Plan for interaction between the teacher and preschool specialists

Description of the work experience of a teacher-mentor in a preschool educational institution

Municipal budgetary preschool educational institution

“Stepnovsky kindergarten” of a combined type

654241 Kemerovo region, Novokuznetsk district, Stepnoy village, st. Startseva, 15

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Description of the work system of a teacher-mentor

to support young preschool specialists

using “Case Materials”

Novokuznetsk municipal district, 2020

Work of a teacher-mentor with a young specialist

Experience in organizing mentoring for preschool teachers

“By teaching others, we learn ourselves” (L. Seneca)

I, Vorobyova Irina Mikhailovna, have been working in kindergarten for more than 10 years. Over the years, she has graduated more than 90 children from kindergarten into adulthood.

2010 - 2022

Our kindergarten in 2022 turned 50 years old. Our team is large and friendly, but, accordingly, it is no longer “young.” Unfortunately, the number of employees with 20 or more years of experience is growing, and new personnel are reluctant to come to the kindergarten. What is this connected with?

With many factors: this is the high fatigue of teachers at work due to the greatly increased number of children in groups, and low material incentives for work, and greater responsibility for the lives and health of children, and an increase in requirements for the amount of work and filling out documentation for preschool teachers.

There are many reasons, but finding a solution to the problem is extremely difficult.

To my great regret, the teaching staff of many preschool institutions is rapidly “aging.”

The absence of young teachers with their optimism, new knowledge, and skills is a negative factor in the preschool education system. And even if young educators come to preschool educational institutions, the load that falls on their shoulders from the first days often frightens young colleagues, and the amount of work seems impossible to them.

It's no secret that a feature of the work of novice teachers is that from the first day of work they have the same duties and bear the same responsibilities as educators with many years of experience, and parents, administration and work colleagues expect the same from them. impeccable professionalism.

As experience shows, novice educators are afraid of their own inadequacy, of making a pedagogical mistake in interaction with students and their parents; They are afraid of criticism from the administration and experienced colleagues, but it also happens the other way around, when young specialists, especially graduates of secondary and higher educational institutions, are overly self-confident.

Those educators who, in the first year of their work, do not receive support from colleagues and administration, feel “thrown to the mercy of fate” and experience shock when confronted with reality.

Who and how should help a young educator, how you can “charge” young educators with your example, knowledge and enthusiasm to be active and creative in their work, how and why they become mentors will be discussed in my self-presentation!

What does the concept of mentoring include?

Mentoring is precisely the form of work that helps young teachers learn to collaborate and learn to obtain useful information by communicating with people who have extensive experience in their profession.

Mentoring is a process of purposeful formation of a personality, its intellect, physical strength, spirituality, preparing it for life in general, for active participation in work.

But, I would like to note that young specialists, faced with the difficulties of working as a teacher, quit and go to other areas of activity. To prevent this from happening in our team, the preschool educational institution creates all the conditions for professional growth, easier adaptation and “entry” of a young specialist into the teaching staff.

One of the primary tasks for the administration of preschool educational institutions is not just to attract young specialists, but also to retain them in the teaching field. The task of the leader, senior educator, is to help young teachers adapt to the new team, to make sure that they do not become disillusioned with the chosen path.

14 years of teaching experience, 9 years as a teacher in our preschool educational institution and 2 years as a senior teacher. In fact, our kindergarten employs a team formed over the years.

Over the past 3 years, 4 teachers (with no experience working in a kindergarten) and 1 teacher with a pedagogical education and in the past some experience of working in a preschool educational institution have passed through the mentoring system operating at the preschool educational institution. 1 of them had the status of a young specialist, and 2 teachers had already reached the stage of self-improvement and self-development, 1 teacher (young specialist) quit.

Target

my work as a mentor:

Creation of conditions in preschool educational institutions for the professional growth of young specialists, contributing to the reduction of adaptation problems and the successful entry into the professional activity of a young teacher.

Tasks:

1. Ensure the easiest adaptation of young specialists in the team, support the teacher emotionally during the adaptation process, and strengthen his self-confidence.

2. Use effective forms of improving professional competence and professional skills (Case method), provide information space for independent mastery of professional knowledge.

3. Conducting an analysis of the performance of young educators in all areas of educational and educational activities.

4. Jointly plan the career of young specialists with a mentor.

As a result of realizing the importance of supporting the professional and personal development of young educators, the need arose to create a system of work with young specialists in our preschool educational institution.

In his professional development, a novice teacher in our preschool educational institution goes through several stages.

I stage

– 1st year of work (internship): the most difficult period, both for the newcomer and for the colleagues helping him adapt. Realizing his capabilities as a teacher, he begins to understand his importance for children, parents, and colleagues. In practice, he applies the knowledge and skills acquired in an educational institution or rebuilds his knowledge and skills in accordance with the requirements of preschool pedagogy, if he had experience working in a school before kindergarten. Here the task arises of preventing disappointment and conflicts, supporting the teacher emotionally, and strengthening self-confidence.

