Municipal budgetary preschool educational institution

"Kindergarten No. 21 "Thumbelina" city ​​of Safonovo, Smolensk region

Work plan

self-education

in the middle group« BUT»

Subject:« Development creativity in children junior preschool age through unconventional drawing techniques »

caregiver

MBDOU d / s No. 21:

Nesterova T.V.

2018-2019 school .G.

Individual work plan of the educator for self-education.

Subject:« »

Target : creating conditions for the development of potential creative abilities inherent in the child, interest in their own discoveries through search activities.

Tasks:

Increase your own level of knowledge by studying the necessary literature.

Develop a long-term plan of work with children, parents, teachers.

Prepare diagnostics for the beginning and end of the school year.

Replenish with material for creativity mini-center« Rainbow of colors».

Prepare and conduct consultations, recommendations, a master class with parents.

Attending lectures, seminars, webinars.

Involving parents in the participation of exhibitions and competitions of the city, all-Russian and preschool level.

Interaction with preschool teachers

September

Exchange of experience and information with colleagues on the age parallel about working with children:« Development of creative abilities of children of middle preschool age through non-traditional drawing techniques»

November

Consultation « Non-traditional drawing techniques in the middle group»

January

Consultation:"Unconventional Drawing Techniques in kindergarten and their role in the development of preschool children"

March

Consultation: “Materials and equipment for visual activity in kindergarten."

April

Exhibition of children's drawings using non-traditional techniques.

May

Creative report on the work of self-education.

Subject:« Development of creative abilities in children of middle preschool age through non-traditional drawing techniques»

Target: creation of conditions for the development of creative abilities of preschool children through the use of non-traditional drawing techniques.

Tasks:

Introduce non-traditional visual drawing techniques (finger-palms, cork print, candle drawing, etc.)

Teach the basics of creating art images.

Build practical skills in various types artistic activity: drawing, modeling, applications.

Improve skills and abilities in free experimentation with materials for working in various non-traditional techniques.

Develop sensory abilities of perception, a sense of color, rhythm, shape, volume in the process of working with various materials: paints, plasticine, salt, etc.

Cultivate accuracy in work and careful attitude to the materials used in the work.

Approaches and methods for their implementation:

*Systematic classes.

* Games, game techniques.

*Organization and design of exhibitions of children's works.

*Designing a parent's corner in order to familiarize parents with the work of the circle, and in what areas the work is being done.

Expected result of work:

1. Creation of images by children using various visual materials and techniques.

2. Formation of fine skills and abilities in children in accordance with age.

3. Development of fine motor skills of fingers, imagination, independence.

4. The manifestation of creative activity by children and the development of self-confidence.

Work plan for self-education in the middle group « BUT »

Subject:« Development of creative abilities in children of middle preschool age

through unconventional drawing techniques»

September

1. Organization of a subject-developing environment related to the artistic and aesthetic development of children.

2. Development of card indexes of didactic games,

artistic word, finger gymnastics.

1. Drawing by poking.

Tasks: Clarify and expand ideas about autumn; continue to consolidate the ability of children to apply one layer of paint to another by poking, to develop creativity and imagination.

"Gold autumn".

Materials: Sheet, gouache, two brushes, a small sheet for checking color and all drawing supplies.

1.Help of parents in equipping and equipping the corner with ISO material in the group.

2. Familiarization with the work plan for self-education "Non-traditional drawing technique" at the parent meeting

October

1.Material: Dried leaves, paint, brushes, paper.

2. Development of card indexes of non-traditional drawing methods.

1. Plant printing

Tasks: To teach children to work with fragile material - leaves. Develop a strong interest in drawing, imagination. Cultivate accuracy.

2. Organizational and diagnostic monitoring

"Beautiful bouquet"

2. Monitoring. Target

1.Consultation "Drawing in an unconventional way for children 4-5 years old "

2. Involve parents in making non-traditional materials for drawing.

november

1. Material: Colored paper, PVA glue, buckwheat.

2. Introduction of new stencils

1. Application of cereals.

Tasks: To teach children to carefully distribute sunflower petals from paper to cardboard, coat the middle of the flower very well with PVA glue, and carefully cover with buckwheat.

