Presentation “Portfolio of a teacher of the highest category” presentation on the topic

Increasingly, parents in kindergartens, early development centers and other organizations that provide intellectual and physical education for children are being asked to compile a preschooler’s portfolio.

A portfolio is a colorful album, notebook or folder that contains information about the child:

• personal data;
• physical parameters;
• skills;
• hobbies and aspirations.

This source of information is created so that an educator, teacher or coach in a group can open the album and understand what kind of child he is faced with, what he should pay attention to, and how to properly organize a lesson plan for this child. Most often, educational organizations require a portfolio for a preschooler aged 5-7 years.

Why do you need a preschooler's portfolio?

The portfolio is created for preschool educational institutions, and the types of preschool educational institutions may be different. Often such an album is required for a kindergarten so that teachers can introduce all the children in the group, visually presenting their skills and capabilities. These are the features of the implementation of educational programs in the field of child development.

In additional education institutions, a preschooler's portfolio project is used as a collection of creative works - drawings and crafts are added there.

If the creative task is made of plasticine, twigs, leaves and other materials that cannot be placed in an album, it is photographed and pasted in the form of a finished frame. You can put certificates, awards, medals and other results of your child’s achievements in the album. Parents can create their own sections and add information they would like to share.

When teaching occupational safety, the teacher can use information about the activities that the child has chosen as the most interesting for himself. When presenting educational materials, emphasis is placed on these activities so that the child receives more information about them. Even in large group settings, portfolios become useful in identifying the interests of most children. For example, they can all be interested in the same character, which will create a more cohesive and friendly atmosphere in the group.

For this reason, the interests of the child play a large role in creating a portfolio. It is necessary to list all areas of activity that attract his attention, and also describe what kind of character the child is. Hobbies may include games, characters, sports and intellectual activities. Using this information, it will be easier for the teacher to organize the learning process, make it more exciting and attract the child to complete the necessary tasks.

Portfolio for certification for the first category of teacher according to the Federal State Educational Standard

PORTFOLIO

Svetlana Mikhailovna Zaplatina Preschool teacher Application for 1st qualification category in Vologda 2020

General information about the teaching staff

1. Full name: Svetlana Mikhailovna Zaplatina 2. Position (indicating the area of ​​activity) for which certification is being carried out: Early childhood educator. 3. Place of work (name (in accordance with the Charter) of the organization carrying out educational activities and (or) structural unit carrying out educational activities): Municipal budgetary educational institution "Termeng Primary School" 4. Professional education (confirmed by copies of documents on education and (or) about qualifications): secondary vocational pedagogical, primary school teacher 5. Qualification category: no 6. Availability of academic and honorary titles, degrees: no 7. Incentives and awards for teaching staff: diploma for success in professional activities and in connection with the Day preschool worker, gratitude for the high-quality preparation and participation of children in the school drawing competition “New Year’s Toy”, gratitude for the high-quality preparation and participation of children in the artistic reading competition “Hail, Fatherland”, dedicated to the 70th anniversary of the Great Victory.

