Psychological and pedagogical skills of the teacher and their formation.

What professional interests might you have? Studying them is an interesting activity: it allows you to look inside a person’s mind and figure out what motivates him when choosing a particular profession, understand his motives, determine what he wants to achieve in life and what he is willing to sacrifice to achieve his chosen goal.

Any employee, no matter what organization he works in and what position he holds, always pursues certain goals, but they are often difficult to understand at first glance. The colleague working next to you, with all the feigned commercialism, quite possibly is not only chasing big fees, but wants to develop precisely in this activity, choosing a profession, as they say, “at the call of the soul.”

Classification of professional interests

What is included in the concept of “professional interests of a kindergarten teacher”?

Conventionally, all professional interests can be divided into 10 points:

• Ability to process materials.
• Tendency to make business contacts.
• Tendency to routine, uncreative work.
• Tendency to implement moral education of people.
• Tendency to reverently care about one's own prestige.
• Tendency to carry out intellectual activities that involve communication.
• Tendency to carry out scientific and technical activities.
• A tendency towards a certain abstract thinking and creative work.
• A penchant for technical devices and control of such mechanisms.
• The tendency to carry out production activities that can bring visible results.

  

Basic interests

Any teacher, no matter what activity he is engaged in, has the basic professional interests of an educator. An employee in a camp for children or a teacher of difficult teenagers in special institutions, a teacher at any school or a teacher at any university - they all share professional interests such as:

- desire for moral education;

- the desire to carry out intellectual activity related to communication;

- the desire to carry out creative work.

Having learned about what interests there are, we can identify a separate group that is associated with such an important activity as an employee of a preschool educational institution, and highlight the professional interests of a kindergarten teacher.

Teacher or psychologist?

Not every teacher is a psychologist and vice versa. Sometimes, if a person chooses the job of a teacher, even though he is familiar with the basic pedagogical rules, but is completely devoid of the fundamentals of psychological education, the result is disastrous. The professional interests of the kindergarten teacher are not developing at all. Understanding that your every action and every word can become the basis for the development of an individual personality, which will determine the child’s life in the future, is the most important, since this is a huge responsibility.

From this point of view, every kindergarten teacher should have the following professional interests of a kindergarten teacher:

• The desire to improve the level of one’s own pedagogical culture (including mastering knowledge, skills and abilities in this area, and developing them throughout life).
• The desire to use one’s own teaching experience to raise children, to develop their creative, mental and social abilities.

Thus, the professional interests of the teacher lie in the area of ​​their own self-development. It is very important that there is a desire to apply the acquired skills in life when raising children.

What should a modern teacher be like?

A good modern teacher is a kind of quintessence:

• good education;
• manners;
• love for children;
• pedagogical excellence;
• creative potential.

His work is constant work on himself, his thoughts and actions. Today, the requirements for a teacher, made both by parents of students and directors, and by the public as a whole, are as follows:

1. A good education.
2. A set of personal and professional qualities.
3. Competent speech of the teacher.
4. A decent appearance and image of a teacher in the eyes of the public.
5. Special knowledge, skills and abilities necessary for a teacher.

This list is not complete and has many more additions. Let's try to consider each of the points in more detail.

What kind of education do you need to have?

A preschool teacher, by definition, is a person who has received the appropriate secondary specialized and/or higher education.

Today, most employers require a potential applicant to have a higher education in the field of “Preschool Pedagogy”. However, as experience shows, sometimes college education is enough for a good teacher. This is due to the number of hours of practice, which are more within the vocational education system than at universities.

During his specialized education, a preschool teacher masters disciplines in the following areas:

• Age-related psychology.
• Physiology, anatomy and hygiene.
• Methods of teaching mathematics, drawing, physical education, reading, counting and applied arts.

Thanks to this, in the course of his work, one teacher is able to teach your child the basics of counting and reading, drawing and music .

A set of personal and professional qualities that must be possessed

You cannot teach a child without showing him a personal example. A child in preschool age relies not so much on the words of an adult, but on his behavior. Therefore, serious demands are placed on the teacher’s personality.

It is unlikely that a person who does not have such qualities as humanity, responsiveness, honesty, respect for juniors and elders, diligence, goodwill, etc. will be able to teach a child any of the above.