2. Drawing (working with a stencil) Target:develop fine motor skills fingers, hand-eye coordination.

1. "Sunflower".

1.Consultation "Using non-traditional drawing methods"

2. Exhibition of children's works "Autumn, autumn, you are beautiful"

December

1. Materials:.Christmas tree pattern; plasticine.

1. Plasticineography. Mosaic from plasticine.

Tasks: Learn to tear off small pieces from a large piece of plasticine, roll small balls from them between your fingers, lay out the finished Christmas tree shape drawn on light cardboard with balls.

1 "Herringbone".

1. Memo "How to organize a workplace for children's creativity."

January

1. Materials: Gouache, sheets of paper, napkins for rolling, PVA glue.

1. Paper crumpling (rolling)

Tasks: To consolidate the skills of drawing with gouache, the ability to combine rolling, crumpling paper and drawing in work. Learn to finish drawing a picture with a snowman (broom, Christmas tree, fence, etc.). Develop a sense of composition. Cultivate a child's artistic taste.

one . "Snowman"

1. Folder - shift "What and how to draw."

February

1. Black and colored gouache, sheet, plastic spoon, simple pencil, gouache, wax crayons, drawing supplies.

2.Material for application

1. Blotography.

Tasks: Develop imagination and creativity in drawing a winter landscape; continue to learn to regulate the strength of the blown air, to complement the image.

2.Combination of techniques - Various

1. "Winter landscape".

2. Exhibition of children's works "Zimushka-winter"

March

1. Sheets of paper with blanks for a vase and a flower stem, gouache, brushes.

2. Two landscape sheets for each child, watercolor paints, small sponges, two containers of water, thick brushes.

1. Drawing with palms. Transfer of the image of a tulip bud.

Objectives: Continue to improve technique.

2. Monotype.

Objectives: To enrich and expand the artistic experience of children in working with watercolors, drawing on wet paper, mixing paints

1. "A bouquet for mom."

2. "What color is spring."

Consultation

"Every child is talented."

April

1. Sheets of paper for drawing, gouache of blue color, brushes, coasters for brushes, jars of water, foam.

2. Napkins, plasticine egg base. Paste from a pen or rod.

1. Printing with foam rubber on a stencil; splattering Objectives: To learn how to create the image of a starry sky using paint mixing, splattering and stencil printing. Develop color perception. Practice drawing with these techniques.

2. Application from napkins.

Tasks: To teach the method of facing. Transfer the image by applying napkins to the plasticine base.

"Starry sky".

2. " Easter Egg»

1.Consultation

How to develop a child's interest in drawing

May

1.Tinted in green color sheets of paper for drawing; finished drawing - a sample, reproductions depicting a flower meadow (wild flowers); gouache of primary colors, brushes, non-spills, napkins.

2.All drawing supplies.

1. Drawing with cotton buds

Tasks: Continue to teach children to draw with paints using cotton swabs; consolidate knowledge of colors; to form an interest and a positive attitude towards drawing.

2. Watercolor or gouache, wax crayons. Tasks: Strengthening the skill of drawing in watercolor or gouache, learning to draw a salute with wax crayon.

3. Organizational and diagnostic monitoring

1. "Flower meadow".

2. "Salute".

3. Monitoring. Target: to identify the level of knowledge of children on this topic.

1. Exchange of experience at the parent meeting "How we draw at home"

2. Final exhibition of children's works "Our Vernissage"

Diagnostic card

according to the methodology« » G.A. Uruntaeva

№/n

F.I.

Reb.

technical skills

Movement accuracy

Presence of intent

Manifestation of independence

Attitude towards drawing

Speech while drawing

total

N.

TO.

N.

TO.

N.

TO.

N.

TO.

