Seminar “Event educational space as a resource for effective entry into the second generation fgos. Pedagogical resources of event pedagogy in the education of preschool children Event technology of the educational model of educational

Tatiana Konshina
Pedagogical resources of event pedagogy in the education of preschool children

New quality requirements preschool education, expressed in the Federal Standard, approval of the professional standard teacher, modernization preschool education- all this is aimed at the development of the personality of the child. But in spite of continuous improvement educational technologies, the use of innovative methods and tools, interactive educational resources leading role in promoting in the development of personality preschooler still belongs (to whom dear colleagues) educator. Yes, it is he who takes a direct part in the process of formation in the child "I-concepts", the surrounding world and the place of man in it, the system of relations to oneself and others, to society and being in general.

One of the most significant ideas of modern education - its eventfulness. As a result of which a person is influenced, his ideas, values, meanings change.

Elkonin gave the following definition: educational event is a special form of organization and implementation educational activities, built as an intense meeting of real and ideal forms of generation and formalization of knowledge.

Event approach in pedagogy most often understood as a technology for organizing and implementing significant events in the life of the children's team and individual personality. It is characterized by a specific focus and local nature of the impact. It has a holistic character, because it affects the consciousness, the emotional sphere and the behavior of the individual.

Dear teachers let's remember 3 postulates that every person should do "Plant a tree, raise a child and build a house"- says folk wisdom. It hides a deep understanding of spirituality - the purpose and meaning of a person's earthly existence. Without realizing this seemingly simple truth, it is impossible to learn "sow reasonable, good, eternal". After all, creativity teacher, like any creativity, cannot be carried out by itself. It is for others. For true teacher- each child is a whole planet that needs to be discovered and understood.

Quite a few guys have passed through my hands, and I can already sometimes, at a glance at a pupil, outline some promising lines of his development. I try to internally get used to each child, put myself in his place and look at everything around him through his eyes.

I widely use the proven method of trust. But here it is necessary to take into account one circumstance, which is of paramount importance. meaning: you need a re-child to believe you without any doubt. And only then can one penetrate into his soul, and he himself will tell the most secret. That's when the process begins "sculpting". Sculptings of the future man. Know pupil "For today"- little, you need to know him "for tomorrow" to perfect his character, to design his future.

Therefore my pedagogical activities are built on the basis of respect for the personality of each child, a friendly attitude towards him:

In the morning I meet everyone with a smile, a hug. In our group we call it "morning hugs"

At the meeting interested: how are you?

I pay attention to their mood. For this, the group has a mood corner where children "recorded" to the Kolobkov team (happy, sad, funny, thoughtful).

Discussed and accepted with the children "Rules of Friendship" in our group.

Encourage independence in holding regime moments (duty, helping each other and adults).

Talking to children, I choose a position "at eye level". Communicating with the child, I sit down next to or take the child in my arms. During the day I communicate not only with the group as a whole, but also with each child individually.

Being close to children, I create conditions for the formation of positive relationships with children. peers:

By my own behavior I demonstrate a respectful attitude towards all children;

Acquaintance children, with each other, I call them by their names, I stimulate eye contact, the manifestation of positive emotions, at the same time, without imposing contacts on children if they evade them.

I draw attention to each other's emotional states, encouraging them with my own example and suggestions. children to manifestations of sympathy, pity, feelings of joy, for another.

When organizing joint emotional, mobile, objective games, I help to coordinate their actions, take into account the desires of each other, and act as a benevolent participant in the games.

I strive to resolve conflicts between children in a mild form, without violence and shouting, by translating them into positive forms of interaction or switching attention to other activities or objects. My favorite negative phrase deeds: “It’s very sad for us!”

I help you master the language communication: call each other by name, formulate their desires, requests, agree on the sequence of actions, thank for help, etc.

Actively use the file "mirilok".

Working with children, I took rule:

Do not limit natural noise in the group (brisk activity, play, laughter, free conversation).

I teach to speak calmly so as not to interfere with other children, play, and communicate using motivation, game techniques.

I serve as an example of calm communication: I talk to the children in a calm, but not monotonous voice.

I avoid direct assessments of the personality and character of the child. I only rate the performance of the child.

Helping a child to live "triumph of success" rejoicing in his achievements.

To support the child's emotional well-being

We have in the group "Psychological Corner". There is upholstered furniture, photo albums lie "Our group", "My family", "Pets", "Favorite Drawings", there is a mood cube, a rug "friendship". On the shelf are multi-colored bags with various cereals, massage balls - hedgehogs, sets of paper for tearing, balls of yarn,

Magic plasticine.

"secret box" for children's drawings for a friend.

Scream Cup

To improve low self-esteem "Box of good deeds" into which children throw "grains of good» .

friendship rug

Mitten of Reconciliation

Strawberries filled with different to the touch cereals

mood cube

There is a flower in the group of good that grows and flourishes from good deeds children,

Lying on the floor "mat - anger" on which you can stomp and anger will pass. There are phones "Call Mom".

For the formation of children the need for communication, the development of the ability to cooperate, negotiate, take into account the interests and feelings of others. I decided to use educational process a new technique for me "Pair work". This method works in 3 stages.

The first stage is when children get a positive experience of working in pairs. When one performs, the other checks and vice versa (supervised by teacher)

The second stage - when a couple children the choice of the subject of activity is offered, independence and creativity develop (teacher advises).

The third stage - children are divided into pairs by lot and perform joint creative work on their own.

The meaning of the methodology is that the task is not received by each child of the group individually, but by a couple children, which must fulfill it, having learned to agree on the subject and method of activity - in other words, "what to do?" and "how to do?" Children like to work in pairs, especially if they easily agree, give in to each other, "transmitting" alternately a leadership position, their own ideas. In most cases preschoolers come to an agreement for the sake of fulfilling a common task.