No less demands are placed on professional qualities. The teacher should always focus on the interests of the children, not have “favorites ,” and treat everyone equally with love and respect. Accept that each of his pupils is a small child, but at the same time an individual.

The professional qualities of a teacher also include his desire to educate his students, hard work, and the ability to set goals and achieve them during the educational process.

Grammatically correct speech

In the tender age of childhood, when the child’s vocabulary is just being formed, but is growing very quickly, it is necessary that the language environment around is clean, correct, without slang, bureaucracy and cliches.

The teacher’s speech should be simple and understandable to the child, but at the same time clear and concise.

Correct accents and pronunciation are very important, because a child enriches his vocabulary by relying on the adults around him, and the role of the teacher in shaping the child’s speech cannot be underestimated!

Appearance and social image

Unlike schools, preschool institutions do not set strict limits on the appearance of teachers, however, there should be clear limits here too.

How does a kindergarten teacher dress? It is unacceptable for a teacher to come to work in open T-shirts, blouses and shirts with a deep neckline or made of translucent materials.

Expert opinion

Domina Valentina Aleksandrovna – teacher

Teacher at a children's development center, mother of three children

Short dresses, skirts, ripped jeans, bright hair colors, piercings and tattoos are also unacceptable - all this will have to be left outside the educational institution. The image of a teacher should emphasize his professional qualities , and not the charms of his figure.

It is also necessary to emphasize that in our time, when social networks have become ubiquitous, a teacher should not post compromising photographs of himself on his pages on VKontakte, Instagram or Facebook.

The image of a teacher, including on social networks, should inspire trust and respect among parents.

What should you know and be able to do?

As we said earlier, during the course of his training, the future teacher becomes acquainted with the peculiarities of the psychology of children of primary school age.

Also, all teachers undergo courses in physiology, hygiene, and medicine.

This is necessary not only to teach the child simple rules for caring for his body, but also so that in case of emergency, the teacher can provide assistance to the students.

The teacher needs to know what to do if his pupils have a fever or rashes , what to do if the baby does not feel well or there are significant changes in his behavior.

Sometimes a teacher needs to be a subtle observer in order to see and feel what is happening with the children entrusted to him.

Humanity, tolerance and tact

The fundamental triad of a good teacher is humanity, tolerance and pedagogical tact . It is the educator who must instill in the child humanity towards the peers and adults around him.

Under the strict guidance of the teacher, the child must learn to solve problems in communicating with children, learn not only to be friends, but also to forgive offenders.

An equally important quality is tolerance. The teacher must be impartial and accept his students regardless of who their parents are.

It is also important that the teacher treats the child as a whole person. A good teacher understands that his students are equal people and will not allow himself to raise his voice or insult the child.

The final quality of our triad is pedagogical tact. A qualified teacher always takes into account the individual characteristics of each child and tries to help overcome difficulties, and never emphasizes the weaknesses of his students.

Read about the responsibilities and rights of a kindergarten teacher and nanny on our website.

The desire to improve the level of one’s own pedagogical culture

Having noted what professional interests there are, it is worth focusing on the first of them. The process of learning in the life of any person is constant. Throughout our lives, we assimilate new information, learn to apply it, both in everyday life, which concerns our personal life, and in the work sphere. The professional interests of a kindergarten teacher cannot exist without the desire to develop and understand the intricacies of the chosen specialization.

The study of new information is carried out through self-development, when the educator reads publications, books or watches special films in order to improve his professional skills. He can also attend special advanced training courses, where he will learn information in the process of communicating with trainers.

Training and retraining courses

You can obtain the profession of a kindergarten teacher in absentia through the Pedcampus distance learning system. The organization offers different areas of retraining:

• junior teacher;
• speech therapy group teacher;
• psychological and pedagogical support for young children;
• preschool teacher;
• teacher of a preschool educational organization;
• teacher-educator of an extended day group.

In addition to retraining courses for preschool teachers, advanced training courses are available. You can choose the direction of training: work in the conditions of the Federal State Educational Standard, innovations in education, raising children with special needs, interactive pedagogy.

The Antares Center is no less popular and extensive in terms of distance retraining of specialists. You can master the profession of a kindergarten teacher and receive a diploma here in 2-6 months. You can also separately study to become a senior or junior teacher or retrain as an educational psychologist.