Information and analytical report
Form 1 Quality of organization of the developmental subject-spatial environment (DSES) Academic year Name of the event Result of monitoring of the RPES Compliance with the RPES Federal State Educational Standard for 2013-2014 Monitoring of the RPES RPES complies with the requirements of the Federal State Educational Standard for Education with partial recommendations. Work is needed to improve the RPPS. Meets the requirements of the Federal State Educational Standard for Educational Education with partial recommendations 2014-2015 Preparing the group for the new school year The condition of the RPPS has improved, new equipment, toys, and furniture have appeared in the groups that meet the requirements and age of the children; the group has its own individual design style; Address information for parents appeared in reception areas, and the appearance of the reception area became colorful and meaningful. Complies with the requirements of the Federal State Educational Standard for Educational Education with partial recommendations. Analysis of the data presented shows that work is actively underway to improve the developmental subject-spatial environment. (Appendix) Form 2 Involvement of parents (legal representatives) directly in educational activities Academic year Forms of work with parents (legal representatives) Name of the event Share of the number of parents (legal representatives) directly involved in educational activities in the total number of parents (legal representatives) % 2013-2014 Brochures, leaflets and booklets Design of a booklet for parents “Fire is not afraid of those who are familiar with fire safety rules!” Appendix 100% Brochures, leaflets and booklets Design of a booklet for parents “Educational games with mathematical content” 100% Brochures, leaflets and booklets Design of a booklet for parents “Raising a competent pedestrian” Appendix 100% Family holiday “Mommy, beloved!” 100% Consultations Consultation for parents (Designing a folder - moving) “Speech development using mnemonics in preschool children.” 100% Open lesson for parents and primary school teachers Educational area “Cognition” Topic: “Insects” Appendix 100% Family holiday “Goodbye, kindergarten” 100% 2014-2015 Parent meeting “Preparation for the new school year” Questionnaire to obtain new information about parents. 90% Consultation Consultation for parents: “Daily routine and its meaning.” 100% Folders and stands Design of a folder “Basic rules and principles of proper nutrition for children” 100% Portfolio of a preschooler Portfolio design, section “Get to know me” Appendix 100% Family holiday “Mom’s smile” 90% Folders and stands Stand for parents on the topic: “Introduction of the Federal State Educational Standard of Education” 100% Exhibitions of joint works Making bird feeders: “Birds are our smaller feathered friends” Appendix 50% Parent meeting “Preparing for the New Year’s holiday” 100% Exhibitions of joint works New Year’s crafts competition “New Year’s fantasies” » 100% Family holiday New Year's party 100% Folders - moving "Advice to parents on hardening the child" 100% Project activity "My name" Appendix 100% Folders - moving "Defender of the Fatherland Day" 100% Open lesson for parents educational area "Speech development" Topic: “Wintering birds” 100% Parent meeting “Soon to school” 100% Family holiday Matinee dedicated to International Women’s Day. 90% Wall newspaper “Mom was little too” 100% Exhibition of joint works Exhibition of joint crafts dedicated to Easter Sunday 100% Portfolio of a preschooler Portfolio design, section “Spring” Appendix 100% Parent meeting “Getting ready for school. Important aspects of preparing a child for school" Appendix 100% Parent meeting Analysis of the implementation of the plan for introducing the Federal State Standard. Results of the work of the preschool group for the 2014-2015 academic year. Recommendations for parents for the summer. Appendix 70% Project activity “My Family” Appendix 100% Family holiday “Goodbye kindergarten” 100% In my teaching activities, I pay great attention to working with parents. Unity in matters of raising a child is the main goal in working with families. I try by all available means to achieve interaction and agreement with parents in nurturing a common culture for children and in creating an emotionally favorable climate. Form 4 Protecting and strengthening the physical health of children Academic year Age group Morbidity rate (by group) days Average morbidity rate by municipal district (city district) days 2013-2014 Senior mixed-age group 2.4 14.4 2014-2015 Senior mixed-age group 2.2 14.7 Analysis of the results of the presented table shows that the average incidence of diseases in the group is significantly lower than the municipal indicator. Strengthening and maintaining health and reducing morbidity are facilitated by the effective use of health-saving technologies. This is evidenced by form No. 9. I use exercise minutes, breathing exercises, eye exercises, finger exercises, music therapy, self-massage, hardening, hygiene and water procedures, sports, active recreation, and I promote a healthy lifestyle. All this forms in children value orientations aimed at preserving and strengthening health. The full application of health-saving technologies in work increases the effectiveness of the educational process, forms value orientations in students and their parents aimed at preserving and strengthening health. Health-saving activities used in a complex form a strong motivation in the child for a healthy lifestyle and full development. Form 5 Involving children in project activities Academic year Age group Direction of activity Project name Share of the number of children involved in project activities in the total number of children % 2013-2014 Secondary, senior, preparatory group Research project “Be Healthy” 70% 2014-2015 Preparatory group Research project “My Family” Appendix No. 100% Middle, senior, preparatory group Research project “My Name” Appendix No. 100% Middle, senior, preparatory group Creative project “Different mothers are needed, all kinds of mothers are important” 100% For two I've been working with design technology for years. Implementation into practice began with the use of a short-term project. In further work, she used long-term projects, involving parents, which had a positive impact on the development of the child’s personality, his cognitive and creative abilities. Working teacher - children - parents led to improved work on interaction with parents, activation of the position of parents as participants in the pedagogical process of the kindergarten. Form 6 Participation of children in competitive events Academic year Name of event Level (level of educational organization, municipal, regional, interregional, all-Russian, international) Dates Result 2013-2014 2014-2015 New Year's toy competition "Winter Patterns" Level of educational organization December 26 2 diplomas for participation in the competition Appendix Art reading competition “Glory to the Fatherland!” Level of educational organization May 6 2 certificates for 1st place, 2 certificates for 2nd place Appendix Drawing competition “White Daisy” Municipal March 24 3 diplomas for active participation 1 diploma for 3rd place in the age category Appendix Sports competitions dedicated to Health Day Municipal February 22 1 diploma for active participation in sports competitions Appendix Children's performance at the Termeng Palace of Culture at a festive event dedicated to the 70th anniversary of Victory in the Great Patriotic War "Municipal May 3 thanks Appendix Pupils of my group participate with interest in various competitions. By participating in competitions, children began to think logically, reason, and compare; They became more organized and began to listen to each other. Competitions have a positive impact on the level of development of children's mental abilities. I believe that in the future these children will successfully study in primary school. I would like to say that parents actively participate in various creative competitions. And we must give credit to mothers, fathers, grandmothers, and grandfathers for supporting the child in all his endeavors. After all, without their participation there can be no talk of any competitions. Isn’t this the most important thing when a child is not alone, but with the right and important people. It is valuable for a child that he is understood, that he is accepted, that he is helped in everything. In kindergarten, next to him is the kindest, best friend, comrade and assistant - this is the teacher; at