II stage

– 2nd–3rd years of work: the process of developing professional skills, gaining experience, finding the best methods and techniques for working with children, developing your own style in work, gaining authority among children, parents, and colleagues. The teacher studies the work experience of colleagues at his institution and other preschool educational institutions, improves his professional skills by attending open events: methodological associations of educators. At this stage, I suggest that my young teachers determine the methodological topic of self-education on which they will work in more depth. They are also actively involved in demonstrations of activities at the kindergarten level (school activities, holding children's parties and entertainment, presentation of personal work experience, etc.).

III stage

– 4th-5th years of work, when a novice teacher develops a system of relationships with children, parents, colleagues, and has his own developments. The teacher introduces new technologies into his work.

І V
stage
– 6th year of work. There is improvement, self-development, mastery of new pedagogical methods, technologies, sustained interest in the profession, active mastery of techniques for working with children, desires to improve one’s education and qualifications, and generalization of one’s work experience. ……………….

From my work experience, I would like to note that passing a certain level is purely individual. Professional qualities largely depend on character, temperament, rate of perception and processing of received information, etc. Therefore, the administration of our kindergarten approaches each teacher differently.

Thus, our system of working with young staff includes forms and methods that contribute to the further professional development of a beginning teacher and increasing his professional competence:

· On-the-job training “In-house improvement of the competence of teaching staff.”

· Implementation of mentoring practice.

· Participation in the work of methodological associations of preschool educational institutions and the region. · Self-education, including independent study of the educational program and modern technologies.

· Training in advanced training courses, participation in seminars and conferences.

· Methodological support for the activities of young specialists (Case method).

The role of the teacher-mentor in this system of work is invaluable.

It is necessary to understand in more detail who a mentor is and what he should be like.

Mentor

- this is, first of all, a person who has certain experience and knowledge, a high level of communication, who strives to help his ward gain experience necessary and sufficient to master the profession of an educator, must lift the spirit and encourage the young teacher, sharing with him his enthusiasm for his work .

The mentor must have:

— high professional and moral qualities;

— knowledge in the field of methods of education and development of preschool children in the implementation of the main educational program of preschool educational institutions in accordance with the Federal State Educational Standard for Preschool Education;

— rich experience in organizing work with parents of children.

Mentoring is a two-way process: on the one hand –

the activity of a mentor, on the other hand, the activity of a young teacher. This process is subject-subject in nature and is one of the types of pedagogical interaction. This form of work with personnel has a positive impact on all participants in the relationship, as well as the educational organization itself.

A young teacher gains knowledge, develops skills and abilities, improves his professional level and abilities; develops his own professional career; learns to build constructive relationships with a mentor, and through him - with the entire adaptive environment; acquires information about the activities of the preschool organization in which he works.

The mentor develops his business skills; improves his professional level in the process of mutual learning.

The organization thus increases the cultural and professional level of personnel training; relationships between employees improve.

Assigning a mentor to a young teacher allows him to receive the support of an experienced professional who is able to offer practical and theoretical assistance in the workplace, using a variety of forms of interaction with each other. The most important thing is that our young specialist can be present with his mentor at any security event and ask any questions he may have.

Mentors in our preschool educational institution, assigned to work with young teachers, are assigned for a period of 1 year (maybe longer, if necessary). The mentor is appointed from among teachers with a high level of professional training, communication skills and flexibility in communication. The mentor must have experience in educational and methodological work, stable performance indicators, and the ability and willingness to share professional experience. The mentor must have at least 5 years of teaching experience.

The subject of mentoring is the professional and personal competencies of teaching staff, which contribute to familiarization with the internal labor regulations, and most importantly, familiarization with the specifics of working with preschool children.

Working with young and beginning teachers is quite painstaking work, which takes place in our preschool educational institution in several stages:

The stages of development of a young specialist include:

• Adaptation (mastering the norms of the profession, its values, acquiring autonomy)

• Stabilization (acquisition of professional competence, success, suitability for the position held)

• Transformation (achieving integrity, self-sufficiency, autonomy and ability to innovate)

Based on the above stages, the main directions and content of activities were identified.

Directions of activity of the mentor and mentee:

1. Conducting an initial internship for a young teacher (one month).

2. Entering the profession. (Formation of professional skills in a young teacher, accumulation of experience, formation of his own style in work, mastering methodological tools for organizing interaction with children, parents, colleagues) (one year).

3. Self-improvement and self-development of a young teacher, improvement of his qualifications (mastery of new pedagogical methods, technologies, sustained interest in the profession, active mastery of techniques for working with children, development of self-esteem skills, self-control, desire to improve his education and qualification category, generalization of his work experience ) (during the first 5 years).

4. Interim analysis of work (in about a year).

1 direction.

Internship.

Internship is the most difficult period both for the newcomer and for the mentor helping him adapt.