N.

TO.

N.

TO.

N.

TO.

TO.

Varya D

Ruslan L

Veronica Yu

1 2

N. - beginning of the year

K. - end of the year

Diagnostic card

according to the methodology« Diagnostics of visual activity» G.A. Uruntaeva

The date of the:__________________________________________

№/n

F.I.

Reb.

technical skills

Movement accuracy

Means of expression (color, shape, etc.)

Presence of intent

Manifestation of independence

Attitude towards drawing

Speech while drawing

total

N.

TO.

N.

TO.

N.

TO.

N.

TO.

N.

TO.

N.

TO.

N.

TO.

TO.

Olesya F

Sonya P

Savely

1 2

N. - beginning of the year

K. - end of the year

Bibliography:

General education program preschool education"Childhood" T.I. Babaeva, Z.A. Mikhailova, A.G. Gogoberidze.

R.G. Kazakov "Drawing with preschool children". non-traditional techniques.

K. K. Utrobina, G.F. Utrobin "Fascinating drawing by poke with children" 3-7 years old.

I. A. Lykova "Visual activity in kindergarten" middle group

I.A. Lykova, V. A. Shipunova "Riddles ladybug» integration of cognitive and artistic development

T. S. Komarova "Classes in visual activity" middle group

Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 1 and 2. - M .: "Publishing house Scriptorium 2003", 2008.

Lebedeva E.N. The use of non-traditional techniques [Electronic resource]:

Municipal autonomous preschool educational institution "Kindergarten No. 10" in Gornozavodsk.

I approve:

Head of MADOU

"Kindergarten No. 10"

E. A. Molokova

Self-education plan

Subject:"Game activity of children of middle preschool age"

Educators:

Shipulina A.S.;

Ivanova O.V,

2016-2017 academic year

Topic: "Game activity of children of middle preschool age"

Target: creation of conditions for active and independent creative activity, the formation of positive interpersonal relationships in the child during the game.

Tasks:

To create a subject-play environment that meets modern requirements and contributes to the development of independent play activities.

master modern technologies and methods of organizing the game.

Develop long-term planning and conduct plot - role playing by age group.

Relevance of the topic: Currently, a special place is given to the game in a variety of educational systems. And this is explained by the fact that the game is very consonant with the nature of the child. The game for him is not just an interesting pastime, but a way of modeling the adult world, its relationships, acquiring communication experience and new knowledge.

There is no, and cannot be, a full-fledged game without a game. mental development. The game is a huge bright window through which a life-giving stream of ideas and concepts flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity. (V.A. Sukhomlinsky) With the introduction of the new Law of the Russian Federation "On Education", Federal State Educational Standards, with the definition of new goals of education, providing for the achievement of not only subject, but also personal results, the value of the game increases even more. The use of the game for educational purposes in the process of implementing programs of psychological and pedagogical support allows you to develop communication skills, leadership qualities, form competencies and teach a child to learn in emotionally comfortable conditions for him and in accordance with the tasks of age.

Timing		Result
September	Round table for parents "The right choice of educational games and toys for children" Passing advanced training courses. Parent survey: What is a role-playing game and what role does it play in the life of preschoolers? Meeting with the involvement of a psychologist "Playing in children at home and in kindergarten"	Consultation. For educators. Questionnaires; Results of the survey. Developments of a psychologist.
	Designing a subject-developing environment with role-playing games "Doctor Aibolit", "Shop", "Beauty Salon", "Kitchen". 2.Create a card index of role-playing 3. Open class on the topic "Family".	1. Centers for role-playing games. 2.Card file of role-playing games Enrichment of experience by types of gaming activities.
	1. Master class "Skillful hands" 2. Making a folder for moving on the topic "The role of the game in the development of speech in children" 4. Interaction with the library.	Teach children and parents how to use the ICT whiteboard. Encourage children to retell the story on their own. Development of individual features.
	2. Round table " Christmas toy» 3. Fairy tale "Frost" 4. New Year's matinee "New Year's teremok" 5. Monitoring of children.	2.Develop children's intelligence. 3. Create a New Year's mood for children and parents. 5. Analytical references by the manitoring.
	1. Kolyada "Kolyada carol open the gate" together with a music worker. 2. Create a card index of role-playing games 3. Folder for parents "What does a child play at 5 years old" 4. Attending seminars.	Develop children's mindset. Increase the competence of parents. During the year (enrichment of experiments).
	1. Making a photo album role-playing games. 2. Making a coloring book based on fairy tales.	1. Photo album. 2. During the year.