home his parents should always be nearby. I take a responsible approach to organizing competitive events at various levels. I actively work with parents - the first assistants to the teacher in organizing and conducting all kinds of events. The competitions held in kindergarten showed that our children and their parents are creative people. Form 7 Advanced training Academic year Educational organization, program name, number of hours Documents (name, N, date of issue) 2013-2014 2014-2015 Astrel Publishing House LLC, webinar “Approximate basic educational program of preschool education “Worlds of Childhood”: designing opportunities "- a new approach to the education of preschool children" in the amount of 8 academic hours Certificate, 05/18/2015 Appendix Publishing house "Prosveshchenie" webinar "Features of interaction of the teaching staff with the families of pupils in the context of the Federal State Educational Standard of preschool education" in the volume of 2 hours Certificate, December 16, 2014 . Appendix Vologda Institute for Educational Development “Creation of a unified educational space in the context of the implementation of Federal State Educational Standards for Preschool Education (Features of organizing educational activities in a multi-age kindergarten group)”, 42 hours Certificate of advanced training 352402624939, registration number 630, 04/30/2015 Appendix Having a pedagogical education and improving professional skills level, mastering new technologies and a variety of programs, I plan and develop interesting integrated activities, leisure, entertainment, introduce playful and surprise moments, and participate together with parents in project and research activities. Form 8 Results of self-education Academic year Topic of self-education Planned result Achieved result 2013-2014 “Mnemotables in direct educational activities as a means of developing speech and verbal-logical memory in children of middle preschool age” 1. Increase one’s own pedagogical competence on the problem of speech development in preschool children. 2. Develop a plan on the topic of self-education 3. Collect material for consultation for educators 4. Involve parents in joint work on the topic: “Use of mnemonics in the development of children’s speech” 5. Selection of practical material for working with mnemonic tables: - use of elements of mnemonics in joint activities children 1. A plan for self-education for the year was drawn up 2. I studied articles on a social network on the topic of self-education 3. I made a presentation for educators on the topic: “Speech development using mnemonics in children of middle preschool age” 4. A consultation was drawn up for parents. 5. I started compiling a card index of mnemonic tables. Appendix 2014-2015 “Mnemotables in direct educational activities as a means of developing speech and verbal-logical memory in children of senior preschool age.” 1. Continuation of the study of methodological literature should be in the 1st year, the second should be devoted to practical implementation. There must be some results planned for children too! 2. Development of a plan on the topic of self-education 3. Selection of practical material for working with mnemonic tables: - use of elements of mnemonics in the joint activities of children 4. Generalization of experience on the topic “Development of speech and verbal-logical memory using mnemonics in preschool children.” 1. I studied methodological literature 2. I developed a plan for self-education 3. I compiled a card index on the topic of self-education 5. I spoke at the pedagogical council on the topic “Development of speech and verbal-logical memory using mnemonics in preschool children.” Appendix The meaning of every person’s life is continuous development and self-improvement. The best education is self-education, said Ackroyd Peter. The modern educator has a unique opportunity to take all the best that has developed over the years in the field of pedagogy and multiply it with modern techniques. And you simply cannot stop at the achieved level of knowledge, so improving the professional skills of a teacher is a necessity. I am interested in everything: interesting facts and diverse knowledge about the world around us, research by psychologists and new pedagogical technologies, modern information technologies, new methods and forms of using ICT in working with children. I try to improve computer literacy and information culture with the help of electronic libraries, multimedia presentations, educational materials, etc. Form 9 Application of modern pedagogical (including ICT) technologies in the educational process Academic year Name of technology Frequency of application Result 2013-2014, 2014-2015 Game technology systematically The use of game technologies in the pedagogical process of a preschool educational institution has a positive effect on the quality of the educational process. Children are fluent in outdoor, verbal, speech, and theatrical games. For most children, the priority personality qualities are the highest ethical values: kindness, love, hard work, conscience, communication. I use gaming technology in direct educational and everyday household activities, morning exercises, entertainment, work, and walking. I consider a game as any competition between players, actions that are limited by rules and aimed at achieving a specific goal. I think the phenomenon of the game is that, being entertainment and relaxation, it can develop into learning, creativity, therapy, into a model of human relationships and manifestations in work. In my activities I pay special attention to didactic, active, verbal and theatrical games. 2013-2014, 2014-2015 Health-saving technologies Systematically using methods such as: the use of dynamic pauses, active and sports games, relaxation, gymnastics: finger, eye, breathing, invigorating; physical education classes, healthy lifestyle classes, self-massage, play massage, etc., teachers thereby increase the effectiveness of the educational process, form value orientations in students aimed at preserving and strengthening health. The introduction of health-saving technologies helps to cultivate a child’s interest in the learning process, increases cognitive activity and, most importantly, improves the psycho-emotional well-being and health of children. 2013-2014 2014-2015 Information and communication technologies Systematically Activating the cognitive activity of children, increasing interest in educational activities. Information and cognitive competencies: -use of educational presentations, multimedia; -travel games. Attracts the attention of children, arouses great interest, and promotes the effective acquisition of children's knowledge. 2013-2014 2014-2015 Project technology Depending on the interest of children in the topic raised Formation of a scientific-cognitive, practical-active, emotional-moral attitude towards the surrounding reality in children and adults. It gives the preschooler the opportunity to explore and experiment on his own, maintain his curiosity and interest in the problem, and also apply the acquired knowledge in one activity or another. The combination of various types of children's activities in the interaction of adults and children in one whole project, consolidates the skills of pupils, helps them discover and understand the surrounding reality much faster and more deeply. 2013-2014, 2014-2015 Technology of research activities Systematically to form in preschoolers the basic key competencies, the ability for a research type of thinking Content of cognitive research activities:  experiments (experimentation),  collecting, traveling on the map. Concentration increases, understanding of material improves, and cognitive activity in children increases. 