If a couple form children with strong leadership aspirations, not willing to give in, then the contract is inhibited. In this case, I suggest that they agree that, for example, the bird's wings will be as one of the participants in the pair says, and the eyes as the other suggests.

Properly organized activity using this technique allows the child to gain an important psychological experience of an agreement with peers, the experience of such interaction in which you can offer your own, but at the same time you need to hear the desire of the other, agree in such a way as to achieve a common goal. It usually succeeds (with the help of a teacher) and the children are really happy that they succeeded.

Children go beyond preschool childhood through interaction with a changing world, through interaction with adults, parents and teachers. This interaction, if we consider its development over time, is educational and influence the formation image of his"I", on becoming image world and ideas about their place in it. Considering educational process in this way, it can be said that preschool pedagogy as a science, there is a future.

Modern preschool pedagogy is able to look at the child from the side of changes in personality and behavior, the activities of a growing person in a changing world.

So way, event pedagogy which today grows out of traditional views of pre-school pedagogy as a science, can become really pedagogy of the future without rejecting the past, its history.

Literature:

1. N. Mikleeva " Educational process today: a new look in preschool pedagogy", and. Hoop, №6 2015

2. N. A. Knyazeva “Work children middle group in couple: developing the possibilities of the methodology in the context of the Federal State Educational Standard, Handbook of the Senior Educator No. 2 2016.

3. N. A. Knyazeva “Development of the ability to interact in pairs with senior preschoolers", reference book of the Senior educator No. 12 2015.

4. N. N. Agafonova “Development of the ability to interact in pairs with preschoolers preparatory group", reference book of the Senior educator No. 4 2015.

We are already different...
(abstracts of the report by Nazarova T.N. at the regional seminar "Event educational space as a resource for effective entry into the second generation of the Federal State Educational Standards" on October 28, 2010)
Event commonality is a necessary situation for human development. IN AND. Slobodchikov.
An integrative result of the implementation of the requirements of the Federal State Educational Standard is the creation of a comfortable developing educational environment that ensures the high quality of education, its accessibility, openness and attractiveness for students and their parents. Today, the pedagogical community is faced with the task of changing the philosophy of the school: asserting in it the priority of the child's individuality and the values of understanding pedagogy; ensuring democratic norms of interaction between children and adults.

One of the significant culture-forming ideas of modern education is its eventfulness. Eventfulness is a property of an open and free education, which is organized differently than a traditional school, and lives according to different standards. Achieving these standards in education is becoming increasingly important. The eventful organization of education creatively charges a person and allows the school to become a space for creativity, while at the same time becoming the most important factor in the effectiveness of education. The condition that initiates learning events is a developing educational environment. There are many ways to create an event space:

joint meaningful action;
inner enrichment, giving the joy of communication;
knowledge-discovery, giving an understanding of the essential foundations of phenomena;
the acquisition of a new vision of seemingly familiar phenomena;
the highest manifestation of feelings and emotions.

The event presupposes a significant, creative action of people who create here and now an innovative cultural situation and enrich the personal knowledge and personal experience of the participants in the event. Academician L.I. Novikova identifies the event with something bright, colorful, festive, extraordinary, outstanding, impressive, as opposed to the gray everyday life. This action cannot be rehearsed and organized. Pedagogical science has proposed several definitions for the concepts of "event" and "educational event":

an event is a way of human life-creation;
event - that which develops and that which develops;
an event is a significant creative action;
event - the discovery of the meaning of what is happening for each participant;
the event is unique, it cannot be repeated;
an event is something that is created together, but individually understood.

educational event- a change that is assessed by a person as significant for his education and actively included in inter-event connections.

educational event- a way of initiating the educational activity of students, active involvement in various forms of educational communication, interest in the creation and presentation of products of educational and educational activities. Possible measures of an educational event can be the frequency and desirability of events for its participants, the level and time of their aftereffect.

The main features of the event community are determined:

targets, rallying participants around a common goal that is significant for all;
acceptance of each other, mutual understanding, spiritual connection;
open type of relationship, equality, dialogue;
individual and group reflection.

Since June 2009, secondary school No. 89 has been working in the status of an experimental site at the VSAPC RO on the topic "Tutor support for students in the municipal open educational space." Experimental activities are designed to answer many problematic questions. How to make the school system open and child friendly? How to create a special school world in which an atmosphere of love and trust, understanding and trust, mutual assistance and mutual responsibility reign? How to create a world where everyone is given the right to develop at their own pace and following their interests? How to create a school community that is supported by the students themselves, for which they are responsible and in which they are free?

During the implementation of the experiment, the teachers of our educational institution will have to work on creating a new way of school, in which each child will be surrounded by understanding, acceptance and support - the conditions under which he can take place as a person. Self-development means becoming yourself to the highest degree, understanding and realizing your thoughts and feelings, being able to express, explain, convey them to others. In our school, the functions of accompanying the student are gradually taking an equal, and sometimes even dominant position in relation to the function of transferring knowledge. The main content in such an environment is individualization - a system of means that helps a person to realize his difference from others for spiritual growth, for independent and successful advancement in choosing his own meaning of life and life path. The need for pedagogical support as an independent direction of education arises at school when teaching and upbringing become individual, creative and authorial; there is a need to ensure not only socialization, but also the individualization of each child. Tutoring is the new content of the teacher's work, evidence of the gradual establishment of support standards in the way of schools.