Objective: to prevent disappointment and conflicts, to support the teacher emotionally, to strengthen self-confidence.

The work includes:

· Conversation-acquaintance with beginning and young teachers to determine areas of work. Study of the regulatory framework. Records management;

· Introduction to the kindergarten, introduction of the young teacher;

· Creation of a database about beginning teaching staff of preschool educational institutions;

· Questionnaire to study the difficulties of preschool teachers in organizing modern high-quality education;

· Diagnostics of studying the methodological needs of teachers (Appendix 1);

· Internship in a group with a mentor, i.e. the mentor and the mentee work together with a group of the mentor’s children; demonstration of routine moments, activities, children's walks, etc.;

· Preparation for conducting classes and joint activities with children;

· Filling out the teacher information card;

Taking into account the results of the survey, we outline a plan for joint individual work for the academic year, which includes consultations on the organization and conduct of pedagogical diagnostics, the organization of a developing subject-spatial environment, consultation with a psychologist on organizing interaction with parents, mandatory attendance at classes with experienced teachers, etc. (Appendix 2).

2nd direction.

Entry into the profession.

Entering a profession is a process of developing professional skills, gaining experience, finding the best methods and techniques for working with children, developing your own work style, and earning authority among children, parents, and colleagues.

Here the young teacher studies the work experience of colleagues at his institution and other preschool educational institutions, improves his professional skills by attending open events: methodological associations of educators. At this stage, I propose to determine a methodological topic on which the young teacher will work in more depth. All interesting ideas, methods and techniques are recorded in the “Creative Notebook”. Actively involved in demonstrating activities at the kindergarten level.

It is at this stage that the assessment of the teacher by the mentor is important. Every day, a young teacher feels the need for timely positive assessment of his work. We often analyze the work of a teacher based on external signs. Calm in the group means everything is in order. What is hidden behind this? The main thing is not external discipline, but whether the teacher was able to raise children, taught them to treat others with respect, and knows how to provide timely help to everyone who needs it. This is precisely what you need to pay attention to first of all, and, having noticed the pedagogical successes of a newcomer, I certainly note them out loud. After all, praise lifts your spirits, stimulates you, inspires confidence, and increases interest in your work!

But for pedagogical creativity, improvement of forms and methods of teaching and upbringing, it is necessary to create conditions that allow for variability in the selection of content.

Traditional forms of methodological work, in which the main place was given to reports and speeches, have lost their importance due to their low efficiency and insufficient feedback. Today it is necessary to use new, active forms of work, which are characterized by the involvement of teachers in activities and dialogue, involving a free exchange of opinions.

One of the methods that will help a novice teacher independently design the educational process is the case method .

Case technology originated at Harvard Business School (USA)

at the beginning of the 20th century and gradually spread to other areas of human activity in many countries, including Russia.

The case method allows all participants in the educational process to interact. The case as a pedagogical technology is universal and not tied to time. Our preschool educational institution has developed sets of materials to support young specialists, from diagnostic techniques for determining the professional competence of beginning teachers to the degree of satisfaction with working conditions in the preschool educational institution.

Thus, using the case method, a mentor can identify the current interests and motives of a young teacher and thereby ensure flexibility and flexibility in the plan of work with him. In addition, the use of the Case method in the activities of a teacher-mentor allows one to identify the current interests of a young specialist, develop activity, communication skills, the ability to listen and express one’s thoughts, conduct a dialogue with children and colleagues, and obtain the necessary information. And most importantly, it helps him independently design not only individual educational situations, but also the process of his development as a teacher as a whole.

But, in my opinion, the case method has only one drawback - the complexity of developing a case, since there are no methods for compiling cases. But this opens up prospects for professional fulfillment for every novice teacher.

Also, at the stage of “Entering the Profession,” we gradually attract young educators to attend open regional events: methodological associations of educators, professional skills competitions; We involve them in the preparation and participation in conducting pedagogical seminars, pedagogical councils, etc.

My mentees became participants in pedagogical councils with presentations on the topics: “Introduction of elements of economic education into the educational process of preschool educational institutions,” “Modern approaches to organizing work on the moral and patriotic education of preschoolers in the conditions of the Federal State Educational Standard for Preschool Education,” “Effective implementation of modern trends in the creation of developmental education in preschool educational institutions.” subject-spatial environment"; took part in parent-teacher meetings, where they took part in a master class on the topic “Speech at your fingertips”, “Entertaining games at home with mom”; created a film for the parents of pupils “How fun we lived!”, a presentation “Achievements of our children”.

3rd direction.

Self-improvement and self-development of a young teacher, improving his qualifications (for 5 years).

During this period, there is a process of developing professional skills, gaining experience, searching for the best methods and techniques for working with children, forming one’s own style in work, and earning authority among children, parents, and colleagues.

