the parent meeting, attention was paid to the typical mistakes that parents make at the stage of preparing children for school.Guidelines have been developed for parents to prepare their children for schooling. Parents were offered consultations “Is your child ready for school”, “Social and personal readiness of children for school in the context of the requirements of the Federal State Educational Standard”.

At the end of the year, following the results of monitoringidentifying the level of formation of learning motives, identifying the leading motive, using the methodology "Determining learning motives in children 6-7 years old" it was revealed:

40% of children had a high level of motivation, the predominance of educational motives, the presence of social motives;

52% of children had a normal level of motivation, the presence of a social motive;

4% of children had a reduced level of motivation, the presence of a positional and game motive;

4% of children had a low level of motivation, the predominance of game and external motives.

In this way, As a result of the implementation of the work plan for self-education, the children of the group increased the level of motivation, the predominance of educational and social motives.

The final stage of my work on self-education was a speech at a methodological association on the topic “Basic pedagogical technologies in the work of preschool educational institutions and schools as one of the conditions for improving the quality of education "with the participation of teachers of primary MBOU classes Samara secondary school №1.

I have studiedtechnology of personality-oriented interaction of a teacher with children

On this topic of self-education, I studied the following literature:

E.V. Maheeva " Modern technologies preschool education". Publishing house "Uchitel" 2014

As a result of studying the literature, I made the following conclusions about the model of personality-oriented education:

Childhood is a full-fledged period of a person's life with its own culture and norms;

The child is a subject who chooses his own trajectory of development;

The source of development is in the child himself;

· The child has the right to be himself, to live his own life and destiny;

· Main value- the personality and personal dignity of each;

· The purpose of education is:

1) creating conditions for personal growth(the formation of a person as a mature, free, responsible, integral, flexible, constructive personality, inimitable and unique);

2) providing opportunities, resources for the maximum development of the abilities and capabilities of the individual.

Dialogic style of communication prevails between the child and the teacher.

Throughout the academic year, I got acquainted with the work of teachers of our kindergarten, as well as the experience of teachers in our area. Using Internet resources, I got acquainted with the experience of the work of educators in our country, who carry out a personality-oriented approach in raising children.

In my work, I rely on the rules, indeveloped by the practice of personality-oriented education.

1. Chose only such forms of the educational process that do not harm the health of pupils.

2. Kindly and patiently condemned the bad deeds of the pupil.

3. Supported the child's emotional well-being.

4. Formed a positive self-esteem of the child ..

5. Lived by the interests, experiences of the child.

7. With her behavior she was a model for children.

8. Sincerely rejoiced at every success of her pupil.

9. Took into account the state and mood of the pupil.

I built my direct educational activity on the basis of the model of student-centered technology.

In my work, I used the model of student-centered technology:

1. It is important to know the level of development of each child, take it into account individual characteristics, adjust the psychological state throughout the activity.

2. Used a variety of forms and methods of organizing the work of children, allowing to reveal the content of their subjective experience regarding the proposed topic. (For example, in my work I used the following forms: game exercises, educational games, didactic games, observations, conversations, game situations, etc.)

3. Created an atmosphere of interest for each child.

4. Encouraged children to use a variety of ways to complete tasks in the classroom without fear of making a mistake, getting the wrong answer.

5. Used different sensory channels when explaining new material.

6. Encouraged the child's desire to offer his own way of working, to analyze during the lesson the different ways offered by children, to select and analyze the most rational ones, to note and support the original ones.

7. Used tasks that allowed the child to choose the type, type and form of the material himself.

8. Created pedagogical situations of communication, allowing each child to show initiative, independence, selectivity in ways of working.

9. Used pair or group work to develop communication skills children.

10. Conducted a reflection of the lesson with the children (discuss with the children at the end of the lesson not only what we learned, but also what we liked (did not like) and why; to want to do it again, and what to do differently.)

11. Analyzed not only the correctness (incorrectness) of the answer, but also its independence, originality, the desire to look for various ways to complete tasks.

Organizing a personality-oriented approach to conducting educational work with children, I tried to remember the main commandment: to educate and educate not in general, but this particular child, taking into account his characteristics, living conditions, and accumulated life experience. After all, a child will actively think, speak out, prove and defend his opinion only when he is perceived by the teacher as an equal partner, when he is not afraid of wrong answers, knowing that the wrong answer is a step towards new knowledge.