Today, many educational institutions live in an intensive event mode, determined by the areas of work: cognitive activity (intellectual games, days of science, etc.); communicative activities (trips, evenings, etc.); value-oriented activities (social projects, class hours, etc.); artistic and aesthetic activities (festivals, creative competitions, etc.); sports and recreation activities (health days, competitions, etc.). As independent areas, work with gifted children and work with problem children are singled out. The principle of eventfulness truly works when each business takes on the character of festivity, acceptance and a real desire to participate in it. To do this, it is necessary to create conditions under which the teacher makes discoveries himself and teaches his students to do this, teaches them to feel the beauty of new knowledge, make discoveries, err, argue, seek and achieve goals.

EVENT Educational space

Parameters of the event educational space

Symbols option- preservation of school traditions, knowledge of the history of the school,

school symbols;

parameter "Values"- spiritual and moral development, education and socialization of students on the basis of basic national values;
Relationship option- development and free choice of student and teacher as participants in fruitful pedagogical interaction

school symbols

The theater, as you know, begins with a hanger, and the school - with a vestibule. We tried overcome the treasury environment institutions and make it truly comfortable and child-friendly. Everyone who crosses the threshold of the school is greeted by a banner with photographs of our children. And a little further - a poster with the school slogan: "School is our common home." This is a call to every inhabitant of this house: a child and an adult, and the most important principle that determines the work of our educational institution, establishing an atmosphere of trust and respect, creating an atmosphere of a real school house. Each resident of the school house proudly wears a badge with the image of the school emblem.

Value orientations

According to E.A. Yamburg "the vertical of the educational space consists of a hierarchy of values and meanings of high culture, gradually mastered by the child in the course of his life". For our school, a reference system has become a kind of ladder of meanings: “my family”, “my school”, “my city”, “my Fatherland”. This series is represented in recreations by photo exhibitions that reflect the brightest events of school life and our common achievements during the school year. . Families of our students look at us from photographs, here are views of Tsaritsyn, Stalingrad, Volgograd, and photos that capture the beauty and grandeur of Moscow and St. Petersburg. School walls we regard aseducational space and consider it necessary to use the educational effect of each element of the cultural environment. It is important that the process of personal development takes place in the adoption of spiritual, moral, social, family - the basic national values. The value orientations of our institution are reflected in the four-color school emblem and at the same time are directions in the organization of school events:

"My family" - project "My family tree", family holidays, trips, projects;
"My school" - holiday "Birthday of the school", school traditions and holidays;
"My city" - extracurricular activities in local history, exposition of the school museum, social projects, educational research;
"My Fatherland" - project "Great Russia", theatrical "Carousel", folk traditions, holidays, social projects, educational research.

School traditions are the pride of every educational institution.

School holidays and traditions make up the annual circle of events.

The openness and publicity of school life is realized through the release of school publications, the main of which are:

calendar of events - daily issued wall chronicle of events, a kind of "time tape";
school calendar - the brightest events of the month;
newspaper "School wave" - printed body of student self-government;
book "Academic year" - school achievements for each academic year.

Relations

The motto of our school life is “Success is a necessary condition for human development”. The success of a child is a necessary part of his upbringing. Pedagogical wisdom lies in the fact that the child never loses faith in his own strength, sees the fruits of his labor, and feels his success. In the course of experimental activities, the teaching staff works out ways to build an educational process focused on the growth and success of each child. We are convinced that the child should grow up in the conditions of acceptance by the community of his personal efforts, even if these efforts are very small. Specially organized situations of success in our event space:

"Success Week" - the last week of each semester, during which each student can correct their final grades;
"Screens of Success" - registration and presentation of the achievements of the class team;
"Success for Everyone" the final parent meeting together with the students of the class, during which the achievements of each are noted (Appendix 1)
"School Forum" - celebration of the end of the school year.(Annex 2)

Experimental activities are aimed at creating an event-based educational space of the school that provides maximum opportunities for self-determination, self-realization and self-development of each . Our teaching staff sees one of the ways to solve this problem in creating a unified educational space of the school, saturating its main components - the space of educational activity and the space of creative, social implementation and reflection - with bright educational events.

EDUCATIONAL ORDER OF THE FAMILY

Creating a situation of choice for the manifestation of the educational activity of the child, awareness and implementation by students and their parents of the appropriate choice , we consider as an educational event - the formation of the educational order of the family. (Appendix 3). Working with the educational order of the family is a pedagogical activity for the individualization of education, aimed at clarifying the educational motives and interests of the child, the search for educational resources to create an individual educational program, the formation of educational and educational reflection of the student. The subject of the tutor's work is to ensure the formation of the subjective behavior of the participants in the educational event.

Tutor support for the implementation of the educational order of the family is aimed at various types of experience mastered in the process of school education:

informed choice and self-determination schoolchild in the field of meanings of teaching;
a responsibility to himself, parents for the results of the learning process;
independence student in organizing learning at school and at home; in the implementation of socially useful deeds;
reflection, the desire and readiness to analyze the process and results of promotion along an independently chosen educational route; experience of adequate assessment of their achievements.

Each child has his own program of education and development. In order for the child to learn to combine his interest, activity and responsibility, it is necessary to ensure the student's right to choose and responsible self-determination in educational and extracurricular activities in the content and order of studying the topic, project preparation, in the form of reporting and evaluation. The possibility of real "germination" in the school of individual education in the system of standard school education in our educational institution is realized through providing students with the right to choose educational alternatives:

in educational activities– creation of conditions for the manifestation of cognitive independence of students (place, time, pace, level of difficulty, volume, direction of the material, degree of assistance, cooperation or competition with other students, etc.);
in extracurricular activities– organization of an excessive number of various event-based educational spaces (the school-wide project "Great Russia", the system of additional education, club activities, space for pre-profile training, student self-government, paid educational services).

The work with the educational order constructed in this way is aimed at developing personal results for our students in mastering the main educational program:

acceptance and development of the social role of the student;
development of motives for learning activities;
the formation of the personal meaning of teaching.