A novice teacher here studies the work experience of colleagues at his institution and other preschool educational institutions, improves his professional skills by attending open events: methodological associations of educators. At this stage, I propose to determine a methodological topic on which the young teacher will work in more depth.

During this period, the mentor plays the role of a prompter, adviser, and also an “energy specialist.” With his actions, ideas and creativity, he motivates his mentees to participate in innovative activities, competitive movements, and prepares them for the upcoming certification.

At this stage, the young teacher is ready to create his own portfolio, where pedagogical findings, achievements, etc. are included. This makes it possible to see the dynamics in the professional development of the young teacher in the process of mentoring activities.

A portfolio is a kind of passport for improving the professional level of a teacher, testifying to his abilities, self-organization, communication skills, noting his needs for practical self-realization. In addition, the portfolio can be used as a form of complete and comprehensive presentation of a young specialist for certification for advanced training (Appendix 3).

4 Direction.

Analysis of work results.

The work includes:

1. Assessment of the teacher’s activities with children and parents;

2.Identification of the dynamics of professional growth based on “monitoring of professional activities.”

During this assessment, the attitude to one’s duties, compliance with instructions, implementation of individual work and development plans for employees, and contribution to the implementation of the institution’s objectives are taken into account. This type of assessment is regulated by the regulations of the preschool educational institution.

3. Determining the prospects for further work with a young teacher;

4. Summing up, conclusions.

(Forms for the questionnaire are presented in Appendix 4)

Expected results of mentoring activities:

*Knowledge of a young educator about himself and his orientation towards the values ​​of self-development.

*Qualitative change in attitudes towards the young teacher in the team.

*Increasing the professional and methodological competence of young educators, increasing the level of readiness for professional, personally significant activities.

Mentoring work in preschool educational institutions is regulated by the Regulations, the order of the head on the appointment of a mentor, and the approved plan for working with the mentee.

The advantages of mentoring as a form of organizing assistance to a young educator are obvious: pedagogical mentoring has a broader focus, is less theoretical, has greater flexibility, is distinguished by a variety of forms and methods of work, and most importantly, takes place in real work conditions.

In addition, this process involves close interpersonal emotional contact between the mentor and the mentee, an analysis of the strengths and weaknesses of the professional positions of a particular educator, and, consequently, stricter control over his practical activities.

The novelty of my experience lies in an integrated approach to overcoming the possible difficulties of a young teacher’s adaptation to work in a new team, an open dialogue with the mentor on all professional issues, the transfer of practical experience through the organization of work in the position “together”, “nearby”, the formation of motivation among young people educators to further self-education, revealing their individuality through their own example and a positive, honest and caring attitude towards the profession.

The work highlights approaches to effective methodological support for beginning teachers in preschool settings, to their continuing education, and describes the experience of using the Case Method in this work in a preschool educational institution.

Thus, I would like to note that 100% of beginning teachers successfully completed adaptation to preschool educational institutions. This was facilitated by:

— Developed methodological recommendations for organizing work with young teachers in preschool educational institutions.

— Competent application of the case method in the work of a teacher-mentor.

— Building a successful strategy for professional development.

The professional development of young specialists is expressed in the implementation of the Basic Educational and Basic Adapted Educational Programs, “Work Programs for Educators” (all age groups), projects: “Lean Kindergarten”, “About Necessary and Important Professions”, methodological recommendations: “Financial Literacy for preschoolers", "Theater of Physical Development", "Little Patriots of Russia".

Maximum creative self-realization is expressed in the participation of young teachers in professional competitions and projects: participation in the municipal stage of the regional competition “Ladder of Success - 2020”, participation and victory in international and All-Russian competitions of pedagogical excellence.”

As for the level of professional skills, 2 young teachers were certified ahead of schedule for 1 qualification category.

In our preschool educational institution, young teachers acquire skills in working using Internet resources, creating multimedia presentations, booklets, and educational projects.

Young specialists carry out practice-oriented activities in their field, summing up results at different levels: District methodological associations, conferences and pedagogical councils in preschool educational institutions.

They regularly publish their educational materials:

2017 publication of methodological development, presentation “The influence of the subject-spatial environment on the cognitive and speech development of preschool children in a speech therapy group.”

2018 publication of an article in the all-Russian publication “Education Portal” on the topic “Organization of the final parent meeting in a preschool educational institution”

2020 publication of an article in the all-Russian publication “Education Portal” on the topic “competitive movement as a motivation factor for self-development and professional growth of young specialists of preschool educational institutions.”

Among the specific results of the functioning of mentoring and the organization of work with novice educators, the following can be identified:

· All young teachers and aspiring educators have gained a foothold in their jobs.

· Two teachers certified ahead of schedule for the first qualification category.

· Two are not yet subject to certification, because haven't worked for two years.

So, to summarize

, it can be noted that working with young teachers helps me coordinate my methodological, pedagogical and psychological positions, strengthens friendly ties with colleagues, makes me the owner of the secrets of skill and accumulated experience of teachers of our preschool institution.