	1. Make: Didactic game for preschool children "Petrushka" 2. Parent meeting: "Children play - play together" 3. advice: " Puppet show Houses", 5. Russian based finger games folk rhymes 6. Open class	1. Replenishment in the center of the theater. 2. To acquaint with the types of play activities in the life of a child. Game activity "Play with fingers"
	1. Joint creativity of children and parents 2. Conversation: "The emotional well-being of the child in the family" 3. Children guessing riddles	1. Joint competition "Guess the riddle-draw a riddle" 3. Leisure "Evening of riddles"
	1. Progress report

Self-education is an integral part professional growth and improvement of a specialist of any profile. Time does not stand still: new pedagogical trends appear, author's methods, libraries are replenished with modern methodological literature. And a teacher who strives for excellence in his profession cannot stand aside. That is why an important component pedagogical process is the self-education of the educator in the preschool educational institution. The younger group, as well as the preparatory group, needs the introduction of modern innovations and pedagogical methods. In our article, we will help the educator organize work on self-development, note the important components of this process, and offer a list of topics on self-education of the teacher in the younger groups of the kindergarten.

Goals and objectives of self-education of the educator

First of all, you should clearly understand the educator. This is the ability of the teacher to independently acquire new professional knowledge and skills. What is the purpose of such work? This is an improvement educational process by increasing the level of theoretical and practical skills of the teacher.

Self-education of a teacher in a preschool educational institution (younger group) involves setting the following pedagogical tasks:

• grade age features children, identifying problematic moments in working with kids;
• familiarization with methodological innovations;
• the application of modern pedagogical trends in practice, the organization of the educational and educational process, taking into account modern requirements and the use of innovative technologies;
• improvement and raising the level of professional skills.

How to choose a topic for self-education of a teacher of a younger group?

How to start self-education of a teacher in a preschool educational institution? The younger group of the kindergarten is kids from two and a half to four years old. Therefore, it is recommended to start the teacher's self-development with an assessment of the capabilities of children in this age category, their psychological and physiological characteristics. It is also important to note actual problems in working with this group of pupils, to determine the prospects for future work. Only after that, several topics can be identified that require professional research and diagnosis.

Self-education of a teacher in a preschool educational institution (younger group): topics of work

As noted above, the topic pedagogical activity is determined in each case, taking into account the individual characteristics of the children's team and the teacher himself (his priorities, views and methods of work, as well as the relevance of the problem in a particular preschool educational institution). We offer only approximate topics, which can be used to plan teacher self-development activities:

1. The use of interactive methods of teaching and education
2. Modern methods of early development: forms, types, efficiency.
3. for kids junior group: preparation and conduct.

You can choose a topic for self-education within the framework of the annual plan of the preschool educational institution, it is also recommended to consult with a methodologist educational institution. It is important that the issue is relevant, consistent with the general focus of the kindergarten.

Forms of work

Self-education of a teacher in a preschool educational institution (younger group) involves working directly independently, with parents, children and colleagues. It is important to consider the proposed forms of work. So, the independent work of the teacher consists of:

• analysis methodical literature;
• exchange pedagogical experience;
• implementation of the received theoretical knowledge on practice;
• evaluation of performance results;
• drawing up the results.

In working with parents, you can use such forms of work as consultations, round tables, pedagogical trainings and others.