2014-2015 Mnemotechnologies Systematically The method of teaching preschoolers based on mnemotechnical techniques in the process of direct educational activities makes it possible to simultaneously develop all mental processes (perception, memory, attention, thinking, imagination) and intelligence. Allows children to master various methods of processing incoming information. The most important task of this technique is to teach the child to reason, think, express his thoughts. Difficult for perception of the topic can be made affordable, interesting, unobtrusive and easier in understanding. In children, coherent speech is formed. I consider the result of the work that children work with pleasure in the classroom, get an emotional upsurge, reveal in their own positive qualities of character such as: resourcefulness, mutual assistance, courage, ability to empathize, the ability to work in a team, willpower, purposefulness, aesthetic needs Energy, vigor (Appendix) Form 10 Participation in the work of the methodological (professional) Academic year Name of the methodological (professional) Association level (level of organization, municipal, regional) content and form of participation, contribution of a teacher to the solution of posed issues 2014-2015 District methodological Association of educators on pre -school training of children. Topic: “The concept of pre -school education in the context of the introduction of the Federal State Educational Standard BC” Municipal participant the district methodological association of educators for the pre -school training of children. Topic: “Code of professional ethics of a teacher of a preschool educational institution” Municipal participant District methodological association of educators for pre -school training of children. Topic: “Game - a form of development of the spheres of communication, socialization and knowledge of preschoolers” Municipal participant District Methodological Association “Preschool Age” Municipal Participant Creative Group of Educators in the Federal State Educational Standard to the Municipal Participant (Appendix) Form 11 Development of the programmatic and methodological support of the educational process academic year The name of the software (methodological, didactic) Materials of development of independent / in collaboration The availability of a certificate (reviews, extracts from the order, extract from the meeting protocol ”2013-2014 2014-2015 The work program of the Different Preschool Group for the 2014-2015 academic year under the program“ From birth to school »09/01/2014 independently extract from order No. 31, certificate of the OOP DOO of the Directory Preschool Group of MBOU" Thermen General Educational School "for the 2014-2015 academic year. 09/01/2014 Co-autopusion from order No. 30 Appendix Didactic game Fourth extra topic: “Insects” for the senior different aging group January 2020 Self -certificate application methodological development. The creative project “Mom is different, all sorts of mothers are important” February 2020 self -certificate Appendix Form 12 Participation in Professional competitions (in absentia, remotely) academic year Name of the event level ( The level of an educational organization, municipal, regional, interregional, all-Russian, international) deadlines the result 2013-2014 School stage of the regional correspondence competition “Information and communication technologies in the professional creativity of teachers” The level of educational organization 08, 2013 letter for 3rd place Appendix 2014-2015 The monthly contest “Best Methodological Development” Creative project “Mom is different, all sorts of mothers are important”, the international letter on February 25, 2020, a letter for participation from personal experience was convinced that participation in contests of professional skill is motivation for further professional growth. In the future, I set myself the goal: to more actively participate in professional competitions, since participation in professional competitions enables the teacher: to increase their social status; study the experience of colleagues; realize your creative potential; develop your own communicative abilities; establish new contacts at a professional level; publish your methodological materials in scientific and methodological publications, sites; Increase authority in the pedagogical team, society. Form 13 Professional and Social Activities The Name of the event level (level of organization, municipal, regional, interregional, all-Russian, international) Forms and result 2013-2014 2014-2015 Working group to ensure the introduction and implementation of the Federal State Educational Standard to the level of educational organization 19.0.0. 2014 Member of the working group Application Organization of Hot foods of students The level of educational organization 09/01/2014 The responsible for maintaining a journal of the marriage of finished products in the preschool group application competition of the New Year's toy level of the educational organization 12/26/2014 Jury Member of the New Year's Representation in 2014-2015 The level of educational organization 26.12 .2014, responsible for conducting a New Year's Christmas tree application verification of work as part of the monitoring of educational achievements of graduates of the 4th grade in the conditions of the implementation of the Federal State Educational Standard of the NOO in 2015 at the Termengskaya Primary School MBOU, the level of educational organization 05.05.2015 member of the subject commission for verification of work as part of the monitoring of educational educational achievements of graduates of the 4th grade in the context of the implementation of the Federal State Educational Standard of the NOO in 2020. Application of the regional Internet quiz “How a man found wings” Regional 03/23/2015 Victorin, diploma application of the regional Internet tournament “My Hymn, My Flag, My Russia” Regional 08/21/2015 Tournament, Diploma Appendix Preparation and Conducting the New Year's Morning Educational Organization 29 On December, a letter of the application analyzing the presented material can be concluded that I am actively participating in public work. Form 14 Translation of the experience of practical results of professional activities, including the experimental, innovative academic year, the name of the measures level (level of educational organization, municipal, regional, interregional All -Russian, international) deadlines Topic, form of representation, publication, open lesson (lesson, event) (master class and so on) 2013-2014 Directly educational activity The level of educational organization May 19 educational field “Cognition” Theme “insects”, open lesson application 2014-2015 Pedagogical council level of educational organization 10/30/2014 message “New content of preschool education, implementation of the Federal State Educational Standard Bas During the implementation of the basic educational program of the children's educational institution in the framework of the Federal Law “On the Education of the Russian Federation”, a message with the presentation “Federal State Educational Standard in the Educational Process” Pedagogical Council The level of educational organization 13.03.2015 Message “Conditions for certification of preschool education teachers” Pedagogical council level of educational Organizations 05/07/2015 Message “Development of speech and verbal and logical memory using mnemonics in preschool children” Pedagogical council level of educational organization Report “Activated approach in educational activity” Appendix directly educational activity The level of educational organization February “Speech Development” Topic “Wintering birds”, an open lesson of the application, I firmly realized that only the teacher who is able to go beyond the limits of his group, his kindergarten and listen to, look closely at the experience of colleagues is creatively growing and developing.
To accept the experience of another is always the discovery of something new for yourself. I try to actively share experience and knowledge at various levels. The modern teacher these days, in my opinion, is a professional. I think that the professionalism of the teacher is determined by his professional suitability; professional self -determination; self -development, that is, a focused formation in itself those qualities that are necessary for the implementation of professional activities. I am sure that the teacher working in modern conditions should have sufficient information about current trends in the development of pedagogical science, participate in various competitions, master classes, engage in self -education, actively participate in social activities and share their knowledge and acquired experience. I set myself the following tasks: 1. engage in self -education. 2. To disseminate your pedagogical experience (publishing articles and methodological developments); 3. Actively participate in competitions for teachers; 4. The active participation of pupils in competitions; 5. get acquainted with new forms of work with parents and implement them in my activity; 6. Actively participate (perform) at district methodological associations. 7. Actively participate in social activities, the reliability of the presented information I confirm the director of the municipal budgetary educational institution "Termen Elementary School" Derpin V. I. Information and analytical report