You can enroll in courses if you have primary, secondary or higher professional education. The training program includes four modules, each of which includes a number of disciplines:

• Preschool pedagogy: theoretical foundations of children's pedagogy, preschool education as a system, pedagogical process in preschool educational institutions.
• Fundamentals of methods of education and training of preschool children: physical development and education of preschool children, social and personal development and education of preschool children, cognitive and speech development of preschool children, artistic and aesthetic development and education of preschool children, design of the pedagogical process of preschool educational institutions.
• General and special psychology: educational psychology, psychology of early and preschool childhood.
• Fundamentals of physiology and healthy lifestyle: age-related physiology, hygiene and healthy lifestyle of a preschooler.

The cost of retraining courses varies from 5.5 to 24 thousand rubles. Advanced training courses cost an average of 2 thousand rubles.

The course is accompanied by intermediate and final control. Training and assignments take place in your personal account on the official website. The service is available around the clock. Taking courses saves time, effort and money. Education does not separate you from work and everyday life and makes education accessible to everyone, including teachers from the provinces.

These are not the only distance learning systems for kindergarten teachers, but they are the most popular and accessible. Thanks to the courses, not only Russian teachers, but also foreign teachers can master the profession. The system does not require additional tests or entrance exams: you just need to confirm your primary education, select the appropriate course, enroll and pay for it.

Desire to use one’s own teaching experience

Why gain knowledge without the ability to apply it? This activity can be considered a waste of time. It's like buying books for the library that no one will ever read - it seems like there is literature, but there is no point in the fact that it is on the shelf. It won’t tell you anything new unless you pick it up and read it.

It’s the same in the work of a teacher. The professional interests of the educator will be empty and aimless if he does not apply the acquired knowledge in practice. He must desire this, want to work with children, pass on his knowledge to them. Without a sincere desire to teach someone anything, it is really difficult.

Examples of professional preferences of a kindergarten teacher

What are the interests? Professional examples are familiar to every person and are found in the life experience of any preschool teacher.

A university graduate who received a specialist degree and went to get a job in a preschool educational institution has already decided on his choice. At the university, while taking training courses, he learned a lot of information about pedagogical science, what difficulties there are in it, and what benefits such work brings. He has already made his choice, set a goal for himself.

The young specialist begins his work by building trusting relationships with the children of his group, learns a lot of information about them, their families, and learns to understand and respect little personalities. And in the process, he carries out educational activities, showing and telling a lot of useful information to the child in a playful and semi-playful form accessible to him. This is precisely the desire to apply one’s own pedagogical experience in raising children. When working with children and older children, a teacher can use various techniques. Only through experience can we find an approach to each individual child.

But the teacher who loses interest in developing his own skills will be bad. At any preschool educational institution, work is underway to improve the level of knowledge of educators. Their additional self-education in the chosen field helps in the future to move away from the initial methods in teaching children, building their work on new ways of communication and transmitting information.

Specifics of the teacher’s work, his professional skills

PEDAGOGICAL ABILITY is the conscious mastery of the subject of pedagogical activity by a set of mental and practical actions aimed at achieving the goals of teaching and education and motivated by his professional worldview.

FUNCTIONS OF A TEACHER - a set of professional responsibilities, the fulfillment of which ensures the successful achievement of the goals and objectives of raising children.

A preschool teacher performs two main functions

I) maternal - manifests itself in ensuring a good emotional state of each child and group, in protecting their life and health, in a caring, affectionate attitude towards children; 2) developing. the function includes a system of pedagogical skills that a teacher must have.

I. Gnostic skills give the teacher the opportunity to understand the subject of activity, allow them to see in their pupils the manifestation of the cognitive, volitional, emotional spheres, motives of his behavior, abilities, temperament; identify relationships between children, determine the characteristics of the family microenvironment. This includes the ability to objectively evaluate the effectiveness of the applied methods of education and training, to take into account the experience of others in order to transfer its advanced, creative content into one’s teaching practice.

P. Constructive skills are needed by the teacher in order to see the “tomorrow” of the pupils, the development of each child and the entire group, and plan educational work; allow the teacher to competently select factual material for different types of activities depending on the tasks of education and training at each age stage.

Sh. Communication skills ensure the establishment of pedagogically appropriate relationships with individual children and with the entire group, with parents of students, and work colleagues.