Differs in variety and work with children. It is possible to carry out activities on the topic chosen by the educator directly during the educational process, as well as when organizing leisure activities for kids. It is important to take into account the age of the pupils when planning the self-education of the teacher in the preschool educational institution: the 2nd younger group is only a year or even six months older than the first, but the older pupils have already adapted to the kindergarten, managed to get a certain amount of knowledge and skills according to the program. While 1 younger group is only adapting to new conditions.

In order to effectively organize the self-education of a teacher in a preschool educational institution (1st junior group and 2nd junior group), one should streamline and think over the sequence of work:

1. Choose a topic.
2. Set goals and objectives.
3. Define work patterns.
4. Prepare a work plan.
5. To study the theoretical material on the chosen topic.
6. Analyze teaching experience.
7. Develop practical activities.
8. Apply knowledge in practice.
9. Present the results.

Making a plan for self-education of the educator

How to arrange correctly independent activity teacher? We offer the following plan as an example:

1. Front page. The heading is indicated on the first page: “Self-education of the educator in the preschool educational institution (2nd junior group)”, the name of the teacher, education, work experience, length of service, category, and more.
2. The theme, goals and objectives of the work are indicated.
3. Forms of work with parents, children, teachers are determined.
4. A list of literature is being compiled.
5. The specific practical activity of the teacher on the chosen topic is described with dates indicated.
6. Experienced materials are invested: children's crafts, research results, own methodological developments and other.
7. Forms of presentation of results are specified.

The self-education plan of the teacher of the preschool educational institution in the younger group involves the conduct of cognitive activities, as well as the involvement of parents and other family members of the child in the work.

Registration of work results

The work on the topic "Self-education of the educator in the preschool educational institution" ends with a summing up. 1 junior group can only perform the assigned specific tasks under the guidance of a teacher. While the 2nd younger group can already demonstrate their own crafts and independent work, helping the teacher to collect the necessary practical material. How to formalize the results of the teacher's self-development work? You can apply the following forms:

• thematic seminar;
• round table;
• pedagogical master class;
• open class;
• creative marathon;
• entertaining and educational activities and others.

Unfortunately, teachers do not always realize why it is necessary to draw up a self-education plan for a preschool teacher in the younger group. After all, children of this age category are still very young, is it possible to do something with them in an organized way, experiment, use pedagogical innovations, and explore? In fact, it is not only possible, but also necessary! Since these children are ours modern generation. Outdated, familiar to an experienced teacher, educational methods will simply hinder the development of these kids.

In the work it is extremely important to introduce pedagogical innovations, to keep up with the times in order to educate a generation that meets the modern requirements of society. In our article, we suggested rough plan self-education teacher preschool educational institution (2 junior group and 1 junior group), talked about the possible forms of work and organization of activities. But the work of an educator is, first of all, creativity and fantasy. It is important to approach the activity in a non-standard, creative way - only then the work of the teacher will be effective and interesting for the kids.

Municipal budgetary preschool educational institution "Kindergarten" Skazka "

Work plan for self-education on the topic: "Fiction as a means of the comprehensive development of a preschooler."

Educator:

M. V. Oreshkina

Relevance of the topic

Everyone knows that fiction is an effective means of mental, moral and aesthetic education of children and has a huge impact on the development and enrichment of a child's speech.

Raising a growing person by introducing him to book culture is an important pedagogical task. Through fiction, the child comprehends the values, without which the spiritual life of society and the individual is impossible.

At present, the problem of introducing preschool children to fiction is relevant. Almost every family has a computer, the Internet, television, and parents do not consider it necessary to read to their children. In this regard, pedagogy faces the problem of rethinking the value orientations of the educational system, especially the system of educating preschool childhood. And here great value acquires mastery of the folk heritage, which naturally introduces the child to the basics fiction.

As the analysis of the practice of introducing children to fiction has shown, in the education of preschoolers, acquaintance with fiction is used in insufficient volume, and only its surface layer will be affected. In addition, there is a public need for the preservation and transmission of family reading. Education of preschoolers with fiction not only brings them joy, emotional and creative upsurge, but also becomes an integral part of the Russian literary language.