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DIY teacher portfolio folder

The main functions of a preschooler's portfolio.

• diagnostic – records changes and growth (mental and physical) over a certain period of time;
• goal-oriented – supports educational goals (what we teach the child and why);
• motivational – encourages the results achieved by the child;
• meaningful – reveals the entire range of work performed;
• developmental – ensures continuity of the learning and development process from year to year;
• rating - shows the range of skills and abilities of the child.

The structure of a preschooler's portfolio.

The structure of a preschooler’s portfolio is formed at the request of the parents, but it must contain mandatory sections. If you are in doubt about the content of your portfolio, a template will help you organize the data correctly.

First, a title page is placed, where the child’s full name, preferred abbreviation of his name and the title of the album are indicated. Then follows the first page with personal data: date and place of birth, place of residence and a short biography, which will include the child’s information about himself. In the biography you can indicate at what age the baby began to walk, what his first word was, whether he has brothers and sisters, what kindergarten he attended. At the end, they briefly list the child’s favorite activities, including games in kindergarten.

On the next page there is a section “My family and our holidays”. This lists the names of parents, siblings, and grandparents, as well as their birthdays and other family holidays. You can indicate the date of your parents’ wedding, describe the hobbies of each family member, and draw a family tree.

After this, a section “My achievements” is placed, where the child’s creative successes are listed. They can be supported by documentary evidence. Each lesson has a separate portfolio page, which is filled out by the teacher. He describes the developmental process that led the baby to the results achieved. A separate section can be devoted to general education, where the article will contain information about activities in kindergarten, classes in the middle group, and preparation for school.

A preschooler's portfolio for a boy can be made in bright colors and decorated with stickers with images of cars, transformers, superheroes and other favorite objects and characters. The design can be changed and supplemented depending on interests. Photos of the child from children's parties and travels, with family and friends are often added.

As you age, your partitions will get larger, so it's a good idea to set aside enough space for them. You can use liner sheets and dividers to maintain a clear structure. We should not forget about the colorful design of the album so that the child will be pleased and joyful to pick it up.

When creating a preschooler's portfolio for a girl, it is better to choose pink, beige or golden tones. You can add sparkles, rhinestones and sequins. It is advisable to invite the child to participate in the design of the portfolio himself.

Application of Portfolio technology in the work of a teacher

Bibliographic description:

Elagina, I. I. Application of the “Portfolio” technology in the work of a teacher / I. I. Elagina. — Text: direct // Questions of preschool pedagogy. — 2020. — No. 10 (27). - pp. 13-15. — URL: https://moluch.ru/th/1/archive/145/4624/ (date of access: 10.10.2020).


Everyone knows the word “portfolio”. It came to us from the Latin language and translated means “bag for letters.” In times past, portfolios were collected to show off to the person whose respect and attention was sought—a potential employer or a professor in an academy. Nowadays, we adults also use our portfolio for these purposes. But earlier portfolios were only in paper form, but now preference is given to electronic portfolios.

What is “portfolio” technology and how can a teacher use it in their work?

In the most general understanding, a portfolio is a form and process of organizing samples and products of a child’s activities, as well as relevant information materials from external sources (peers, parents, other teachers), intended for their subsequent analysis and further correction of the learning process.

The purpose of a portfolio is to collect, systematize and record the results of a child’s development, his efforts, progress and achievements in various areas, to demonstrate the full range of his abilities, interests, inclinations, knowledge and skills.

A preschooler’s portfolio helps solve important pedagogical problems:

− create for each preschooler a situation of experiencing success;

− maintain the child’s interest in a certain type of activity;

− encourage the student’s activity and independence;

− to develop skills in educational activities;

− promote the individualization of education;

− provide additional opportunities for the successful socialization of the child;

− strengthen interaction with the pupil’s family, increase the interest of parents (legal representatives) in the results of the child’s development and joint pedagogical activities with the preschool educational institution.

If you are planning to use this technology in your work, you need to decide two questions for yourself:

− What method will you choose to sell your portfolio?

− Which pedagogical portfolio model is preferable to take?

Ways to implement a portfolio:

− printed portfolio (created in the form of folders, card files and contains information about the child, his achievements, drawings, photographs and other materials on paper).

− coloring portfolio (created in the form of folders with pages designed by the child himself, containing headings in which the preschooler independently colors and decorates, but the entries are made by an adult).

− electronic portfolio (created by an adult in the form of a presentation, web page or website, containing a large amount of information, as well as photographs, audio and video recordings).

A number of authors propose the structure and content of printed portfolios for preschool children. Here are the most famous of them.

I. Rudenko: 1. “Let’s get acquainted.” 2. “I’m growing!” 3. “Portrait of my child.”4. “I dream…” 5. “This is what I can do.” 6. “My achievements.” 7. “Advise me”…. 8. “Ask, parents!”