Space of learning activities

The most important educational goal of the lesson is to ignite the fire of the thirst for knowledge in the child. Lesson-event can bring amazement. This happens when the meaning of what is happening is transferred to the real life and values of schoolchildren, when a joint value-semantic search is conducted in conditions of dialogue, mutual trust and empathy. The student, working in the space of events, masters the methods of self-education, self-realization, perceives what is happening in the lesson as a resource for an independent educational movement, i.e. answers the question of what and why he is studying. So he gets the opportunity to realize his individual order for education. In order for the lesson to become an event, everything that happens in the lesson must affect the personal interests of the child, be meaningful to him. This requires the creation of conditions for copyright, creative d student's actions, giving the child the opportunity to behave freely and actively, to make an independent decision. It is important to use the educational experience of collective work with subject material. group work creates conditions for “living” of various positions in the group: organizer, version producer, critic, controller, speaker, etc. The subject teacher must help the student see the product of his work and the steps to achieve the optimal result. The teachers of the school, striving to ensure that the center of the educational space is not a lesson-scheme, but a lesson-event, independently construct non-standard educational situations. (Appendix 4). Working with educational events is a mandatory element of tutor support. Event modes to the greatest extent imply the emergence of an educational initiative and require the teacher-tutor to develop a full-fledged support for its manifestation and implementation. The event involves learning in action, inclusion in the initiative forms of generating and formalizing knowledge. The student, working in the space of events, masters the methods of self-education, self-realization, perceives what is happening in the lesson as a resource for an independent educational movement, i.e. answers the question of what and why he is studying. So he gets the opportunity to realize his individual order for education.

Creating conditions for the manifestation of the cognitive independence of students through ensuring the right to choose the level of labor intensity, volume, focus of the material, pace, degree of assistance, cooperation or competition with other students required a change in the content and forms of organization of independent learning activities of students in the classroom and outside it. The school widely uses the opportunities for independent work in the school information technology center by providing students with the right to study independently by immersion and self-training methods using elements of distance education.

The space of educational activity of the senior specialized school deserves special attention. It includes: subjects of specialized and basic levels, elective courses, project research and independent educational activities, specialized and educational practices. Individual educational projects have become a change in the organization of the educational space of the high school. The choice of the educational area, the topic of the project, the teacher of the mentor is independently carried out by the high school student. The subject teacher acts as a consultant who helps to concretize the topic, choose a tool and outline a work plan. New for our pedagogical practice is the educational practice that implements the possibilities of museum pedagogy. In the course of the educational practice, there is a correspondence acquaintance with the great art museums of the world and visits to the museums of the city. The peculiarities of the organization of the educational process in the profile class include the development of multifactorial motivation for successful study through a rating system for evaluating learning outcomes, which allows the student to track his progress in each academic subject based on the results of a quarter, half a year, a year.

Space for extracurricular activities

In the extracurricular space, it is possible to fully realize the universal right of every person to choose, freedom and self-realization, proclaimed in ancient times and recorded in the 18th century - "Let me do, let me go." During the preparation and organization of educational events, tutor support is manifested, first of all, as a special content of child-adult relations. What is important is any opportunity to move with children to a dimension where children are not students, and teachers are not leaders, but simply people who are equal in their relationships. it creates innovative productive, creative, open forms of the school way of life and a natural environment of events. (Appendix 5). All educational projects of extracurricular activities are organized as productive, leading to real results. The main content of the space of creative, social realization and reflection are educational events , which are organized through the implementation of a school-wide project, the system of additional education of the school, club activities and student self-government.

All-school project "Great Russia"

Among the most significant traditions of our school is the school-wide project “Great Russia. History and Fates” is a reflection on modern Russia, the inseparable connection of times and the eventful unity of generations. The project is an appeal to the meanings of events, phenomena, actions, in which ideals, spirituality, worthy behavior of a citizen of Russia and the Russian people are manifested, in which the image of a great country, the Russian state appears. Project activity is perceived by students as eventful. After all, the project, from the point of view of the student, is an activity that allows you to prove yourself, try your hand, apply knowledge, benefit and show the publicly achieved result. Project work is the boundary of contact between classroom and extracurricular activities, educational and educational, mastering which it is possible to realize the principle of productivity of educational activity, making academic education close to reality and at the same time ensuring the organic unity of teaching and creativity. The presentation of the results of the project activity provides for the creation of sections of the school encyclopedia "Great Russians", competitive competitions based on the project materials, and the general final theatrical performance "The Living Pages of the History of Russia". The project is aimed at developing such personal qualities as faith in Russia, a sense of personal responsibility for the Fatherland to future generations, and the formation of the foundations of Russian civic identity. (Annex 6)

System of additional education

The main organizer of the school life of students in the system of additional education of the school is the class teacher, providing pedagogical support for each student. A difficult step in the organization of extracurricular activities of class groups is the rejection of ready-made, prescription forms and the formation of the norm to live unexpectedly interesting. It is easier for the class teacher to update the set of activities from time to time. But if a specific form of joint activity is not born here and now, then it loses its eventfulness. Events organized formally are ordinary in content. Children do not find meaning in them for themselves. The first sign of an eventful community is a joint activity consciously planned and organized by children, which is interesting to everyone. Each student has the right to determine the content and form of their participation in school events.

Theater Carousel Program (Grades 1-4) solves in elementary school the tasks of introducing the child to artistic creativity, which creates the basis for the development of imagination, which is a necessary component of the creative process in any field of human activity. Author's creative actions of children allow them to become part of the culture. And if creativity, as you know, cannot be taught, then it is possible and necessary to create such conditions, thanks to which it will manifest itself in children, and their creative abilities will develop. Our teachers teach ways of action, having tested which the child prepares himself for creativity. In the second half of the school year, the theatrical performance "Russian Folk Tales" takes place, during which elementary school students demonstrate their creative abilities, the formation and development of which takes place in the classroom outside of school hours. In the course of preparations for entering the new generation of the Federal State Educational Standard, it became necessary to create a model for organizing extracurricular activities of an elementary school, based on new requirements. The teachers of the school are working on the development of such a model based on the program "Theater Carousel" (Appendix 7).