In this way, this year laid the foundation for my future pedagogical activity in an atmosphere focused on the individuality and personality of the child.

In the 2015-2016 academic year, I took the topic of self-education: .

Relevance: The events of the last decades in our history make us take a fresh look at the seemingly quite familiar and quite understandable meanings of the words - patriotism and citizenship. Today's children have moved away from national culture, socio-historical experience of their people.

The period of senior preschool age favors the upbringing of patriotic feelings, since it is at this time that the formation of cultural and value orientations, the spiritual and moral basis of the child's personality, the development of his emotions, feelings, thinking, mechanisms of social adaptation in society, the process of self-awareness in the world begins . Also, the period of senior preschool age is favorable for the emotional and psychological impact on the child, because. images of perception of reality, cultural space are very bright and strong and therefore remain in memory for a long time, and sometimes for life, which is very important in the education of patriotism.

Problem: Is it possible to increase the motivation of 5-6 year old preschoolers in the education of patriotic feelings?

Purpose: Improving one's theoretical level, professional skills and competence on this topic: to study the ways, means and methods of patriotic education of preschoolers 5-6 years old.

Tasks:

Analyze the literature on this topic.
To study the principles of patriotic education of children 5-6 years old in kindergarten.
Develop a card file of games patriotic education children 5-6 years old in kindergarten.
Design a corner for patriotic education in a group.
Orient the family to the spiritual, moral and patriotic education of children.

When starting work on this topic, I used the literature:

N.F. Vinogradova "Our Motherland" . M., Enlightenment, 2002
HELL. Zharikov Raise your kids to be patriots M., Education, 2001.
E.I. Korneeva "Folklore holidays and entertainment in the patriotic education of preschoolers" . M., Education, 2007.
E.Yu. Alexandrova and others. - The system of patriotic education in the preschool educational institution: planning, pedagogical projects, development of thematic classes and event scenarios, Volgograd: Teacher, 2007.
E.K. Rivin "State symbols of Russia M., Enlightenment, 2005.
R.I. Podrezova "Planning and abstracts of classes on the development of children's speech in preschool educational institutions" (Patriotic education): M., Education, 2007.
L.V. Loginova "What can the coat of arms tell us" : M., Education, 2007.
L.A. Kodrikinskiy "Where does the Motherland begin?" : M., Education, 2007.
G. Zelenova, L.E. Osipova "We live in Russia" (civic-patriotic education of preschoolers): M., Education, 2007.

During the 2014-2015 academic year, I studied in detail the topic of self-education: "Patriotic education of children 5-6 years old in kindergarten" .

The choice of the topic is connected with the goal, to acquaint you more deeply with the methods, techniques and ways through which we, teachers, can instill in children patriotic feelings for the dearest.

Raising in children love for their fatherland is a problem that has always been relevant in present stage because ideals and value orientations are collapsing, as the ecological way of life has changed.

The problem of patriotic education is becoming acute, at the same time becoming extremely complex. These difficulties are caused by the rethinking in society of the very concept of patriotism, the unresolved question of what content should be used to educate this feeling, quality.

Patriotism is a worldview determined by love for the Motherland, native land, devotion to his fatherland, the desire to achieve a better future for him.

We all know that patriotism is manifested in a sense of pride in the achievements of the native country, in sorrow for its failures and misfortunes. In respect for the historical past of their people. AT caring attitude to the people's memory, to the national-cultural traditions.

But how to teach all this to preschool children, in what form it is better to convey this knowledge to children.

Studying the topic began with the section: "Patriotic education of children 5-6 years old in kindergarten" . I studied the book by A.D. Zharikova Raise your kids to be patriots M., Enlightenment, 2001. I prepared a sliding folder for my parents. Which talks in detail about patriotic education in the preschool educational institution. Patriotic education of children is one of the main tasks preschool. The feeling of patriotism is multifaceted in content - it is love for one's native places, and pride in one's people, and a sense of one's inseparability with the outside world, and a desire to preserve and increase the wealth of one's homeland.

Patriotic upbringing of a child is complex pedagogical process. It is based on the development of moral feelings. The feeling of the Motherland begins in a child with relations to the family, to the most close people to mother, father, grandmother, grandfather - these are the roots that connect him with his home and immediate environment. The feeling of the Motherland begins with admiration for what the baby sees in front of him, he is amazed at the plague and what causes a response in his soul.