L. Orlova: 1. “Get to know me” 2. “I’m growing” 3. “My family.” 4. “Whatever I can, I will help” 5. “The world is around us.” 6. “Winter (spring, summer, autumn) inspiration.”

V. Dmitrieva, E. Egorova: 1. “Information for parents,” 2. “Information for teachers.” 3. “The child’s information about himself.”

Colorful pages for creating printed portfolios can be found on Internet sites, and materials for creating portfolio coloring pages can also be copied from the Internet.

Now let’s compare the printed and electronic portfolio of a preschooler. Which option is more acceptable for the child, the teacher and the student’s parents?

Advantages of a “paper” portfolio:

− joint selection of the type of portfolio with the child and parents;

− individual design of pages for children and adults;

− tangibility of portfolio materials;

− accessibility of the portfolio, first of all, for the child.

Flaws:

− fullness leads to a wide folder, which is inconvenient to take for viewing;

− mobility;

− assessment of portfolio design by adults and children is not without subjectivity;

− inability to frequently post photographic materials, as well as video and audio recordings.

− problems with “editing”.

Now let's look at the advantages of an electronic portfolio:

− the choice of platform for creating a portfolio is chosen by the teacher and parents, focusing on design and ease of content;

− accessibility of the portfolio from any computer and mobile phone;

− ability to edit;

− constant content of text, photo, video, audio information;

− the possibility of feedback from the student’s parents and the child himself;

− durability.

One of the disadvantages is that the work on the portfolio is carried out by an adult, and the preschooler only examines the materials and makes his suggestions.

In my opinion, a paper portfolio will undoubtedly attract its creator, but modern children are more drawn to computer technology and therefore creating a portfolio in the form of a website will be interesting to them. They will be able not only to see the results of their activities, but also to look at them from the outside (photos, video materials).

In addition, virtual electronic portfolios are easy to transfer, jointly edit, move to a new system or to a new work environment, so virtual electronic portfolios are durable, can exist and develop at all stages of education, from preschool education to higher school.

Let's consider free thematic sites that can be used to create an electronic portfolio for a teacher and preschooler:

− website builder https://www.wix.com (free, a lot of services, the ability to create secure web pages and give access to them only to certain users, mobile version)

− website https://www.4portfolio.ru (free, advanced services, ability to download text, graphic and sound files, videos and animations, possibility of network interaction, security, limited disk space and mandatory registration on the resource).

− website builder https://www.uCoz.ru (free, lots of services, advanced publishing capabilities);

− all-Russian free portfolio designer https://www.uchportfolio.ru (user-friendly and accessible interface, the ability to create your own design, the ability to publish articles and materials in the general site directory);

− website builder https://www.jimdo.com (the free version contains its own design template and advertising that pops up or “hangs” in the window, there are possibilities for publishing files, images, a mobile client and integration with social networks, there is no information security from other users);

− electronic portfolio of teachers https://pedportfolio.ru free, open one-page form for filling out a portfolio;

− website https://www.folio24.com (limited functionality of the free version: publication of photo galleries and creative works in the public domain);

− website https://www.portfoliopen.com/ru-ru (free limited version, advanced design, up to 3GB of disk space for work).

Having chosen the platform you need, do not forget about the Federal Law “On Information, Information Technologies and Information Protection” dated July 27, 2006 No. 149-FZ (as amended on July 21, 2014)), a link to which must be on the portfolio being created.

The didactic value of the electronic portfolio lies in the fact that around it and in connection with it it is possible to build a pedagogical process that allows you to develop or form at any stage of training and education some cognitive-personal qualities (competencies) that are put forward by the world of education and work as necessary every person for active participation in the life of the modern information society.

The use of portfolio technology allows us to provide a person-centered approach to education, placing the child with his individual and age-related developmental characteristics at the center of attention and allowing the teacher to realize his age-related potential and individuality.

Literature:

1. Galimullina, E.Z., Zhestkov, L. Yu. Methodological recommendations for creating an e-portfolio. Educational and methodological manual / E. Z. Galimullina, L. Yu. Zhestkov. — Elabuga: Publishing house EI K(P)FU, 2020.

Key terms
(automatically generated)
: electronic portfolio, website builder, portfolio, free version, type of folders, a lot of services, the result of the child’s development, the student’s parent, the child himself, stage of education.

What is included in a preschooler's portfolio.

It is useful to include a section “Dynamics of physical development” in the portfolio, especially if the child plays sports. This is a table in which indicators of weight, height and acquired physical skills are regularly entered. Long jumps, running speed, whether the child can swim, etc. are indicated.

Another important chapter is “Dynamics of General Development.” Indicators of counting skills, reading, memorizing, reproducing stories, and sound culture of speech are entered into this table monthly or once every 3 months. Thanks to such statistics, parents can monitor the process of their children’s education and pay special attention to those areas that develop more slowly than others.

You can use a folder for a preschooler's portfolio with A4 insert sheets. It is especially convenient to place information in a ring binder; it can be easily opened anywhere to replace or add sheets. You can make your own cover, color it with markers or paint it with paints and add a photo of the child.

The child’s favorite poems and songs must be in the portfolio; you can also write the names of the books and fairy tales that he likes most. It is useful to place a section “I dream”, where the child describes his aspirations and plans for the future. Grown-up children view this section with particular interest and compare their childhood dreams with their current plans.

In addition, pages can be added with wishes and reviews from teachers, educators and friends of the child, which will remain as a keepsake.