GU. Organizational skills ensure the organization of various forms of activity (frontal, group, individual), own teaching activities and work with parents of children in their group; are manifested in the ability to organize interesting activities for children and adults, to “infect” them with your energy and initiative.

U. Special skills are manifested in the teacher’s ability to read works expressively, draw well, sing, dance, sculpt, design, make visual aids, toys, attributes, master basic types of movements, use technical teaching aids, etc.

At the level of modern requirements, the question of multi-level training of professional personnel for the preschool education system is raised. The first stage of higher pedagogical education provides broad-profile training. Stage II - bachelor's degree, stage III - master's degree. Teachers will improve their professional level and qualifications at courses and seminars that are organized at institutes for advanced training. For this purpose, scientific and practical conferences and lectures on current issues of education and training are also held periodically. Advanced training is facilitated by methodological associations, where issues of methods of working with children are discussed, and advanced and innovative methods are proposed for adoption.

Directly in kindergarten, advanced training is carried out in various forms. work, which includes: open classes, teacher councils, seminars, pedagogical discussions, business games, etc.

Systematic self-improvement, self-education and self-education help the teacher’s professional growth, his familiarization with advanced ideas in the field of psychological and pedagogical sciences, universal and national values. Activation of pedagogical creativity is facilitated by mastery of psychological diagnostics and autodiagnostics, training. He must be patient, love children, be kind and fair, be able to sympathize, and be responsive. At the same time, he must be organized, consistent, demanding, and hardworking. A teacher needs to be, first of all, a highly moral person. Important personal qualities are cheerfulness, optimism, and a sense of humor. A person is not born with these qualities; they must be developed in oneself. A necessary quality is the ability to keep a promise given to children. Unity of word and deed is a necessary quality for an educator. The absence of this undermines not only the authority of the teacher, but also the child’s faith in people, in their honesty, and the authority of the teacher.

33 MENTAL EDUCATION - the purposeful activity of educators to develop the child’s mental strength and thinking, to form his system of mental actions and cognitive abilities.

The mental education and development of a child cannot be considered in isolation from his mental development as a whole, from the wealth of the child’s interests, his feelings and all other features that create his spiritual appearance. The goal of mental education of preschoolers cannot be understood in a simplified way - as to give children as much knowledge as possible about the environment; it is much more important to develop in them general methods of cognitive activity (the ability to analyze, compare, generalize), develop speech, create a need to acquire new knowledge, master ability to think. The rate of mental development of preschoolers is very high in comparison with later age periods. Any defects in the mental education of preschoolers are difficult to correct at an older age and have a negative impact on the entire further development of the child. The role of mental education is especially important in preparing children for school. Mastering a stock of knowledge, developing mental activity and independence, acquiring intellectual skills and abilities are important prerequisites for successful learning at school and for preparing for future work.

The methodological basis of mental education is the philosophical theory of knowledge, which states that the path of cognition of the real world is carried out in this way: “from living contemplation to abstract thinking and from it to practice - this is the dialectical path of cognition of objective reality.”

The first stage of cognition is living contemplation, during which direct sensory perception of objects and phenomena is carried out with the help of sensations and perceptions. In preschool age, sensory perception is the main source of children's knowledge about the environment, the first stage of their knowledge of the real world.

Thus, the child’s mental development begins with direct sensory perception of the environment (the pedagogical requirement for the clarity of learning)

the second and highest level of cognition is abstract thinking. Sensory perception constantly enriches thinking with concrete, real, “living” images and facts, and abstract thinking based on these facts makes it possible to penetrate into such properties and relationships of things that are inaccessible to living contemplation. The essence of objects, phenomena, and their relationships are revealed to the child through thinking. Abstract thinking allows you to economically spend a child’s mental powers, create in his memory entire sets of ideas that the child uses by analogy when studying new objects and phenomena. The mental operations that a child gradually masters: analysis, generalization, classification, decision - are an example of the economical work of the human brain.