Working with children special meaning has - an appeal to fiction. Nursery rhymes, chants, sentences, jokes, turnarounds, etc., which have come down from the depths of centuries, in the best way open and explain to the child the life of society and nature, the world of human feelings and relationships. Fiction develops the thinking and imagination of the child, enriches his emotions.

It should be remembered that fiction is the main source of education, promotes the development of imagination, develops speech, instills love for the Motherland, for nature.

Fiction opens and explains the life of society and nature, the world of feelings and relationships. Also, reading works of art contributes to the development of thinking and imagination of the child, enriches the child with emotions.

Do not forget that the book is, first of all, a source of knowledge. From books, children learn a lot about the life of society, about nature. And the ability to perceive a work of art and elements artistic expressiveness does not come to the child by itself, it must be developed and educated from childhood.

One of the main values ​​of reading fiction is that with its help an adult can easily establish emotional contact with a child.

It is especially important to convey modern parents What is the significance of the book for the development of the child.

Hypothesis.

Planning and conducting various events with participants in educational relations using fiction, the use of techniques aimed at analyzing works of fiction creates conditions for the comprehensive development of children, in particular: the development of the child's creative abilities, the formation of universal human values ​​and culture of speech in communication.

The purpose of the work on the topic of self-education: create conditions for ensuring the comprehensive development of children of senior preschool age through the formation of a sustainable interest in fiction.

Tasks:

Analyze the methodological literature on this topic;

Improve your professional skills.

Compile a card file of dramatization games using literary texts in order to develop children's speech, imagination, and creative abilities.

To develop a series of observations in nature for preschool children using literary texts that contribute to the development of a positive aesthetic attitude to the work, the ability to feel the figurative language of poetry, and the development of artistic taste.

Create conditions for aesthetic development through replenishment of the subject-developing environment (corner of the book).

Contribute to the formation of a holistic picture of the world, including primary value ideas;

To promote the familiarization of children with verbal art;

To form interest in fiction, to ensure the assimilation of the content of works and emotional responsiveness to it;

To involve parents in familiarizing children with fiction in the family;

To form the interest of parents in joint work in this direction;

Expected result:

A plan for the study of methodological literature was compiled and analyzed;

a series of observations in nature for preschool children was developed using literary texts;

a card index of games-dramatizations was compiled;

replenished with a subject-developing environment (corner of the book).

are interested in fiction, use literary speech in communication, treat books with care;

have an idea about the family, about the small Motherland, about gender;

independently compose stories on certain topics, compose quatrains, stage excerpts from works.

Parents:

regularly use reading works of fiction in Everyday life;

show interest in interacting with the teacher, children.

Plan

work on the topic of self-education

Stage 1. Preparatory (revealing)

		Implementation timeline
	Determination of the topic for summarizing work experience, substantiation of its relevance, the need for consideration	September
	Setting goals, work tasks	September
	Hypothesis	September

Stage 2. Analytical (study)

		Implementation timeline
	Drawing up a work plan for self-education	September
	Conducting a survey of children on a problem of interest (diagnosis)	September

Stage 3. Organizational (generalization)

		Implementation timeline
	Theoretical part: The study of methodological, pedagogical, psychological and other literature, familiarization with the requirements for the design of the theoretical part of the work	During a year
	Practical part: Drawing up a card file of dramatization games using literary texts, developing a series of observations in nature for preschool children using artistic texts, Making manuals for retelling the text, attributes for theatrical activities, replenishment of RPPS. Holding an open event (GCD for speech development) Speech at the pedagogical council Participation in work creative groups	In tech. of the year During the year in tech. of the year

Stage 4. Final (implementation)

		Implementation timeline
	Registration of the results of examination of children on the problem	During the year
	Formation of work experience: Systematization of the theoretical part Systematization of practical material Selection of materials and preparation of the “Appendix” (work plan for self-education, presentations, photographic materials, etc.)	in tech. of the year