“Pedagogical technology of a preschooler’s portfolio” consultation on the topic

"Pedagogical technology

preschooler's portfolio"

Completed:

Tkachuk L.V. teacher of MADOU - “D/s No. 213 of a combined type”, Kazan. Highest qualification category.

Leushkina E.R.

Kazan 2015

Nowadays, much attention is paid to the development of the child as an individual, with his individual abilities, individual pace and developmental characteristics. The “Portfolio” technology can help him reveal himself and notice his own “zest” in everyone.

The concept of portfolio is different. Most often it is used as a portfolio of a creative person. However, from all the definitions of the concept of portfolio, it can be distinguished that it is a way of recording and accumulating individual achievements for a certain period.

Moreover, the portfolio can be compiled for one person or for a group, for a kindergarten, sports group, or children's musical group. A portfolio can be compiled for both the kindergarten teaching staff and a specific family.

But be that as it may, a portfolio is an indicator of creative success. And this is the main point. After all, how important it is to notice something good, positive, and not focus on what you still can’t, don’t know, don’t know how to do.

A portfolio is a so-called “dossier of success”, which reflects everything interesting and worthy that happens in a person’s life.

Let's consider the concept of “Portfolio”.

Portfolio –

• A method for recording, accumulating and assessing a child’s individual achievements during a certain period of his development, the most important point of contact in the interaction “teacher – child – parent”, a method for assessing the real achievements of a preschooler
• A collection of a student's work that demonstrates a student's efforts, progress, or achievements in a particular area.
• A unique exhibition of children’s works, the task of which is to track their personal growth.
• A tool for a comprehensive assessment of the level of a child’s individual qualities, capabilities and abilities, a method for analyzing individual achievements to build a further development trajectory.

An important goal of a portfolio is to see the picture of significant educational results as a whole, to ensure tracking of a child’s individual progress in a broad educational context, and to show his ability to practically apply acquired knowledge and skills. Formation of the child’s personality,

Thus, a portfolio is, first of all, a collection of a child’s personal achievements in various activities, his successes, positive emotions, an opportunity to once again relive the pleasant moments of his life, this is a unique route for the child’s development.

Objectives of the “Preschooler’s Portfolio” technology:

— Expand opportunities for development and self-development.

— Encourage activity and independence.

— Develop children’s assessment (self-assessment) skills.

— Develop the ability to set goals, plan and organize your own activities.

Solving these problems contributes to the formation of universal educational actions in preschoolers - the future first-grader - during the transition to a new educational level - PRIMARY SCHOOL.

Portfolio functions: DIAGNOSTIC, CONTENTFUL, PURPOSE, DEVELOPMENTAL, MOTIVATIONAL, RATING.

Algorithm for working on a portfolio.

1. Goal setting: the author must understand why it is necessary to create a portfolio.
2. Determine the type of portfolio.
3. Determine the time period during which information will be collected.
4. Determine the structure of the portfolio: quantity, title of sections.
5. Portfolio presentation.

In order for the portfolio to achieve its goal, a number of conditions must be met:

1. One of the main conditions is voluntariness. If maintaining a portfolio is made mandatory, it will often be of a formal nature. This will only be an extra burden for both the teacher and the children. The portfolio creator must be interested in creating it. The child must even select the material independently. And if he does not agree to place any material in the portfolio folder, then there is no need to do so. After all, then the individuality of the portfolio is lost.
2. It is necessary to clearly understand the purpose of collecting information, the purpose of creating the portfolio itself.

It can be different:

- to collect achievements that reflect the results of work in some area (for example, achievements in the fine arts, sports achievements, etc.)

— cumulative, when information is collected over a certain period. Thus, you can see the development path of a child over a certain period of time (for example, from birth to 3 years, from 5 to 7 years, etc.)

— thematic portfolio; compiled based on the topic. For example, my pet, summer is a fun time, etc.

1. The number of sections and headings and their topics are determined individually for each case.
2. Convenient storage. All collected material must be systematized and stored so that it is convenient to use.
3. If the portfolio is for a preschooler, then the type, structure and content are determined either by the teacher or family members. The collection of information cannot be left to chance, but the child’s opinion must be taken into account.
4. Systematicity in collecting information. A portfolio implies constant replenishment and analysis of available materials. You can determine in advance the frequency of work (for example, at least once a week, once a month, once a quarter, etc.)

Types of portfolio:

1. Electronic portfolio.

This is a fairly new type of information systematization. It is he who most attracts older preschoolers. An electronic portfolio is always a colorful, vibrant sight, with many interesting effects.

But not all teachers and parents know the Power Point computer program, and not every institution, especially a group, has a computer.

1. Portfolio coloring book.

This type of portfolio is also attractive to a child. After all, he can color the pages himself. It is also possible to paste ready-made images here. But we must remember that the content of the headings must be filled with information.

An example of a page from a portfolio coloring book. Category "The World Around Us". The child can depict the title page of the section at his own discretion: he can draw how he went to the zoo, color this drawing, but an adult must record the story.

1. Printed portfolio -

one of the most traditional. Created in the form of folders, filing cabinets.

But any portfolio should attract first of all the author himself. Its pages should be designed so that a preschooler who does not yet know how to read can understand what is being said. This is facilitated by photographs, drawings, and illustrations.

Portfolio structure.

The portfolio has its own structure and consists of sections. A number of authors offer their own structure and content of a preschool child’s portfolio.

Thus, I. Rudenko offers approximate content of these sections, which is filled out gradually, in accordance with the capabilities and achievements of the preschooler.

Section 1. "Let's get acquainted."