My colleagues who are starting to work in the preschool educational system, in turn, bring their new views on the upbringing and development of children to my professional knowledge, and also stimulate me to increase the level of pedagogical competence. But it’s never too late for anyone to learn?

The role of speech in the development of a child as a person cannot be overestimated. Mastering their native language is the most important condition for ensuring children’s readiness for school, the child’s success in social and intellectual development, as well as in mastering children’s activities and creativity. If violations of sound pronunciation, vocabulary, grammar, and phonemic processes are not corrected in time, then preschool children have difficulties communicating with others and problems in learning.

In modern conditions, the problem of finding new forms, methods, techniques and means of speech therapy work that increases the efficiency of the correction process is becoming increasingly urgent.

Theoretical and practical research in this direction has revealed that in the compensatory group for children with severe speech impairments, the success of correctional and speech therapy work largely depends on the speech therapy of the educational process, which implies the need to plan and organize clear, coordinated interaction between the teacher and speech therapist, educator and other narrow specialists under the clear guidance of a senior educator in the Institution.

The MBDOU pays special attention to the implementation of the principle of an integrated approach, which presupposes a close relationship between the activities of all specialists of the Institution, aimed at the comprehensive study and elimination of speech disorders, as well as preventing the consequences of speech defects in children.

Around the child, through the joint actions of various specialists, a single correctional and educational space and a specific subject-development environment are created.

In this regard, problems arise in managing the work of specialized teachers and organizing their joint activities in order to improve the quality of education: ensuring careful attitude towards the health and development of the child’s personality, creating comfortable conditions for her to stay in kindergarten.

Senior educator as interaction coordinator

Organizing a system of methodological work with personnel in kindergarten is one of the important tasks of preschool education. Sometimes in teaching teams, the role of the teacher - the main person closest to the child, when there are different specialists in the kindergarten, is partially underestimated. The problem of organizing interaction between a teacher and specialists to create conditions for the personality-oriented development of a child is relevant.

Why is this problem relevant? Working with children requires a lot of effort and energy from the entire teaching staff, so the main goal is to create a group of like-minded people. Problems arise in organizing the interaction of specialists in the management aspect:

• a clear definition of which teacher is the main one in solving a particular problem in the development of children;
• with whom he interacts;
• what is the share of participation of everyone else.

The senior teacher takes an active part in clarifying the job responsibilities of narrow specialists, determines the forms and methods of their interaction with each other, taking into account the age characteristics of children. Thus, the performer is assigned very specific tasks and responsibilities, which are under the control of the methodological service. There must be certainty: who is doing what and by when, and interacting with whom. It is the interaction of all specialists that is considered as a condition for the development of a kindergarten.

The role of the senior teacher as a coordinator of interaction between narrow specialists of an educational institution is fundamental in organizing scientific and methodological work in kindergarten, aimed at forming a teaching team of like-minded people who are able to introduce modern scientific research and the best pedagogical experience in raising and teaching children.

Subject specialists, professionally engaged in one of the areas of preschool education, finding and implementing new teaching technologies, have a greater opportunity than educators to study in specialized courses. Therefore, a specialist can methodically competently advise educators on his section of the program:

The task of the senior educator is to organize a joint search for productive ways to develop education in the teaching staff. In this regard, the functions of methodological support receive appropriate content:

informational and normative – involves informing teachers about documents related to the protection of children’s rights, changes in the functional responsibilities of teachers, new achievements in the field of pedagogy and psychology of preschool education, as well as correctional pedagogy and psychology;

analytical – determines the creative potential of a specialist and his individual style of activity;

coordination - determination of near, medium and long-term prospects for the implementation of the Institution's plan (coordination of annual and monthly long-term plans of preschool educational institutions and plans of specialized specialists);

innovative - determines the development and search, together with narrow specialists, of new progressive technologies, methods and techniques for raising children and their implementation in practice;

controlling – allows you to monitor the quality of work, ensuring the implementation of state standards in the training, education and correction of disorders of preschool children, excluding overload.

Based on the functions, we can highlight the main areas of work of the senior educator:

educational – creating a system for managing the work of specialized specialists, implementing a person-oriented approach to improving their qualifications through determining the individual educational route of each teacher;

research – determining the direction of research work in accordance with the priority area of ​​the kindergarten’s work;

diagnostic – monitoring the effectiveness of the educational process;

informational – providing methodological support in the creation, development, implementation and dissemination of innovations in the teaching staff.

At the Chaika MBDOU there are compensatory groups for children with severe speech impairments, in which special attention is paid to correctional processes.

The success of joint correctional and pedagogical work with children with severe speech impairments largely depends on the properly organized interaction of specialists. Each of them, solving their own problems determined by the educational program, takes part in the formation and consolidation of correct speech skills in children, the development of the sensorimotor sphere, higher mental processes and health promotion.