Stage 5 Presentation (distribution)

		Implementation timeline
	Speech at the Faculty Council:
	Providing work experience in the methodical office of electronic material on the development of speech
	Preparation of material for publication on the DOW website	In tech. of the year
	Participation in distance pedagogical competitions	In tech. of the year

Work plan for the year

			practical outputs
The study of methodological literature	September - May	1. Bogolyubskaya M. K., Shevchenko V. V. artistic reading and storytelling in kindergarten. Ed. -3-in. M., "Enlightenment", 1970. 2. Gerbova VV, Introducing children to fiction. program and guidelines. Mosaic-Synthesis. Moscow, 2008. 3. Gurovich L. M., Beregova L. B., Loginova V. I., Piradova V. I. Child and book: St. Petersburg: 1999. 4. Karpinskaya N. S. Artistic word in the upbringing of children. M., "Pedagogy", 1972. 5. Naydenov B. S. Expressiveness of speech and reading. M., "Enlightenment", 1969. 6. Ushakov O. S., Gavrish N. V. Acquaintance preschoolers with literature. - M., 1998.	Analysis of the studied literature (in terms of self-education).
Work with children	September-May	Teacher reading from a book or by heart, storytelling works of art.	Daily reading evening.
		Reading fairy tales by A.S. Pushkin.	Exhibition of drawings based on the fairy tales of A.S. Pushkin.
		Reading and inventing riddles, tongue twisters and counting rhymes.	Competition "Who knows more riddles, tongue twisters, counting rhymes?"
		Reading your favorite poems.	Entertainment "Tell verses with your hands"
		Dramatization games based on your favorite works of art.	A performance with the participation of children based on Russian folk tales "Russian folk tale through the eyes of children.
		Reading works about the Motherland, the Great Patriotic War, its heroes.	Memorial evening.
Family work	September		Information in the corner for parents.
		Preparing photographs of children while they are staging works of art, reading poetry at matinees, looking at books.	Photo exhibition "Our young talents"
		Involving parents in the life of the kindergarten.	Family competition "Dad, Mom, I am a reading family."
		Show educational activities on the topic "Reading the fairy tale by V. Suteev "A bag of apples""	Parent meeting
Self-realization	September	Selection of works of fiction for reading to children on the topics of the weeks.	List of works of fiction to read to children on the topics of the weeks.
		Consultation for teachers of the preschool educational institution "Fiction as a means of the comprehensive development of the child."	Speech at the pedagogical council.
		Generalization of the work "Education ethical standards in preschool children through fiction”.	Work form.
		Report on the work done on the topic of self-education at the final teachers' council.	Speech at the teachers' council.

The perception of works of fiction depends on the age of children, their experience, individuality.

The study of age characteristics shows that preschoolers can develop an emotional aesthetic perception of literature, i.e. the ability to understand and feel not only the content, but also the form of the work, to show poetic ear, stage creativity.

Nowadays, one of the main components of the professional competence of preschool teachers is self-education. How does it happen?

The need for professional growth

Realizing the imperfection of knowledge and skills in professional activity, the educator receives a powerful incentive for professional growth, deepening knowledge and mastering new methods of educational activities.

How and in what way can the process of professional development be organized?

In order to be in trend, a modern educator needs to systematically follow the news in the field of preschool pedagogy and psychology, get acquainted with the best pedagogical experience, be in constant communication with colleagues, work to increase general erudition and improve pedagogical skills, get acquainted with the regulatory framework preschool education and analyze their own professional experience.

Additional development of the teacher is an obligatory part, which is included in the self-education plan of the preschool teacher according to the Federal State Educational Standard. The plan contributes to the systematization of work, is a reflection of the performance of the educator, creates opportunities for prospects for communication with children.