Practice plays a decisive role in the knowledge of objective reality. It proves the strength, power, and truth of human knowledge. In the play, work, and educational activities of children, the truth of the acquired knowledge is verified. Practice is not only a criterion of truth, but also a source of knowledge. Through play and work, children easily and imperceptibly master a large amount of knowledge, skills and abilities. The process of cognition has an activity-active character. Activity is inherent in human sensitivity itself. The sense organs function due to the realization in them of the ability to reflect. A child is born with unconditioned reflexes. On their basis, numerous conditioned reflexes are formed. The formation of conditioned reflexes is the establishment of a neural temporary connection in the human cerebral cortex. These temporary connections are the material basis of all knowledge, skills, habits acquired by a person. The external stimulus for a small child is the direct influence of objects and phenomena of the surrounding world. These stimuli are perceived by the senses (analyzers). Ya.P. Pavlov called them signals of the first signal system. The functioning of the senses is closely related to the needs of the young child. First, these are organic needs, the satisfaction of which is necessary to preserve life. Later, other needs appear: the need to communicate with adults, the need for active movements, and active actions with objects. In activities with objects, the child learns the properties of objects, qualities, and connections between them. The child’s activity is of an indicative and exploratory nature.

In the process of acting with objects, the child develops visual and effective thinking. This is the most elementary form of thinking that arises in early childhood. In the process of interacting with objects, the child remembers images of objects. Their perception is usually accompanied by appropriate words from adults. There is an interaction between sensory perception and the word, i.e. between I and P signaling systems. The repeated coincidence of a word and an action, a word and the quality of an object leads to the fact that only after the spoken word of an adult does a visual image of the named object appear. This is how a new, more complex form of thinking develops— visual and figurative. With its help, the child solves a number of problems in his mind, without the participation of practical actions - he operates only with images. A preschooler is interested not only in a new subject in itself. He wants to know about its purpose, structure, method of use. The motive for acting with objects is cognitive interest.

The development of cognitive interests in preschoolers is also reflected in the growing desire to engage in mental activity. The child asks adults a lot of questions, likes to compare things and phenomena, and argue. Adults should support curiosity and encourage the child to find a solution to a mental problem. A new type of activity is emerging—mental activity. The child comprehends the action, sets a goal, plans, and selects ways to achieve it. The child is already moving to a new stage of mental development.

Children need to be taught to meaningfully perceive a word, taught to understand its objective content, what action or quality it means. The word is formed as a generalized concept, cut off from its original specific figurative content. A conceptual or verbal-logical form of thinking appears. Often adults strive to quickly develop the conceptual form of thinking in preschoolers, but do not pay enough attention to the development of the first two forms of thinking. This negatively affects the mental and general mental development of children. The conceptual form of thinking develops successfully only when the visual-effective and visual-figurative forms of thinking are well developed. They are the foundation on which conceptual thinking is built.

Tasks of mental education of preschool children:

I) formation in children of a system of elementary knowledge about objects and phenomena of the surrounding life;

2). formation of skills and abilities of mental activity, development of cognitive interests and abilities;

3) formation of cognitive interests and curiosity;

4) teaching children to do mental work.

In preschool age, various means of mental education are used: play, work, constructive and visual activities, training.

A game

- the practice of a child’s life, therefore it primarily reflects what has already been perceived by the child before.
But during the game this knowledge is transformed and improved. Thanks to speech, knowledge formed at the level of visual and figurative representations is translated into speech and, therefore, generalized. There is a transition of knowledge to a new level - verbal-logical.
The game also expands knowledge through actions with objects, the exchange of thoughts between players, and advice and explanations from an adult.

Children's cognitive interests are also formed through play. Interest in the content of the game is transferred to the phenomena and events themselves.

During construction

Specific requirements are imposed on the child’s mental activity: purposefully perceive an object, see its parts, their relationships, the ability to visually divide an object into individual elements and correlate them with existing details, plan activities, etc. Design contributes to the formation of more accurate, specific ideas about an object, and develops the ability to see what is common and unique in a whole group of objects.

In the process of visual activity

There is an intensive formation of sensory abilities and mental actions (dividing a whole into parts, the position of an object in space, color perception, etc.).

Labor activity

contains enormous opportunities for the mental education of children.
Each work task for a preschooler represents a mental task. He must understand what needs to be done, why, how it should be done, analyze the conditions for completing the task, carefully examine the material, tools, evaluate their properties, suitability of the tasks. The child must have certain knowledge, skills and abilities. Work influences the development of children's cognitive interests. The most significant means of mental education is
training . During the learning process, children develop thinking and speech, and develop cognitive interests. Children master the educational activity itself.