The content and structure of pedagogical assistance and speech correction largely depends on the diagnosis, recommendations of specialized specialists of the PMPK, the compensatory capabilities of the child, “the zone of his current and immediate development,” and a person-oriented approach.

Therefore, the leading ideas for correctional work with children with severe speech impairments are:

— person-oriented interaction of specialists on an integrated basis;

— individualization of correctional and developmental activities;

— taking into account the compensatory and potential capabilities of the child;

— integration of methods of correctional and developmental education, efforts and capabilities of parents and teachers

All specialists work under the guidance of a senior educator and speech therapist, who organize their interaction in the correctional pedagogical process.

Individual work as a speech therapist teacher is carried out in the following areas:

· Development of the articulatory apparatus,

· Formation of correct sound pronunciation (pronunciation of impaired sounds, automation of sounds, differentiation of sounds),

· Development of speech breathing,

· Development of motor skills,

Development of auditory attention and memory,

· Development of visual perception,

· Development of phonemic processes (phonemic hearing, phonemic perception),

· Work on the syllable structure of the word,

· Development of the lexical side of speech (familiarity with new words, specification, formation of generalizing functions of words)

· Improving the grammatical structure of speech,

· Development of coherent speech and verbal communication.

The senior teacher draws up a schedule of individual lessons with children, and the speech therapist draws up a thematic lesson plan on the formation of the phonemic aspect of speech (frontal and subgroup lessons). In the process of individual correctional work, the child’s speech development is monitored for further adjustment of the pedagogical and correctional activities of the speech therapist.

Monitoring of the speech development of children with severe speech impairments is carried out according to the methodological complex of the N.V. program. Beggar. The monitoring results are entered into the table and speech profile. On this basis, the child’s individual educational route is adjusted. A speech therapist monitors speech development to adjust their activities two to three times a year (primary, intermediate monitoring - at the request of parents, final at the end of the school year).

The senior educator assists the speech therapist in organizing interaction, carries out coordination activities, monitors the results of the work done and analyzes them. The activities of a teacher-psychologist include comprehensive psychological support for children in the educational process. The realization of this goal is possible only with close interaction between a teacher-speech therapist and an educational psychologist in the development (correction) of speech and extra-speech mental processes and functions.

The activities of a teacher-psychologist are aimed at:

• creating an environment of psychological support for children with speech disorders;

• development of memory, attention, thinking, spatial orientation;

· development of cognitive processes directly related to speech;

• improving fine motor skills;

• development of auditory attention and phonemic hearing;

• development of hand-eye coordination;

• development of arbitrariness and self-control skills, volitional qualities;

• activation of practiced vocabulary;

• relieving anxiety in children with a negative attitude towards speech therapy sessions;

• ensuring psychological readiness for schooling;

• improving the psychological culture of parents and teachers.

Despite the natural differences in functional responsibilities, the general logic of constructing the correctional educational process is visible in the tasks of the speech therapist and educational psychologist.

A pedagogical psychologist and a speech therapist teacher have the opportunity to provide assistance to both each child and a group of children with speech defects: monitor the development process;

engage in deep and comprehensive preventive, correctional and developmental work with children of a certain age;

provide individual support to those who need it.

In addition, with joint activities, it becomes possible to carry out methodological work and develop projects that have an impact on the educational environment of the Institution as a whole. Thus, the coordination of the actions of a speech therapist and a teacher-psychologist in a preschool educational institution makes it possible to effectively correct existing speech development disorders, which helps the child easily adapt to the preschool environment, develop and learn successfully. A teacher-psychologist systematically monitors the study of the level of interpersonal relationships in children's groups: a sociometric survey in the form of a game “Who will I take with me...”

Based on the results of monitoring conducted by narrow specialists, the senior educator analyzes the activities of specialists, outlines ways to solve problems that have arisen in the organization of correctional work, and at pedagogical councils, according to the analysis presented, teachers plan correctional work and make adjustments to the current activities of specialists in each area. The results of the monitoring system are a guideline for teachers to build educational activities with students:

- individual work,

— optimization of work with a group of students

The work of a compensatory group teacher is closely intertwined with the work of a speech therapist. Sometimes it precedes speech therapy sessions, providing the necessary cognitive and motivational basis for the formation of correct speech.

In other cases, the teacher consolidates the results achieved in speech therapy classes. Here he is completely guided by the methodological instructions of the speech therapist, which are recorded in the notebook of interaction between teachers and speech therapist for each child individually and the entire group as a whole.

The teacher includes in his daily duties monitoring the state of children’s speech activity during each period of education. The teacher controls their speech activity, the correct use of set sounds, practiced grammatical forms, expands vocabulary, improves fine motor skills, and develops basic mental processes. These activities take place not only in special classes, but also throughout the day, during the main regime moments of the Institution. In addition, the teacher manages the process of interaction with the families of the students.