Drawing up a self-education plan: stages

Let's take a look at a few things to keep in mind. The self-education plan of the preschool teacher according to the Federal State Educational Standard can be drawn up taking into account the following factors:

• justification for the choice of topic;
• the relationship of the topic of work with the goals and objectives of the preschool institution;
• preliminary work, including the study of methods and programs for preschool education and upbringing;
• choice of forms of interaction with preschoolers;
• own methods;
• expected result of work on the topic;
• conclusions and dynamic statistics of children's development;
• prospects for improving work;
• results of self-education.

The self-education plan of the preschool teacher according to the Federal State Educational Standard requires careful preparation, during which a lot of questions arise. The main issue is the choice of topic. A methodologist or a senior educator mainly helps with this, but the teacher can also make an independent choice, depending on the relevance and practical significance of the topic of educational activities.

In determining their readiness for self-education, young professionals are also advised to familiarize themselves with the map of G. M. Kodzhaspirova. The self-education plan of the teacher of the preschool educational institution according to the Federal State Educational Standard must be drawn up taking into account the following recommendations:

• When studying any issue, you need to examine several sources in order to form your opinion in this way.
• It is advisable to work with library catalogs and material from the Internet in order to obtain the necessary literary source.
• In the search for material, it is important to focus on innovative methods in education.
• Communication and exchange of experience with colleagues - important point self-education of the teacher.

An individual self-education plan is drawn up in two types:

• Annual planning
• Long-term planning, which provides for the annual revision of the plan of educational activities

If an individual self-education plan is drawn up according to the second type of planning, you can use the project method that matches the age of the children. Forward planning must necessarily include topical issues preschool education in dynamic development.

An indicative list of topics for self-education of the educator according to the Federal State Educational Standard

The teacher can choose the following topics provided for by the GEF of preschool education:

• Amplification methods for the development of a preschooler.
• Features of pedagogical diagnostics in preschool educational institutions.
• Method of individual approach in DO.
• Methodology for the formation of life safety.
• Emotional intelligence of a preschooler.
• Methods for the management of gaming activities.
• Formation of local lore ideas (small motherland).
• Creative abilities of preschoolers.
• Preparation for educational activities.
• The development of curiosity.
• Acquaintance with the objects of the surrounding world.
• Spiritual and moral education of preschool children.
• EMF formation.
• The development of sociability.
• Connected speech.
• Elementary analysis of a literary work.
• Literacy education.
• The use of non-traditional art techniques.
• Fundamentals of a healthy lifestyle in a preschool educational institution.
• Formation of KPs and self-service skills.
• Ensuring psychological comfort in a children's institution.
• Information and communication technologies in DO.
• The succession of kindergarten and school.
• Psychological and pedagogical support of the family.
• Fundamentals of inclusive education in preschool educational institutions.
• RPPS kindergarten.
• Partial programs of preschool educational institutions.
• Innovative forms of interaction with parents.
• Organization of experimental activities.
• Quality and evaluation criteria for DO.

Organization of work by topic

Each of the topics requires analytical work. Analyzing the literature, the teacher should highlight the main thoughts and ideas of the authors in order to determine the direction of work on this topic. For example, if the topic "Spiritual and moral education of preschoolers" is chosen, the educator must be given Special attention methodology for organizing and general content of work on this topic in various age groups kindergarten.

One of the urgent tasks of education in kindergarten is environmental education. How to draw up a self-education plan for a preschool teacher according to GEF? Ecology, for example, should include classes and talks to get to know nature native land, experimental activities, work with parents, contributing to the development of environmental knowledge in preschool children.

The self-education plan of the teacher of the preschool educational institution of the younger group should cover work on assessing the possibilities, physiological and psychological features children of this age category, identify a range of problems related to working with younger preschoolers, include the use of interactive teaching methods and modern methods of early development. Work on the topic can be carried out with the participation of several teachers who are directly familiar with the tasks and goals of the preschool educational institution. A properly organized process of self-education provides great opportunities for a deeper development of the individual and an effective increase in the professional competence of a teacher.