The section contains a photograph of the child, indicating his last and first name, group number; you can enter the heading “I love...” (“I like...”, “I love it when...”), in which the child’s answers will be recorded.

Section 2. “I’m growing!”

The section includes anthropometric data (in artistic and graphic design): “That’s what I am!”, “How I’m growing,” “I’ve grown up,” “I’m big.”

Section 3.

"Portrait of my child." This section contains essays by parents about their baby.

Section 4. “I dream...”

The section records the child’s own statements when asked to continue the phrases: “I dream of...”, “I would like to be...”, “I’m waiting for...”, “I see myself...”, “I want to see myself...”, “ My favorite things..."; answers to the questions: “Who and what will I be like when I grow up?”, “What do I like to think about?”

Section 5. “This is what I can do.”

The section contains samples of the child’s creativity (drawings, stories, homemade books).

Section 6. “My achievements.”

The section records certificates and diplomas (from various organizations: kindergarten, media holding competitions).

Section 7. “Advise me...”

The section provides recommendations to parents by the teacher and all specialists working with the child.

Section 8. “Ask, parents!”

In this section, parents formulate their questions to preschool specialists.

L. Orlova offers this version of a portfolio, the content of which will primarily be of interest to parents; the portfolio can be filled out both in kindergarten and at home and can be presented as a mini-presentation at a child’s birthday party. The author proposes the following portfolio structure. The title page, which contains information about the child (last name, first name, patronymic, date of birth), records the start and end date of maintaining the portfolio, an image of the child’s palm at the start of maintaining the portfolio, and an image of the palm at the end of maintaining the portfolio.

Section 1. “Get to know me” contains inserts “Admire me”, where portraits of the child taken in different years on his birthdays are sequentially pasted, and “About me”, which contains information about the time and place of birth of the child, the meaning of the name the child, about the date of his name day celebration, a short story from the parents, why this name was chosen, where the surname came from, information about famous namesakes and famous namesakes, personal information of the child (zodiac sign, horoscopes, talismans, etc.).

Section 2. “I’m growing” includes inserts “Growth dynamics”, which provides information about the child’s growth from the first year of life, and “My achievements for the year”, which indicates how many centimeters the child has grown, what he has learned over the past year, for example, counting until five, somersault, etc.

Section 3. “My family.” The content of this section includes short stories about family members (in addition to personal data, you can mention profession, character traits, favorite activities, features of spending time with family members).

Section 4. “I’ll help you in any way I can” contains photographs of the child in which he is depicted doing his homework.

Section 5. “The world around us.” This section includes small creative works of the child on excursions and educational walks.

Section 6. “Winter (spring, summer, autumn) inspiration.” The section contains children's works (drawings, fairy tales, poems, photographs from matinees, recordings of poems that the child recited at the matinee, etc.

V. Dmitrieva, E. Egorova also propose a certain portfolio structure:

Section 1. “Parents’ information”, which contains the “Let’s get to know each other” section, which includes information about the child, his achievements, which were noted by the parents themselves.

Section 2. “Information from teachers” contains information about teachers’ observations of the child during his stay in kindergarten in four key areas: social contacts, communicative activities, independent use of various sources of information and activity as such.

Section 3. “The child’s information about himself” contains information received from the child himself (drawings, games that the child himself came up with, stories about himself, about friends, awards, diplomas, certificates).

L. I. Adamenko offers the following portfolio structure:

The block “Which child is good”, which contains information about the child’s personal qualities and includes: an essay by the parents about the child; teachers' thoughts about the child; the child’s answers to questions during the informal conversation “Tell me about yourself”; responses from friends and other children to a request to tell about the child; child’s self-esteem (results of the “Ladder” test); psychological and pedagogical characteristics of the child; “basket of wishes”, the contents of which include gratitude to the child - for kindness, generosity, good deed; letters of gratitude to parents - for raising a child;

The “Which child is skillful” block contains information about what the child can do, what he knows, and includes: parents’ answers to questionnaire questions; feedback from teachers about the child; children's stories about the child; stories from teachers to whom the child goes to clubs and sections; assessment of a child’s participation in actions; the psychologist's characteristics of the child's cognitive interests; diplomas in nominations - for curiosity, skills, initiative, independence;

The “Which child is successful” block contains information about the child’s creative abilities and includes: parental feedback about the child; a child’s story about his successes; creative works (drawings, poems, projects); diplomas; illustrations of success, etc.

The creation of portfolios in kindergartens led to the following results: - The number of children ready to open up in communication with peers and adults has increased; - Increased interest of parents in the child as an individual; - The interaction “teacher - child - parent” has been activated; - Monitoring of implementation has been implemented goals and objectives; - A system has been created for a comprehensive assessment of the development of the child’s individual qualities and abilities.

Conclusion: Thus, a portfolio (a folder of the child’s personal achievements) allows for an individual approach to each child and is presented upon graduation from kindergarten as a gift to the child himself and his family.

How to create a portfolio for a preschooler?

Stores sell ready-made albums and portfolio templates, but you can decorate it beautifully with your own hands using samples. To do this, choose a suitable design option, which can be found on the Internet in the form of blank pages in jpg format and downloaded. After this, they begin to create their own version of the preschooler’s portfolio, for which they fill it with drawings, pictures and stickers.

The title page must be signed legibly, so it is better if parents do this. Then you should correctly fill out the personal information sheet, using any questionnaire as an example. You can introduce a section for compiling a memo to parents, where teachers will add their feedback and requirements. At the end, it is advisable to indicate the address of residence and telephone numbers of parents that can be called.