Teachers of compensatory groups for children with severe speech impairments twice a year (September, May) conduct pedagogical diagnostics of the cognitive, speech, artistic, aesthetic, social and communicative development of preschool children based on the “Diagnostics of the Pedagogical Process” by N.V. Vereshchagina (recommended by the educational program of preschool education for children with severe speech impairments - author N.V. Nishcheva), based on the results of which individual educational routes are adjusted.

Special studies have established that the level of development of children's speech is directly dependent on the degree of formation of subtle differentiated hand movements.

Therefore, it is recommended to stimulate speech development by training finger movements, especially in children with speech pathology. The use of folk games with fingers and teaching children manual labor (making simple toys from natural materials, plasticine) in the “Plasticine Country” circle provides good finger training and creates a favorable emotional background. Classes in the “Rechtsvetik” club contribute to the formation of intonational expressiveness of speech, the development of the ability to listen and understand the content of works of oral folk art, to capture their rhythm, and to increase the speech activity of children.

During classes, the music director works to activate attention, develop musical rhythm, and spatial orientation, which has a beneficial effect on the formation of non-speech functions in children with speech pathology.

The teacher selects and introduces musical therapeutic works into children’s daily lives, listening to which helps normalize the processes of falling asleep and waking up. The use of a musical background in the process of gaming and educational activities increases the performance of children, stimulates their attention, memory, thought processes, and minimizes behavioral and organizational problems.

In logo-rhythmic classes, general and fine motor skills, expressiveness of facial expressions, plastic movements, breathing, and voice are improved. Speech exercises associated with movement do not tire children, but relieve static tension. Presented in a playful way, they help to maintain attention and improve coordination of general movements.

Children with severe speech impairments are often somatically weakened, physically intolerable, and get tired quickly. Sitting for long periods of time has a negative impact on children's health. Therefore, the use of health-saving technologies is an important condition during correctional classes. In addition to traditional physical training sessions, at a certain stage they include: a regime of changing postures, psychological gymnastics, eye gymnastics, exercises for the prevention of flat feet, scoliosis, etc.

At MBDOU "Chaika" serious attention is paid to physical education.

The physical education instructor conducts pedagogical diagnostics 2 times a year: at the beginning of the school year (September) and at the end of the school year (May) - this is testing physical qualities in accordance with the recommendations of V.I. Usakova “Pedagogical control over the physical fitness of preschool children”, based on the results of which, together with the senior teacher, an analysis and adjustment of the activities of the physical education instructor is carried out and appropriate recommendations are entered into the notebook of interaction with narrow specialists. According to the doctor’s recommendations, he doses physical activity, works on coordination of movements, breathing exercises, speech load, and fine motor skills.

Along with general somatic weakness, children with TSD are also characterized by some delay in the development of the motor sphere: their movements are poorly coordinated, the speed and clarity of their execution is reduced. The greatest difficulties are identified when performing movements according to verbal instructions.

The physical education instructor, together with the teacher-speech therapist, is engaged in the improvement of the child’s body, staging diaphragmatic-speech breathing, improving the prosodic components of speech, coordination of basic types of movements, fine motor skills of the hand, on the formation of positive personal qualities in the child’s behavior: sociability, the ability to calculate one’s strength, on developing self-control, courage, determination, responsiveness, etc.

The highest priority forms of interaction between specialists in preschool educational institutions are: teacher councils, consultations, trainings, workshops, business games, round tables, surveys, viewing and analysis of open classes, etc. In the process of such interaction, it is possible to equip employees with theoretical and practical knowledge in the field of correctional pedagogy and psychology, speech therapy. And also to develop the necessary skills, intensify the exchange of information and practical experience, and develop the need for continuous self-education.

Psychological, medical and pedagogical consultations also help create a single, cohesive team and coordinate actions, where current issues of prevention, speech correction, continuity between specialists are discussed, which stimulates speech therapy for routine aspects and the content of other classes.

The system of correctional and developmental activities provides for individual, subgroup and frontal classes, as well as the child’s independent activity in a specially organized spatial-speech environment.

The content of the correctional and developmental process is built taking into account the leading lines of speech development - phonetics, vocabulary, grammar, coherent speech - and ensures the integration of the child’s speech, cognitive, environmental, artistic and aesthetic development. The implementation of this attitude is ensured by the flexible use of traditional and non-traditional means of development: doll and fairy tale therapy, psycho-gymnastics, articulation, finger and breathing exercises, eye gymnastics, acupressure, music therapy, logorhythmics. At the same time, a gentle regime, an individual approach, goodwill, and pedagogical support come to the fore.

The organization of a correctional and developmental environment consists of creating a comfortable environment that stimulates the child’s speech development. Therefore, in compensatory groups, speech zones are equipped, where there are mirrors for facial and articulatory gymnastics, visual and illustrative material has been selected on lexical topics, main phonetic groups, there are plot pictures for working on phrases, toys for improving diaphragmatic-speech breathing, various aids for manual praxis, visual memory and phonemic awareness and much more.