42 METHOD (gr. - the path to something) means a way to achieve a goal, a certain ordered activity. TRAINING METHOD - a method of ordered interconnected activity of the teacher and students, activities aimed at solving the problems of education, upbringing and development in the learning process. RECEPTION - part of the method, its specific element. CLASSIFICATION OF TEACHING METHODS is a system ordered according to a certain criterion. In modern didactics, there are various classifications of teaching methods (see table). The age characteristics and capabilities of preschoolers correspond to a classification according to which methods are divided according to sources of transmission and: the nature of information perception (E.Ya. Go-lant, S.I. Petrovsky).

Visual – observation, demonstration, use of TSO; Verbal – explanation, story, reading, conversation

Practical and game - exercise, game methods, elementary experiments, modeling

Visual methods and techniques - their use corresponds to the didactic principle of clarity and is associated with the characteristics of children's thinking. Observations

e is a child’s purposeful, systematic perception of objects and phenomena of the surrounding world, in which perception, thinking and speech actively interact.
Using this method, the teacher directs the child’s perception to highlight the main, essential features in objects and phenomena, to establish cause-and-effect relationships and dependencies between objects and phenomena. In teaching children, observations of various types are used: I) of a recognizing nature, with the help of which knowledge is formed about the properties and qualities of objects and phenomena (shape, color, size, etc.); 2) for the change and transformation of objects (growth and development of plants and animals, etc.) - provides knowledge about processes and objects of the surrounding world; 3) reproductive nature, when the state of an object is established based on individual characteristics, and the picture of the entire phenomenon is determined in part. The demonstration method
includes various techniques: a) showing objects is one of the most common teaching methods: children look at doll furniture and clothes, dishes, household items, tools, equipment for drawing, modeling, appliqué, etc.; b) showing a sample is one of the techniques used when teaching visual arts and design. The sample can be a drawing, applique, or craft;

c) demonstration of a method of action - used in classes on the development of movements, music, artistic activities, etc., it must be accurate, expressive, divided into parts; may be complete or partial; d) demonstration of pictures and illustrations helps children imagine those aspects and properties of the objects and phenomena being studied that they cannot directly perceive. Using TSO

— in teaching preschoolers, demonstrations of transparencies, filmstrips, and films are used.
Recently, computers have been used. This method allows you to show children those phenomena of life with which direct acquaintance is impossible; makes the learning process more attractive. Verbal methods and techniques - their effectiveness largely depends on the teacher’s own speech culture, on its imagery, emotional expressiveness, and accessibility for children’s understanding. Explanation
is used in the process of observing phenomena and examining objects, paintings, during exercises, etc.; with its help, children’s immediate perceptions are clarified; should be expressive, emotional, accessible to children. A story is a lively, imaginative, emotional presentation of events containing factual material. One of the most emotional learning methods. The narrator has the opportunity to freely communicate with children, notice and take into account their reactions.

Teacher's story

: must be an example of literary correct, figurative and expressive speech.
A children's story
can be a retelling of fairy tales, literary works, stories based on paintings, objects, from childhood experience, creative stories.

Reading

expands and enriches children's knowledge about the environment, forms children's abilities to perceive and understand fiction.

40 41 FORM OF TRAINING ORGANIZATION is a way of organizing training, which is carried out in a certain order and mode. The forms differ in the number of participants, the nature of interaction between them, methods of activity, location, etc. In kindergarten, frontal, group and individual forms of organized education are used.

The main form of organizing children's education in kindergarten is classes. They are organized and conducted by the teacher in accordance with the “Program of education and training in kindergarten”. Classes are held for children of all age groups in kindergarten. The daily routine of each group determines the time of the lesson, usually in the morning. (See tables No. 3, 4) Classes are organized in all areas of educational work with children: familiarization with the environment, speech development, musical education, visual arts, design, formation of elementary mathematical concepts, physical education. The lesson can be divided into three main parts.

The first part is introducing children to the topic of the lesson, defining goals, explaining what children should do. The second part is the independent activity of children to complete the teacher’s assignment or the child’s own plans. The third part is the analysis of the task completion and its evaluation. In recent years, a search has been made for ways to improve teaching in kindergarten, and the shortcomings of frontal forms of conducting classes are pointed out: no more than 1/3 of the group actually works in such classes (the most active children); a school form of organization is used (lesson type) with all the requirements for arbitrary behavior, which is not yet entirely accessible to preschool children; classes are often formal in nature (without feedback and actual developmental tasks). The advisability of conducting classes with subgroups of children is noted

Prestige of a senior teacher

The professional interests of a senior preschool teacher include one more: the desire to take care of one’s own prestige. Why is he so important for this position?