The program “Local history. My city "(grades 5-8) organizes an educational journey, the participants of which are not passive listeners, but become its co-authors themselves. When implementing the model of educational travel, school teachers try to find ways by which they can take schoolchildren "beyond" their usual attitude to the world and organize their personal meeting with the culture imprinted in historical monuments. Participants of the educational trip become an expedition team that develops the route itself. The purpose of the trip is to work out excursion routes on topics dedicated to the history and culture of Volgograd. During the trip itself, schoolchildren participate in various activities: they visit museums and sights of the city, follow the route, navigate the map, find buildings similar in architecture in the city, work with literature and create photo exhibitions, compile information reports and prepare public presentations of the results of the trip. The products of the program implementation replenish the exposition of the school museum “Renaissance. Tsaritsyn - Stalingrad - Volgograd.

Program "Applied Informatics" (grade 9)- organization in the space of the main school of educational events that create conditions for passing the stage of personality formation through the acquisition of experience in the ability to live in the information society and use its opportunities. The model of open education in this case is the model of human use of information technology, and it is for this purpose that the teacher helps the teenager build learning, gaining skills in the Internet environment, creating multimedia projects and improving computer design. Teachers and students involved in the implementation of this program are involved in social projects, the release of the school calendar and work on the creation of a new school website.

Club activities

Clubs: "Rifmograd" - Russian language and literature; "Tsifrograd" - mathematics; "Atomgrad" - physics; "Ekograd" - biology and chemistry, "International Friendship Club". Eventfulness is most clearly manifested in the activities of the club. In fact, the fruitful life of the club is a series of events that give rise to new ideas, a new target aspiration of the participants. The club community is characterized by an informal type of relationship, it is characterized by free actions of participants, manifestation of initiative and creative ways of self-realization. According to D. Greenberg, "Children's activity is launched on the basis of their own initiative." This happens if the action is variable and is done jointly here and now, it shows “authorship” in the participants of the event. In club activities, the priority of communication over information can be traced. Here it becomes possible to acquire a new vision of familiar phenomena; deployment of intensive practical trials; inclusion of the child in various forms of educational communication. The club creates an educational space that stimulates the productive participation of children in extracurricular activities, the development of interest in the creation and presentation of products of their own activities, the manifestation of creative ways for the child's self-realization, and the acquisition of authorship of their own actions. For students of different ages, the club provides conditions for emotionally rich, creative activities of children in the form of amateur activities, diverse thinking, and collective creativity.

Pre-profile training space

The system of pre-profile training of the school creates an educational space for the implementation of preliminary self-determination and is a systematic activity for career guidance support for a graduate of a basic school. This work continues during the Career Guidance Week in the second half of the academic year. (Appendix 8). Tutor positions in pre-profile training are clearly distributed: head teacher- creates organizational and pedagogical conditions for the implementation of pre-profile training for schoolchildren; psychologist- provides diagnostic assistance to students; classroom teacher - responsible for the development of an educational project by each graduate of the basic school (Appendix 9). Tutoring activity at the stage of the final class of the basic school especially sharply dictates the need to expand ideas about the professional functions of the class teacher, with the obligatory inclusion in the usual list (educational, developing and supporting) of the accompanying function.

Student self-government

Social tutoring at school is implemented through the creation of conditions under which positive activity and creative initiative of each high school student can manifest itself. To this end, a system of student self-government has been created at the school. A new understanding of socialization - the active inclusion of children and adolescents in life on the democratic principles of cooperation - allows us to see in socialization active work to create a new socio-cultural school environment. This is achieved by providing high school students with certain rights and obligations, their real involvement in improving the norms of public life. The school can fully influence not building its own humanistic norms. Therefore, the rules of joint life in our school are formulated by children and adults together.

Student government committees:

law enforcement committee;
cultural committee;
cleanliness and beauty committee;
media committee

Student Self-Government Event Modules:

rule-making (schoolchildren's code of honor, law on appearance, etc.)
social design (participation in competitions, festivals, project protection)
publishing activities (issue of a newspaper, lightning, calendar of events, etc.)
creative activity (creation of a school website, participation in photo contests)

Event educational projects

educational project "Meeting" (meeting with peers, meeting with significant adults);
educational project "Generation of winners".

During the implementation of projects, high school students are given the opportunity to feel like hospitable hosts who discover themselves, their families, schools, and cities in a new way. This is a unique opportunity to see yourself against the background of peers, to fully live different social roles. During the implementation of the open educational project "Meeting", the school invites "special" adults, professionals in a certain field of activity, parents. The “Generation of Winners” project made it possible to collect materials about the lives of elderly people, participants in the Great Patriotic War, witnesses of the restoration of the city, who live in our neighborhood. The openness of formats allows you to take a different look at peers and adults, at relationships between generations, at your place in the world. We plan educational projects and programs implemented by partner networks of different schools and educational sites, by the forces of a certain educational community.

The work of student self-government has really changed our school life. At the end of each semester, meetings of the school administration and committee chairs are held in the form of a "reflexive circle". The best space for understanding is a circle, an effective means of confidential communication. The circle is a special educational and psychological-pedagogical practice. The circle for us has become the basis of a democratic way of life at school, an impetus for the development of an open environment for life and communication.

The work of student self-government is built on the basis of three key components for designing and understanding life: goal, business, dream. Together with high school students, we set a goal, determine the resources for achieving it, and implement the planned action plan. Each completed project allows us all to dream together and make new plans.