In October, she continued to study the topic from the section: "Principles of patriotic education of children 5-6 years old in kindergarten" . Studied an article from the methodological literature on the topic "Moral and patriotic education of children" M., Education, 2007. On this issue, I consulted with parents. I studied in detail the principles of patriotic education: The principle of personality-oriented communication provides for the individual-personal formation and development of a person's moral character. Partnership, complicity and interaction are the priority forms of communication between a teacher and children.

The principle of culture. "Openness" different cultures, creating conditions for the most complete (taking into account age) familiarization with the achievements and development of culture modern society and the formation of a variety of cognitive interests.

The principle of freedom and independence. Allows the child to independently determine his attitude to cultural sources: to perceive, imitate, combine, create, etc.; independently choose a goal, determine the motives and methods of action, in the further application of the result of this action (activities) and self-esteem.

The principle of humane-creative orientation. This principle provides, on the one hand, the obligatory receipt by the child in interaction with the cultural environment of a product characterized by creative elements: imagination, fantasy, "opening" , insight, etc., usefulness, novelty; and on the other hand, it creates conditions for the manifestation of diverse relationships (friendly, humane, business, partnership, cooperation, co-creation, etc.)

The principle of integration of various types of children's activities.

Implementation of the principle of integration is impossible without "well-defined security" , which includes the content of education, methods of its implementation, subject-developing conditions of the organization (Wednesday).

In November, she continued to study the topic from the section: "The relevance of creating a favorable developing environment for patriotic education" . The study began with an article by L.A. Kodrikinsky "Where does the Motherland begin?" : M., Education, 2006.

The group was replenished according to the age of the children (5-6 years old) corner on patriotic education: "Russia is my homeland" !, where children can visually get acquainted with their native country, native city, symbols, look through books, illustrations, look at photo albums. There was also a card file didactic games for patriotic education.

On the basis of visual material, conversations, games, I introduced the children to my native city, began to form an idea of Russia as a native country, of Moscow as the capital of Russia, the children got acquainted with the sights of the capital of our Motherland, with cities.

The created aesthetic environment enriches children with new experiences and knowledge, encourages active creative activity promotes intellectual development.

In December - January, the study of the topic continued: "Didactic games for the patriotic education of children 5-6 years old" . I studied the book by E.Yu. Alexandrova and others - The system of patriotic education in preschool educational institutions: planning, pedagogical projects, development of thematic classes and event scenarios, Volgograd: Teacher, 2007. Within two months, she made a selection of didactic games on patriotic education: "Military Professions" , "Collect the Flag" , "guests of the city" . "Birds of our land" and many others. The games were made by hand: “Lotto “I serve Russia!” , "Russian patterns" , "Sights of Balashov" , "Journey through Balashov" , large-scale layouts were also designed: "My Kindergarten" , Balashov's pedestrian zone. Center" , "Train Station" . The group went through the following project: "My favorite city Balashov" . Where the final event was a visit "Local History Museum" .

As a visual material during GCD, conversations, leisure activities, I use plot pictures, illustrations and posters, of my own making. Visual material must meet certain requirements: objects must be known to children; didactic material must be varied; visual material should be dynamic and in sufficient quantity; meet hygienic, pedagogical and aesthetic requirements

In February, she continued to study the topic from the section: "Patriotic education of preschool children by means of visual arts» . I continued to study methodical literature. During the GCD and independent creative activities in drawing and application, the children depicted Russian flag, telling where it can be seen, drew the native places of the city of Balashov, the Kremlin in Moscow, made postcards for the holidays: February 23, May 9.

In March, she continued to study the topic from the section: "Our small Motherland - the city of Balashov" , while studying this section, I used the site: http: //www. bfsgu. ru/. A presentation was made and shown to the children: "Through the streets of our city" . The study of this site was the creation of albums "History of our city" , "Modern Balashov" . "Sights of our city" , "Red Book of the Saratov Region" , "The nature of our region" .