The title of senior educator indicates that the teacher has received recognition and his work is appreciated. His range of responsibilities has increased, which now includes the ability to exercise leadership over kindergarten employees. He not only continues to raise children, but also sets an example for his colleagues, whose work he supervises. It also helps employees find their professional path and develops their skills and abilities.

Kindergarten teacher preferences

Like professional interests, the preferences of a preschool teacher are built on the same principle: they correspond to the personal abilities of the individual, based on the goals of his work and personal qualities.

These may include such characteristics as love for children, for one’s profession as a teacher, for working with people, for participation in the socialization of a child, for teaching children, and so on. Without these important aspects, it is very difficult to find the key to children, earn their respect and become an authority for them.

The main word that describes all preferences is love, because each person in choosing one or another action is based primarily on those actions that are close to him, like them and bring pleasure and satisfaction. Without love for certain actions and creativity, it is difficult to build a correct understanding of who the educator is.

Thus, the professional interests of a preschool teacher help him in carrying out work in his chosen profession. They help ensure that he does not lose interest in work, provide the opportunity to develop in his chosen field, and produce results in the form of little individuals who leave kindergarten and go to school prepared in the main aspects.

Professionally significant qualities of a teacher in a preschool educational organization

Irina Pokholok

Professionally significant qualities of a teacher in a preschool educational organization

At the end of the 19th century, the research of P. F. Kapterev, an outstanding Russian teacher and psychologist, proved that one of the most important factors in the success of pedagogical activity is the professionally significant qualities of the teacher . He pointed out the need for a teacher to have such qualities as modesty, observation, hard work, determination, perseverance, but a special place was occupied by such qualities as artistry, oratorical abilities, and wit. Particularly important qualities of a teacher’s personality include readiness for empathy, i.e., understanding the mental state of students , empathy and the need for social interaction.

In the works of scientists, much attention is paid to pedagogical tact, the manifestation of which expresses the general culture of the educator and the high professionalism of his teaching activities.

Pedagogical tact is the ability to find the most correct pedagogical technique in every situation that arises. the teacher’s ability to behave with children, the ability in each individual case to understand the state of the pupil , his interests, motives and to find the most effective measure of education . Pedagogical tact is a measure of the pedagogical expediency and usefulness of the teacher’s , his means, words and treatment of students in general . Pedagogical tact allows the teacher to take a creative approach to solving educational problems, taking into account the specific situation, age and individual characteristics of the pupils .

A teacher is not only a profession , the essence of which is to transmit knowledge, but it is also an honorable mission of educating the individual , affirming a person in himself. In this regard, the goal of teacher education will be the continuous professional and general development of a new type of educator , which is characterized by the following qualities :

• high civic responsibility and social activity;

• high professionalism ;

• the need for constant self-education;

• love for children;

• intelligence, spiritual culture, desire and ability to work together with others;

• physical and mental health, professional performance .

The nature of social orientation and activity, the type of civic behavior are manifested in the professional position of the teacher . The difference between a teaching vocation and a pedagogical interest, which can also be contemplative, lies in the awareness of the ability to teach. The basis of a pedagogical vocation is love for children, which is an integral part of self-improvement, self-development in a teacher of such personality qualities that characterize his professional and pedagogical orientation .

These qualities are pedagogical responsibility and duty. Feeling a sense of pedagogical duty, the teacher considers it necessary to provide assistance to children and adults within the limits of his competence and existing rights; In his activities, he is strictly guided by the code of pedagogical morality and places high demands on himself. The dedication of a teacher is the highest degree of manifestation of pedagogical duty. It is in this that his motivational and value-based attitude to work is reflected.

Today, a huge number of articles, essays, and books are devoted to the topic “What should a modern teacher be like?” On this issue, most opinions differ and very interesting answers are given.