Educational resources of social partners

Highlighting among the priority tasks of the experiment program the creation of a cultural and educational complex that integrates the educational opportunities of general and additional education not only of the educational institution itself, but also of its environment. In preparation for the transition to new educational standards, the teaching staff of the school is working out the principles of organizing extracurricular activities using the possibilities of expanding the educational space, creating its open model by attracting the resources of the school's social partners in the implementation of joint programs:

Program "Knowledge"

Resource Center of Dzerzhinsky District
Interschool educational complex of Dzerzhinsky district
Volgograd Social and Pedagogical College №2
Volgograd State Pedagogical University Volgograd State University

Program "Creativity"

Center of children's creativity
Youth center "XXI century"

Health program

Children and Youth Sports School No. 10 Center for Prevention "Alternative"
Municipal health institution polyclinic No. 18

Program "Patriotism"

Center for Patriotic Education "Victoria"
Teenage clubs of the Dzerzhinsky district
Libraries of the Dzerzhinsky District
Museums of Volgograd

The creation of the cultural and educational complex "School - social environment" is designed to ensure the formation of educational mobility among our students - the ability to find and make the most of all possible resources for their own educational movement in different cultural environments. Cooperation programs determine the forms of organization and the timing of implementation.

Reflection space

The new educational standard defines the following as the main meta-subject results of mastering the educational program of primary general education:

formation of the ability to understand the reasons for the success / failure of educational activities;
mastering the initial forms of cognitive and personal reflection.

As an assessment of the results of mastering the educational program, it is proposed to use a variety of methods and forms that complement each other: introspection and self-assessment, portfolio.

self-esteem - the formation of the ability to understand the reasons for success and failure;
reflection - mastering the initial forms of cognitive and personal reflection.

Defining the personal and activity growth of each student as educational results achieved in event modes, the teaching staff of the school is working to create a specially built reflection space that will allow all participants in the educational process:

discover their own successes and shortcomings;
set goals for your own promotion;
find or create resources for this.

We try to involve our students and teachers in the promotion reflection, aimed at setting goals for their own development, the materials of which at the same time provide adults with the opportunity to see school life through the eyes of a child. Over the past few years, the school has been testing ways of reflection and self-assessment within the given formats:

self-assessment and reflection map - elementary school (Appendix 10.1);
self-assessment and reflection map - primary school;
self-assessment and reflection card - grades 9-11 (Appendix 10.2);
resume of a primary school graduate (Appendix 11.1);
summary of the graduate of the basic school (Appendix 11.2);
reflective diary of a 1st grade student (Appendix 12.1);
reflective diary of a student in grades 2-4;
reflective diary of a student in grades 5-8 (Appendix 12.2);
reflective diary of a student in grades 9-11 (Appendix 12.3).

Reflection and self-assessment materials, resumes of primary and secondary school graduates, educational project of primary school graduates, together with the educational order of the family, form the basis of the reflective portfolio of each student of our school, work with which takes place during the school year.
Open Partnership with Parents

Parents begin to play a more active role in the organization of the school life, making sure that they are the ones who order the education of their children. The teachers of the school are faced with the task of creating a common field of care for each child, developing a democratic school community. The organization of work with the educational order of the family provides parents with the right to participate in making decisions about the education of the child, the choice of forms of education, makes it possible to enrich parental experience, look at their child from the outside, see him against the background of his peers.

Open partnership and cooperation with parents reflects all aspects of school life:

in the educational space of interaction - work with the educational order of the family;
in the organizational space of interaction - the work of co-management bodies as models of joint, public adoption and implementation of managerial decisions, the path to the systemic democratization of the school;
in the leisure space of interaction - the provision of cultural and educational activities.

The school provides parents with complete and accessible information about the development of children and the life of the school: presentation of priority areas in the life of the school in the new academic year and information about the socio-cultural space of the school; familiarization with the content of new courses, methods of implementing individual educational programs, with projects in which their child is involved in a class, school. The content, forms and frequency of providing information is determined by the general agreement.

We have long been convinced that as long as the field of communication between adults is mainly the problems of academic performance, and not the development of the child, the parent and teacher will not be partners, but opponents. School teachers implement the practice of dialogue built on trust and support. Every year, the forms of organizing interaction with parents through their support of school socio-cultural initiatives and social projects become more diverse:

family subbotnik - landscaping of the school area;
school-wide project "Great Russia" (project defense, theatrical performance);
family holidays, trips and excursions;
excursions to work with parents;
decoration of premises, maintenance of the material and technical base of the school.

We widely use the potential of individual interaction. This year, "Saturdays for Parents" are held, specially organized situations for communication between the school administration, subject teachers, class teachers and parents. Building mutual trust, communication in an informal setting help turn the situation and communication into an event.

We have to create new norms of a culture of partnership with parents through the expansion of positive practices of joint action and active participation in the planning, organization and examination of school life. (Appendix 13).

PEDAGOGICAL POSITION

According to Slobodchikov V.I. the pedagogical position is both pedagogically personal (it can be traced in every meeting between an adult and a child) and pedagogically professional. In the professional position of a teacher, he distinguishes two subpositions: teacher and educator. In the position of an educator, the teacher works with the conditions for the formation and development of the child as a person, while in the position of the teacher, the teacher meets the child as a subject of educational activity. Today, the school teacher ceases to be a narrow subject. Its pedagogical functions are expanding. The teacher becomes: a senior comrade, a defender, a tutor, a consultant, an organizer, but the main thing is that he must be a significant adult for the child.

Every child wants an adult to understand, accept, protect and support him. If this does not happen, school life can turn into everyday torture and confrontation for the child. The child does not need guidance, but informal togetherness. Then the child-adult community becomes a natural, open event community (Annex 14).