In April-May, I finished studying the topic with the section: "The role of parents in the formation of patriotic feelings in children" . Studied methodological literature on the topic "Moral and patriotic education of children" , Volgograd: Teacher, 2007. Patriotic education and moral education connected with each other. Therefore, we must not forget that the moral atmosphere that forms the character of the child is created in the family. Big influence the child is affected by the microclimate in the family. In order for a child to form a feeling of love for the Motherland, it is necessary to educate him in an emotionally positive attitude towards the places where he was born and lives. To develop the ability to see and understand the beauty of the surrounding life, the desire to learn more about the features of the region, nature, history. To form the desire to bring all possible assistance to working people, native nature, to their land. The result of this work was a survey of parents, in which parents answered questions on patriotic education in the family. As a result of summing up the questionnaires, conclusions were drawn: most parents devote time and tell their children about their small homeland, about Russia, read books about the war, about heroes, visit the sights of our city and cultural and leisure places: "Local History Museum" , "House of Merchant Dyakov" , "Children's Library" .

The formation of patriotic feelings is more effective if the kindergarten establishes a close relationship with the family. The need to involve the family in the process of familiarizing preschoolers with the social environment is explained by the special pedagogical opportunities that the family has and which cannot be replaced by a preschool institution: love and affection for children, emotional and moral richness of relationships, their social, and not selfish orientation, etc. All this creates favorable conditions for the education of higher moral feelings. The kindergarten in its work with the family should rely on parents not only as assistants children's institution but as equal participants in the formation of a child's personality.

Conclusions:

The level of formed patriotic knowledge and the correct attitude to the world, country, nature among preschoolers has significantly increased.
The children developed an interest in history, local fiction, natural wealth native land.
The number of participants in competitions and local history events held in the kindergarten aimed at developing creative abilities, curiosity, and fostering love for the small motherland has increased.

Outlook for the 2017-2018 academic year:

Continue work

Below is an exemplary form of a report on the topic of self-education of a kindergarten teacher "Formation of the foundations pedagogical excellence"

The theme of self-education "Formation of the foundations of pedagogical skills" was chosen by me not by chance. Since I became an educator not so long ago (specify timeframe), then self-education on this topic is very important for me.

In order to achieve mastery in pedagogical activity, you need to study a lot, learn about the child's psyche, age features development of children. I think that it is not possible to achieve the peak of pedagogical skill in a year or two, but it is possible to try to understand the soul of a child, to unravel the motives of his actions, to learn how to direct his activities in the right direction.

It is impossible to do without a theoretical basis in the study of this issue. The following literature has become assistants in the study of this topic:

...list the studied literature

Useful information on the following sites:

...list helper sites

In addition, during the year I visited methodical associations at the municipal level, open classes held in our kindergarten, where I learned a lot of new and interesting things for myself. Particularly valuable in terms of studying the topic "Formation of the foundations of pedagogical excellence" was the review of the forms of work of educational activities by educators with the richest pedagogical experience working in our kindergarten (indicate the name of the teachers).

In February of this year, I prepared a consultation for the teachers of our kindergarten "Formation of the foundations of pedagogical excellence." During it, it was noted that the educatorcan become a professional if he has a set of abilities, knowledge, skills and abilities necessary to effectively put into practice the means and methods of pedagogical cooperation he has chosen, takes responsibility for the results of his work.

In the same month, an open viewing was organized for teachers of our preschool (indicate the topic of the open lesson). As a result of the viewing, the kindergarten teachers agreed that I lacked pedagogical experience, but I did have pedagogical abilities.

In March, I took part in the “Professional Skills Contest for Preschool Teachers”, in which I took ... a place in the “Pedagogical Debut” nomination. Participation in the competition gave me self-confidence, became a confirmation that I am on the right track, but at the same time showed that I have something to strive for and someone to look up to.

In April-May, for the first time, I participated in the preparation and implementation of a project on the topic: “This is Victory Day!” (indicate the topic of your project). The preparation of the project was a significant event in my teaching career, because. in a short time it was necessary to learn and tell the children about the heroes-countrymen, to arouse the children's interest in the history of Russia, to make them proud of their people.

One of the most important indicators of mastery is the ability to activate pupils, develop their abilities, independence, inquisitiveness. To do this, in a group throughout the school year, I conducted experimental, individual work, taking into account the hobbies of children, read educational literature, tried to alternate methods of work, to excite the activity of pupils. It has become a rule for me: “You can’t repeat yourself, you need to constantly find new original ways of communicating with pupils.”

Thanks to observations of the work of kindergarten teachers, their advice and instructions, as well as the study of special literature, I have formed an idea of the skill of a kindergarten teacher. I concluded that pedagogical skill is an art of education that requires constant improvement.