Sh. A. Amonashvili in his “Reflections on Humane Pedagogy”

interprets one of the basic guidelines
of the educator of the humane pedagogical process as follows: “Loving a child for me is not just an idea, but the law of the educator . But it's not that. This law is indeed very old, classical, and even authoritarian pedagogy, despite its childlessness, proclaims it as the most important professional feature of a teacher .
The point is not so much that you need to love a child, but how to love a child, how this law can actually be implemented.” qualities of a teacher were identified . Among them are impressionability, self-control, flexibility of behavior, humanity, citizenship, kindness, ideological conviction, initiative, sincerity, perseverance, love for children, responsibility, decency, pedagogical erudition, self-criticism, justice, desire for self-improvement, tact, etc. All of the above The personal characteristics of the teacher make up the psychological portrait of the ideal teacher. Its basis is the actual personal qualities - direction , level of aspirations, self-esteem, image of “I”

.

High values ​​such as patriotism, citizenship, love for children reveal the very essence of the teaching profession - service for the benefit of one’s Fatherland. Love for the Motherland, knowledge of its history and traditions carry educational power , therefore the teacher must take advantage of every opportunity to strengthen in children a sense of patriotism, the desire and willingness to serve the Fatherland through labors and exploits. The civic position represents the priority of socially significant tasks over personal ones, civic activity, legal culture, collectivism, and integrity.

Another quality of a teacher’s personality , expressing his “ educational power ,” can be considered “charisma.” Translated from Greek, the word charisma means “favor shown, gift,” it is deciphered as unusually great abilities or exceptional talent, causing others (primarily children)

a feeling of complete trust, sincere admiration, ennobling spirituality, readiness to follow what the teacher teaches, genuine faith, hope, love. But, above all, such a teacher knows how to creatively relate to himself as an individual: the use of one’s own capabilities reaches its highest form in such a teacher.

A special combination of personal and business qualities distinguishes a creative person, who is characterized by such properties as creativity (originality, clarity, heuristics, activity, imagination, concentration, sensitivity). A creative teacher is also characterized by such qualities as initiative, the ability to overcome the inertia of thinking, independence, determination, a sense of what is truly new and the desire to understand it, observation, breadth of associations, and developed professional memory .

A teacher's creativity and creativity can manifest itself in a variety of forms and methods of creative self-realization. Self-realization is a form of application of the individual’s individual creative capabilities. The question of pedagogical creativity has a direct connection with the problem of teacher self-realization. In this regard, pedagogical creativity is the process of self-realization of the psychological, individual, intellectual strengths and abilities of the teacher’s personality.

Pedagogical optimism is an integral property of a good teacher . Such a teacher is characterized by a combination in his work of a sensitive, responsive attitude towards children with exactingness, which is pedagogically justified, that is, carried out in the interests of the child himself.

Also, one of the qualities of a teacher is a focus on a certain type of communication .

The authoritarian style of pedagogical interaction is characterized by a more demanding and less respectful attitude towards students . An authoritarian teacher builds his work on the basis of dictate, pressure, and psychological pressure. It is important to pay special attention to the fact that students are afraid of such a teacher and try to fulfill all his demands just to avoid getting into trouble. Children outwardly curry favor with him. An authoritarian teacher does not enjoy trust in the children's team and has imaginary authority.

The permissive style of pedagogical interaction is characterized to a greater extent by respect and to a lesser extent by a demanding attitude towards students . a teacher does not enjoy authority among children , since preschoolers feel his psychological weakness; he is not consistent in his actions, is scattered, and often does not bring his demands to their logical conclusion. A respectful attitude towards children gives them the impression of a frivolous, good-natured person, generally good, but who is not required to obey. The discipline in the lessons of such a teacher is bad , the group is noisy, the children do not listen to explanations. A permissive style also has negative consequences. Often preschoolers express dissatisfaction and protest against this style of leadership, since ultimately the imaginary freedom has an exhausting effect on the children themselves. The facial expressions of a liberal teacher often express good nature, but at the same time some nervousness. His posture indicates indecision and self-doubt.

An anti-pedagogical style of interaction with students is unacceptable in the practice of teaching . This style is characterized by low demands and a disrespectful attitude towards children. A teacher who acts in a non-pedagogical manner introduces confusion and uncertainty into the students’ assessment of their behavior , destroys moral values ​​and cognitive interests, and gives rise to personal alienation. Such a teacher is socially dangerous.

Thus, the main professionally significant qualities are :

- pedagogical tact,

- pedagogical optimism,

- creativity,

- self-realization,

- pedagogical duty and responsibility,

— empathy.