The change in the status of the institution, the work in the mode of experimental activity entailed the presentation of new requirements for the participants in the educational process. There are certain difficulties that teachers face in the course of experimental activities: lack of psychological readiness to work in conditions of openness, transparency of results; insufficiently high methodological culture and level of mastery of methods of pedagogical reflection. The teaching staff has identified the following guidelines for developing a pedagogically personal position.

The norms of the humane position of the teacher:

acceptance of the child as he is;
the desire to understand and accept the motives of the child's actions;
faith in the inner strength of the child;
respect for the rights of the child.

Pedagogical support is an open system of techniques and methods of interaction between children and adults, aimed at:

identification and analysis together with the child of his problems;
stimulation of self-development of the child;
education of the child independence and responsibility.

Tasks of the teacher in the implementation of the event community model:

ensure freedom, voluntariness of the choice of participation in joint activities, the possibility of choosing directions and methods of activity;
to build and maintain relations of equality, mutual interest, mutual acceptance and mutual respect;
stimulate the manifestation of one's position and acceptance of the position of another;
stimulate reflexive processes.

Cooperation Pedagogy:

personal approach to the child and acceptance of him as he is;
development of the child's motivation and desire for success;
the success of each child is recorded;
reflection is welcome;
collective creative activities stimulate initiative and responsibility;
developed student self-government;
partnerships are built between teachers and parents.

The decisive role in the formation of a pedagogically personal position is played by intuition and professionalism, that is, the personal, moral qualities of the teacher, and not his organizational experience. The duty of the teacher is to be on the side of the child, to help him in his independent growth, to accept his natural assignment and to cultivate individual uniqueness.

When a school lives in a development mode, when there are many changes in its way of life, the teacher must be ready to work in the space of reflection and self-evaluation. From the moment they entered the experiment, school teachers took part in the survey "Teacher's readiness for innovative activity", filled out the self-assessment sheet "Components of teacher's competence (Annex 15). At the end of the first year of the experiment, the teachers answered the questions of the reflective diary (Appendix 16).

There are still many unresolved issues facing school teachers, the most important of which are: how to create a system of tutor support for a student?; how to determine the tutor functions of subject teachers, social educators, school psychologists, teachers of additional education, members of the school administration. And finally, what is the result of education? what should be the object of diagnostics and what should be studied to assess the effectiveness of the educational system? Experimental activities are designed to answer many problematic questions.

Literature

Genike E.A. Professional competence of the teacher. Library of the journal "Director of the School" No. 5.08 - M., September, 2008.
Kamensky A.M. Strategic guidelines in the management of a modern school - M., Pedagogical Search Center, 2007.
Kamensky A.M. Professional and personal space of the headmaster. Library of the journal "Director of the School" No. 5.09 - M., September, 2009.
Konnycheva G.G. Implementation of the educational model of the lyceum. Library of the journal "Director of the School" No. 2.08 - M., September, 2008.
Krylova N.B., Alexandrova E.A. Essays on understanding pedagogy - M, "People's Education", 2003.
Krylova N.B. Eventfulness in educational and pedagogical activity. A series of scientific and methodological publications "New values in education". Issue 1 (43), 2010.
Krylova N.B. School way: improving the quality of school life. Library of the journal "Director of the School" No. 6.10 - M., September, 2010.
Lizinsky V.M. The work of the school administration with the teacher - M., Pedagogical Search Center, 2002.
Safronova E.M. Increasing the competence of a school teacher in the field of educational activities (teacher councils, seminars, workshops, discussions). Library of the journal "Principal of the School" No. 5.10 - M., September, 2010.

Municipal preschool educational institution

"Kindergarten No. 7 "Crane"

Rtishchevo, Saratov region

Tutor Bobina T.Yu.

Preschoolers are the first step in education. The Federal State Educational Standard is focused not only on supporting the "diversity of childhood", but also on the variability of the developing forms of this support.

Today, the pedagogical community faces the task of affirming the priority of the child's individuality. In the transitional period that the entire system of preschool education is going through, new guidelines have been outlined aimed at:

Promoting the development of the child in cooperation with parents;

Desire to make children's lives more interesting;

Formation of an initiative, active and independent child;

Reduction and simplification of the content of education for preschool children by setting targets for each educational area.

The event approach is considered by us as a productive pedagogical technology for organizing and implementing significant events in the life of a preschool team and an individual, using which we can ensure the achievement of the targets defined in the Federal State Educational Standards for Preschool Education.

The idea of the event approach was borrowed from the pedagogical system of A. S. Makarenko, who noted that bright and exciting events that cause a positive emotional response in the minds of children of all ages are of great importance in a person’s life.

Building an educational process based on a complex thematic principle, close to the so-called "event" principle, will make the life of kindergarten children more interesting, and the educational process motivated. The implementation of integrated thematic planning is based on the following approaches:

A bright event in nature, the social life of society or a holiday;

Bright events specially modeled by the educator by introducing new, unusual interesting items;

Events that form a sense of citizenship of the child (Day of Russia, Defender of the Fatherland Day, Victory Day);

Phenomena of moral life (Days of "thank you", kindness, friends);

Phenomena of the natural environment (Days of water, earth, birds, animals);

World of Art and Literature (Days of poetry, children's books, theater);

Traditional festive events of the family, society and state (New Year, March 8, Spring and Labor Day, Mother's Day);

The most important professions (days of educator, doctor, day of food industry workers, builder's day).

Currently, in the pedagogical environment there is an interest in the concept of "educational event", which is associated, first of all, with its effectiveness in the development of the child's personality.

What is the essence of the concept of "educational event"?