Based on the teacher’s recommendations, parents also organize corners at home that stimulate children’s speech development, fine motor skills, mental processes, etc. Not even the best program and methodology can guarantee full results if its tasks are not solved with the family. Therefore, at the parent meeting at the beginning of the school year, teachers introduce parents to the main areas of correctional work. During the school year, parents are informed about their children’s achievements in this direction at consultations, individual meetings, and at stands at the parent corner. At the end of the school year, competitions are held jointly with parents for the best physical exercises, breathing exercises, hand massage, and relaxation; open final classes to which parents are invited.

Thus, the full mastery of the native language and the development of linguistic abilities are considered by us as the core of the full formation of the personality of a preschool child. Close interaction between the Institution’s specialists working in compensatory groups for children with severe speech impairments has a positive effect on the quality of work.

Psychological mirror

Forms of interaction between
a teacher and a psychologist and speech therapist:
– joint diagnosis of children at different age stages;

– creation of a development environment;

– building individual development routes for children;

– participation in the “Psychology Week”;

– participation in workshops, trainings, consultations and other events conducted by a psychologist and speech therapist in kindergarten;

– organization of joint exhibitions, competitions for children and parents;

– planning and carrying out joint work with parents.

Forms of interaction between teacher and nurse:

– analysis of children’s medical records;

– taking into account the individual health characteristics of children when organizing classes;

– organization of space in groups of preschool educational institutions;

– joint maintenance of a health journal;

– organization of physical activity of children during the day.

Forms of interaction between the teacher and the music director:

– joint preparation and conduct of cultural and leisure activities;

– studying the repertoire for conducting classes;

– joint organization of work with parents;

– work planning;

– joint scientific and practical activities to introduce the regional component into the educational process;

– creation of a development environment

When providing assistance to a special child, coordination of the activities of all specialized specialists of the educational organization is required. Interaction should be carried out both in work with the child himself and with his parents. Interaction can be carried out within the framework of PMPC or ongoing work.

Also, the types and forms of interaction must be recorded, for example in such tables.

Journal of interaction between a teacher-psychologist and specialized preschool educational institutions specialists in the 20___–20___ academic year.

Journal of interaction between a teacher-psychologist and educators in the 20___ – 20____ academic year.

This table presents other interaction options.

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Interaction between teachers in preschool educational institutions: a long-term plan for the 1st junior group

AUTUMN

Musical director:

• Perception of musical works: “Rain” by G. Lobachev, “Horse” by M. Rauchverger, “Dance, bye-bye”, “Palms, palms” by M. Iordansky
• Singing: “Autumn” N. Metlov

Educator (cognitive activity):

• Examination of illustrations to poems by A. Barto: “Toys”, “Horse”, “Our Tanya is crying loudly”, “They dropped the bear on the floor”
• Reading nursery rhymes: “Ladushki”, “Rain”, “Bai-bai”
• Outdoor games: “Walk-run”, “Day-night”
• Didactic game “Where are my kids?” »

Educator (productive activity):

• Co-creation in drawing “Leaves are falling”, “Rain-rain”, “Horse - tsk-tsk”
• Modeling “Autumn Gifts”

WINTER

Musical director:

• Perception of musical works: “Winter has come” by M. Rauchwerger, “Bunny” by G. Fried, “Dance of the Snowflakes” by A. Zhilin, “Winter Song” by T. Potapenko
• Singing: “Christmas tree” by T. Popatenko, “Father Frost” by A. Filippenko

Educator (cognitive activity):

• Looking at the illustrations “On a walk in winter”, “Playing with a doll”
• Reading nursery rhymes: “Like our cat”, “Little Christmas tree”, “Bunny” L. Slavin
• Didactic game “Wonderful bag”
• Outdoor game “Run, walk”

Educator (productive activity):

• Co-creation in drawing “Let's draw needles for the Christmas tree”, “Hide the bunnies from the fox”, “Hang toys on the Christmas tree”, “Little Bunny”, “Fox”
• Modeling: “Christmas tree toys”, “Carrot for the bunny”

SPRING:

Musical director:

• Perception of musical works: “Ball” by G. Fried, “Car” by M. Rauchwerger
• Singing: “Beetle” by V. Karasev, “Machine” by V. Volkov, “Clap” by M. Rauchwerger
• Games: “Mice and Cats” by T. Babajan, “Birds” by G. Fried

Educator (cognitive activity):

• Looking at the illustrations: “Roll the balls”, “Save the ball”
• Didactic game “Hide the mouse from the cat”
• Outdoor games "Clap and top", "Sparrows and car"

Educator (productive activity):

• Co-creation in drawing: “Strings for the balls”, “Let’s help the car get home”, “Let’s draw balls for the clown”, “Let’s draw legs for the beetle”, “Let’s pour grains for the birds”
• Modeling: “Balls for a cat”