At the same time, any of the participants in the educational event is really a participant, not a spectator: everyone has their own meanings, their own activities, their own experiences, but the field of choice is such that in the choice of limited (content and time) resources, the child should have unlimited opportunities.

According to B. D. Elkonin, “an event is not a consequence and continuation of the natural course of life. The event is connected precisely with the interruption of this current and the transition to another reality. That is, an event should be understood as a responsible action, as a transition from one type of behavior to another, from one idea to another, from misunderstanding of another to its development and acceptance. The event cannot be understood as an accident. The event involves very serious, difficult and intense work and experience.

Substantiation of the integrative possibilities of educational events:

1. During the implementation of educational events, modern educational technologies are used: project-based learning, problem-based learning.

2. Educational events contribute to the integration of the educational process.

3. Educational events form an effective educational space aimed at the formation of a holistic, diversified personality.

4. Educational events allow you to systematize, generalize and bring knowledge into a single harmonious picture of the world around you.

5. Educational events help to increase the teacher's motivation for pedagogical activity and the child for learning.

6. Educational events develop a creative attitude to their own activities, provide an opportunity to adequately evaluate it, develop skills for self-development and self-learning.

7. Educational events contribute to the successful socialization of the individual.

The activity of a teacher in the implementation of eventfulness can be organized at various levels: in the process of continuous educational activity, individual and group forms, etc.

A feature of the teacher's activity is that it is flexible, differentiated and includes elements of spontaneity and improvisation, requires a number of professional skills, among which is the ability to observe the activities, behavior and relationships of children, analyze current events, interpret the results.

Stage 1

– determination of the topics of educational events. Activities are recorded in the comprehensive thematic planning, the annual work plan of the institution, plans for educational work,

Stage 2

– determination of the goals and objectives of the upcoming educational event, planning the stages of preparation.

Ideally, joint activities of the teacher and pupils should be organized here, but in practice this is not always the case. Therefore, the teacher himself determines the goals and objectives of the educational event. If several teachers participate in this event, then they organize this activity jointly.

There is a definition of the goals of organized educational activities different in content and form, traditional and non-traditional. The teacher determines what additional resources he needs to conduct an educational event (joint activities with other teachers, parents, etc., their joint activities are also planned, a model for achieving the goal is developed, the means necessary to achieve it are determined, activities are detailed at each step, taking into account individual characteristics of the individual, relations in the group and readiness for the event.

Stage 3

- preparation for the educational event.

In the process of preparing for an educational event, students receive the knowledge and skills that will be necessary during the educational event. Creative workshops are held here, special tasks are given to children, children prepare creative works, and thematic materials are viewed.

Stage 4

- holding an educational event, the most wonderful and long-awaited moment of action.

The scenario of the educational event itself is developed by the teacher.

Bright visibility (designing an exhibition of children's works, decorating the venue according to the theme, creative play action, surprise and surprise are mandatory criteria for preparing an educational event.

Stage 5

– reflection, the effect of participation in an educational event.

Following the results of the educational event, an exchange of views on participation in the event is held, the participants share their impressions, express their opinion about the past. At the assessment stage, the results are analyzed, the effectiveness of the educational impact is determined, the positive and negative experience of organizing and implementing the event is taken into account, and, taking into account the analysis, adjustments are made to the educational process.

The value of an educational event is that it creates an integral unity of the educational process, and its content reflects a picture of everything studied, acquired, accumulated, formed in the creative, speech, cultural, emotional sphere. The educational event also presents a holistic picture of the child's personal qualities - this is efficiency, perseverance, diligence and the qualities of interpersonal communication - this is creative cooperation, kindness, responsiveness, empathy. Preparation for an educational event is a creative process and a joint activity of a teacher, children, parents, where everyone finds a place for himself and learns new opportunities for his personal qualities.

This is the joint design of corners, stands, exhibitions of drawings, crafts.

An integrative result of the implementation of the requirements of the Federal State Educational Standard for Preschool Education is the creation of a comfortable developing educational environment that ensures the high quality of education, its accessibility, openness and attractiveness for students and their parents.

The development of the information and communication environment of an educational organization contributes to the unification of information and educational environments, the integration of modern technical teaching aids with classical traditional forms of work, the creation .

Information and educational environment(ios) is a systematically organized set of information, technical, educational and methodological support, inextricably linked with a person as a subject of education.

The most important condition for updating the content of education, expanding

educational content is the formation of an "Event Bank" - a bank of educational events using ICT (didactic materials: games, exercises, assignments, electronic versions of visual aids, presentations, e-books, tests, videos, etc.; methodological tools: electronic technological lesson cards, an electronic library for teachers, a package of diagnostic methods with interactive tasks, materials for working with parents, etc.)

Use of electronic educational resources (encyclopedias, textbooks, websites, virtual museums), complexes of developing and teaching computer games;

Cognitive, didactic, role-playing, creative games using electronic toys and multimedia aids;

The use of ICT in the conduct of holidays and entertainment;

Creation by a teacher-psychologist of computer presentations for parents of pupils and teachers on certain problems of the development of the personality of a preschool child;

Organization of a virtual museum and virtual tours.

Presentations of the activities of teachers with an illustrated display of photo and video clips from the life of the group;

Implementation of parent-child projects;

Presentations of events taking place at MDOU;

Creation of an electronic portfolio of the child;

Organization of an electronic library for family viewing;

Activation of interaction between parents and the teaching staff through visiting the site of the kindergarten.

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"Kindergarten No. 7 "Crane"

"Event approach as a way of development of preschool children in accordance with the targets of education, in the information and educational environment of the kindergarten"

Tutor Bobina T.Yu.

Stages of organizing educational events in a preschool educational institution:

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

information and educational environment.

Implementation of ICT in the educational process:

Improving interaction with the families of pupils through ICT: