It is important to understand that natural human breathing is calm, measured and deep breathing from the stomach. However, under the pressure of the modern high-speed rhythm of life, a person accelerates so much that he literally cannot breathe. In other words, a person begins to breathe quickly and shallowly, as if suffocating, and at the same time use the chest. This type of chest breathing is a sign of anxiety and often leads to hyperventilation syndrome, when the blood is oversaturated with oxygen, which is expressed in the opposite sensation: it seems to you that there is not enough oxygen, from which you begin to breathe even more intensely, thereby falling into a vicious circle of anxious breathing .

Relaxation: theory and practice

Theory

Frequent, prolonged, intense emotional experiences cannot but affect our physical well-being. The same anxiety always manifests itself in the form of muscle tension, which, in turn, sends a signal to the brain that it is time to worry. This vicious circle arises because the mind and body are inextricably linked. Being “educated” and “cultured” people, we suppress, and do not show (do not express, do not express) emotions, due to which the resulting muscle tension is not spent, but accumulates, which leads to muscle clamps, spasms and symptoms of vegetative-vascular dystonia. Paradoxically, it is possible to relax tense muscles through short but quite intense tension, which promotes better muscle relaxation, which is the essence of neuromuscular relaxation.

Large family: we live together

A big family is a real small state. Several generations meet under one roof every day. This is a place where you can find understanding and compassion. But maintaining peace is not easy.
The main advantages of a large family: its members develop self-confidence, the ability to overcome difficulties, and emotional stability. Such a family feeds with positive energy, but in return requires attention and strict adherence to general rules. It turns out that family ties are endless mutual obligations, in the sea of which you can easily lose part of your “I”, as well as a good piece of personal space. A situation may arise when everyone in the family acts differently, hence quarrels and conflicts arise. To rectify the situation, you can gather a family council and discuss the rules of interaction with all family members. After a frank conversation, the reasons for quarrels most often disappear, and the tension in the relationship subsides.

How naive the ancient Greeks were, in particular the philosopher Theophrastus, who in his treatise “Characteristics” said: “Tactlessness is the inability to choose the right moment for communication, which causes trouble for the interlocutor. A tactless person has no malicious intent, but acts inappropriately and at the wrong time.”
Of course, one can assume that your neighbor, Aunt Raya, who, congratulating you on your birthday, will not fail to mention that the years go by, and work is not a wolf, in fact, ingeniously wishes you to get married as soon as possible and forget about your career. You can also justify a young nephew who frankly compares your eyes under glasses with the headlights of a brand new Volkswagen - his tactlessness is based on a lack of life experience. But in the modern world there are many more people who deliberately throw out a provocative phrase in order to enjoy your acute reaction - embarrassment, irritation or aggression. For example, a “friend” who, in front of a man who clearly cares about you, asks how your visit to the proctologist went. Or an employee, trying to set you up in front of her superiors, asks an “innocent” question about whether you managed to download the next episode of a fashion series - in the middle of the working day. These are none other than trolls. And if Aunt Raya’s behavior can be justified by a lack of education and simplicity, then trolls, as a rule, have a completely different motivation.

MINISTRY OF EDUCATION OF THE KALININGRAD REGION

BALTIC FEDERAL UNIVERSITY NAMED AFTER I. KANT

HIGH SCHOOL OF PEDAGOGY

DEPARTMENT OF PEDAGOGY AND EDUCATIONAL TECHNOLOGY

Teaching practice

on the basis of the municipal autonomous educational institution, child development center - kindergarten No. 24

Prepared by:

3rd year student

full-time education

direction "Pedagogy"

profile "Children's

practical psychology"

IN AND. Barannikova

Practice heads:

Art. teacher

N.B. Frolova;

V.P. Veidt

Kaliningrad

2013 Individual internship route

Place of internship	Municipal Preschool Educational Institution Child Development Center - Kindergarten No. 24
Legal\actual address	Russia, Kaliningrad, region. st. Civil 11
Full name of the preschool educational institution in accordance with the Charter, with a certificate of registration and License	municipal autonomous preschool_educational institution child development center - kindergarten No. 24
Contacts	tel.: 46-48-83; 46-27-70; fax: 46-45-20.
Year of foundation (commissioning)

Visit to NDOU TsRR - DS No. 58

Visit purpose: creating a project to solve any problem of a modern preschool educational institution.

Project topic: “Staffing for the educational process.”

Target: optimization of staffing.

Project objectives:

1. Monitoring and analysis of staffing, occupancy, attendance by time of year.

2. Make changes to the staffing schedule in accordance with the results of monitoring and analysis.

3. Search for additional funding for this project.

Target groups:

teachers.

Performers

preschool administration;

leader and deputy.

Partners:

sponsors,

parents,

founders,
charitable foundations.

Opponents: founders, committee.

Main stages of work:

1. Research stage (monitoring and analysis)

2. Main stage or organizational (change in staffing based on research results)

3. Final (ours is motivational, i.e. motivating the team)

Security:

Legal (Amendments to the charter, staffing, education.)

Personnel (analysis, team monitoring)

Informational (posting information on stands, before parent meetings, etc.)

Methodological support (books, Internet resources, experience, information from other DS)

Material and technical (consent from the founders) intangible characteristics - cash)

Financial (stationery, printer ink, etc.)

Project implementation plan:

Project risks:

Protocol for monitoring a child during the theatrical activity “Circus”

Name, age: Vitya, 5 years old (middle group)

Purpose of observation: will reveal the child’s ability to speak in front of an unfamiliar audience.

Facial expressions	Actions	Speech
Eyes down to the floor	Hands in fists	speaks quietly
	He sat on a chair and watched the actions of other children.
	Turned away, not following the actions on stage
Smiling	Keeps an eye on the children
	Tugging at the belt on his suit
		Memorized speech according to plan
	Looks down when he speaks	Speaks quickly
	Doesn't pay attention to children
	Watches the teacher

	All the children sing, but he doesn’t
Smiling		Says something to a neighbor

Conclusion: According to the stated goal, I can conclude that the child was a little shy and perhaps felt insecure; this may be evidenced by the fact that the child did not look into the audience and often stood behind all the children or somewhere to the side during the performance.

But despite the possible embarrassment, the child, although not loudly, pronounced his text well, all the words were understandable, Vitya did not stutter.

According to the teacher, Vitya himself took the initiative to participate in the production. They had never noticed anything like this about the boy before.

Visit to MADOU CRR – D\S No. 101

Target: studying the partnership between the teacher and children

KIND OF ACTIVITY

ALLOWS

ENCOURAGES

PRAISE

REV.

ATTENTION ON REB.

ORG.

CHILDREN'S ACTIVITY

HELP

PROVIDED

SELF

ASKS

INTERESTED

PROHIBITS

PUNISHES

SCARES

IGNORES

DISCIPLINES

NOT PROVIDED. HELP

CONTROL

TRUBET (ORDER)

CANNOT BE INTERESTED.

SIMULATE A BUS TRIP

Conclusion: WARM-UP

EXPERIMENTATION

DISCUSSION During all the types of activities that we observed in this preschool educational institution, the educational psychologist interacted with the children in every possible way: he helped them, and in every possible way supported their actions. The teacher managed to interest the children so that they were not distracted by strangers (observers). The children freely turned to the teacher for help, which indicated a partnership between the children and the teacher. Marina Zaikova In the Novopetropavlovsk kindergarten "Romashka", in the middle group "Zvezdochka" the project "Vegetable garden on the windowsill" was organized under the guidance of teacher Marina Aleksandrovna Zaikova. The children planted a variety of vegetable and flower crops and observed the growth process . Parents took an active part in this project. We did our homework together with the children."exercise: They planted onions and wrote a story about it. Their observations were displayed in Observation diary

". As a result of the project,

WORLD OF BIRDS. Goals: to develop children's interest and love for nature; form a realistic idea of birds; expand children's knowledge about.

Cycle of observations “Early Autumn” 1. Topic “Weather at the beginning of autumn” The general goal of the observation system: - To develop in children the ability to independently identify the first signs of autumn.

Observation cycle “Early Autumn”, preparatory group Cycle of observations: “Early Autumn”, preparatory group 3. Topic “Leaf fall” Form of work. Observation of trees, conversation Purpose. Systematize.

1. Observation of the poplar. Goal: to consolidate the ability to distinguish poplar from other trees, to show that the buds contain the rudiments of green leaves. -Guess what.

Cycle of observations of water, snow, ice Goal: to identify and expand children’s understanding of the properties of water and snow; develop speech, thinking, imagination; cultivate interest in phenomena.

Methodical development “Card index of observations in nature” Contents 1. Introduction. 2. Preparation of observations in kindergarten 3. Card file of observations in nature 4. Conclusion. 5. List of used ones.

Organization of observations of inanimate nature Development of cognitive and speech activity of preschool children when organizing observations of inanimate natural phenomena through.

Scientific and theoretical approaches to the problem of organizing observation as the basis for an individual child development program

Observation as the main method of learning about a child in a preschool educational institution

Structure of an individual development program

Features of organizing child supervision in preschool educational institutions as the basis for an individual child development program

Features and requirements for the procedure for monitoring children in preschool educational institutions System of work in preschool educational institutions for organizing monitoring of children

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« Organization of child supervision,

as the basis for an individual child development program»

Saint Petersburg

2012

INTRODUCTION........................................................ ........................................................ .........3

CHAPTER 1. Scientific and theoretical approaches to the problem of organizing observation as the basis of an individual child development program…………………………………………………………………………………..…. …...….5

1.1 Observation as the main method of learning about a child in a preschool educational institution………...…...5 1.2 The structure of an individual development program………………………..…….8

Conclusions on the first chapter…………………………….…………………..….12

CHAPTER 2. Features of the organization of observation of children in preschool educational institutions, as the basis of an individual child development program………………..………14

2.1 Features and requirements for the procedure for monitoring children in preschool educational institutions..14

2.2 System of work in preschool educational institutions for organizing monitoring of children............16

Conclusions on the second chapter……………………………..…………………..….19

CONCLUSION..……………………………………………………………...20

BIBLIOGRAPHY……………………………………………………...………23

applications……………………………………………………………..….24

INTRODUCTION

Comprehensive education begins from the earliest years of life, and a large role in this belongs to preschool institutions - the first link in the education system.

The goal of preschool education is to create conditions for the maximum development of the child’s individual age-related potential, the harmonious development of his personal qualities, the child’s awareness of himself, his capabilities and individual characteristics. This will greatly facilitate the child’s transition from kindergarten to school, and will maintain and develop interest in learning in school settings.

The leading role of the teacher (adult) who organizes the process of raising and educating a child has been quite fully defined in research

A. V. Zaporozhets, P. Ya. Galperin, L. A. Venger and others. S. L. Rubinstein repeatedly emphasized that the pedagogical process shapes the child’s personality to the extent that the teacher directs his activity and does not replace it. Similar conclusions are contained in the works

V. S. Merlin, A. B. Nikolaeva, A. V. Petrovsky, R. Burns and others.

Each period of preschool childhood is characterized by its own characteristics of psychophysiological development, and each child is characterized by individual characteristics. Knowledge of age and individual characteristics, mastery of methods of working with children help the teacher successfully lead children from group to group, raise them in development and upbringing from step to step.

The problem of an individual approach to children has received comprehensive development in practical experience and in the pedagogical teachings of V.A. Sukhomlinsky. He emphasized the importance of developing the individual identity of the child.
In order to reveal the patterns of development of preschool children, search

Pedagogical research is carried out on the most optimal means, methods and forms of training and education in a preschool institution.The most accessible and widespread method of pedagogical research is observation. Observation as a research method is characterized by the presence of a goal, objectives, program, methodology and observation technique. Scientific observation requires objective and accurate recording of facts (photography, video filming, protocols, diary entries, etc.) and processing of results. As a result of observations of children, all aspects of their psychophysical development are assessed. At the same time, teachers are faced with the problem of choosing the necessary and optimal conditions for education, training, content and forms in terms of designing the best personality traits and correctional pedagogical assistance for each child. All these conditions can be contained in an individual development program that will allow the child to achieve maximum success. Therefore, the goal of our research will be to develop a system for organizing pedagogical observation as the basis for an individual child development program.
The object of the study in this case is the organization of observation in a preschool educational institution. Subject of research: individual child development program.

Research objectives:

Analysis of psychological and pedagogical literature on the problem of organizing observation of children and drawing up an individual development program

child;

Determining the features of organizing supervision of children in preschool educational institutions;

Development of a system for organizing pedagogical supervision in preschool educational institutions.

Hypothesis: observation of a child, including recording and interpretation of results, will become the basis for an effective individual child development program.

CHAPTER 1.

Scientific and theoretical approaches to the problem of organizing observation as the basis for an individual child development program

Observation as the main method of learning about a child in a preschool educational institution.

Pedagogical observation occupies a large place in the research process - a method by which purposeful perception of any pedagogical phenomenon is carried out in order to obtain specific factual data. It is contemplative, passive in nature, does not affect the processes being studied, does not change the conditions in which they occur, and differs from everyday observation in the specificity of the object of observation, the presence of special techniques for recording observed phenomena and facts.

The advantages of the observation method include:

Observation of the real pedagogical process occurring in dynamics;

Registration of events as they occur;

Independence of the observer from the opinions of the subjects.

The weaknesses of the method include:

Inaccessibility of certain aspects of the observed object (motives, state, mental activity);

Limited scope of observations for one researcher;

The passive nature of the study and elements of subjectivity in the observer.

Observation as a method of cognition of the objects being studied must satisfy a number of requirements, the most important of which are: 1) systematicity; 2) purposefulness; 3) systematicity.

The suitability of the age group for the child’s development is determined, and an individual development and education plan is drawn up.

There are several classifications of observation, for example, depending on the conditions and purposes:

Systematic observation is a type of observation carried out according to a pre-developed plan for studying an object over a certain period of time. In kindergarten, this type of observation is used during the child’s adaptation period. An approximate sheet of observation of a child in order to determine the degree of adaptation to the conditions of a kindergarten is presented in Appendix No. 1. When observing a child, teachers should have a clear idea of the normal indicators of children's development.

Non-systematic observation - what is important is not the fixation of causal relationships and a strict description of the phenomenon, but the creation of some generalized picture of the behavior of an individual or group under certain conditions. (Peculiarities of a child in a certain situation, for example, fear of a clown...)

Depending on the subject, observation can be selective or continuous, when individual objects or everything in a row (entirely) are observed, respectively.

Continuous observations simultaneously cover many aspects of the child’s behavior. Its task is to describe the general picture of behavior (Characteristics of a child).

Selective observations record any one aspect of behavior, determined in advance. For example, the expression of emotions in a child, his speech (Monitoring the achievement of planned results by children).

According to the degree of involvement of the observer: hidden (third-party) observation is carried out by a person not directly involved in the experimental pedagogical process. With covert observation, the figure of the observer should be invisible to the child or should not attract his attention (for example: you can determine the model of communication between the child and his parents).

Included - carried out by those who take an active part in it (the teacher-experimenter himself in the process of joint activity). In terms of duration, observation can be: one-time (slice), carried out once, at a time. Using this method, the researcher usually compares the behavior of different children (boys and girls, children of different ages, children from different cultures, etc.) in the same situations and draws conclusions about the characteristics of their psyche.

Longitudinal observation lasts a long time (several years) and is carried out on the same children. With this method, the researcher compares not different groups of children, but different stages in the development of one child (when testing a hypothesis about the influence on the development of something).

1.2 The structure of an individual child development program in a preschool educational institution.

The idea of individual support arose as a practical embodiment of a humanistic and personality-oriented approach to child development.

To formulate an individual development program, it is necessary to assess the child’s development potential, it is necessary to assess the “gap” between the results of the child’s independent activities and what he can achieve with the help of adults. Thisthe main idea of the theory of the zone of proximal development, which is aimed at the most adequate assessment of the child’s development prospects and his abilities.The zone of proximal development is the level of development achieved by a child in the process of his interaction with an adult, realized by the developing personality in the course of joint activities with an adult, but not manifested within the framework of individual activities. The concept of “zone of proximal development” was introduced into the psychological lexicon by L. S. Vygotsky.

The structure of an individual development program includes the following components:

Target (setting goals, defining objectives of educational work);

Tasks are determined within the framework of each individual direction. Each task is posed as a predictable result, that is, it must be accessible to a given child and verifiable. The set tasks, based on the current level of development of the child, must be calculated on his potential level, that is, on the “zone of proximal development” of the child.

Technological (definition of used pedagogical technologies, methods, techniques, systems of training and education, taking into account the individual characteristics of the child);

Effective (expected results are formulated, time frames for their achievement and criteria for assessing the effectiveness of implemented activities).

When drawing up a program, the question often arises about the form of its preparation. At the moment, there is no normatively established form of IPR; each preschool educational institution determines it for itself independently. This can be in tabular form, or in text form (Appendix No. 2). But it is imperative to optimize these forms. The symbols introduced in this document may correspond to the symbol system adopted in a particular preschool educational institution. The individual development program also includes work with parents. Parents here are not only the object of influence of specialists, but also equal participants in the implementation of the child development program.

The target component of the IPR indicates the directions based on the results of observation (adaptation to the conditions of a preschool educational institution, sensory development of the child, cultural and hygienic skills, general movements, fine motor skills, play activities, social-emotional development, cognitive development, communication skills, aesthetic development, etc.). Objectives indicate specific steps to achieve the goal and are gradual in nature.

Implementation dates can be stated conventionally as the beginning, middle and end of the school year. Depending on the success of achieving results, they can be adjusted to reduce or increase time.

Such a program will fully implement the principle of individualization, which is that every person, including preschoolers, is able to go their own way, purposefully mastering what is a priority for him. A carefully designed individualized program should be based on a precise definition of what a child with developmental problems can and cannot do. A good program is one that gives the child the opportunity to move forward and achieve success.
A program that is too difficult will not allow the child to express himself. Too light will not stimulate his mental activity. The program should be based on an analysis of data obtained during observation, on an objective assessment of the level and pace of development of the child, his behavioral reactions.

An individual educational route is determined by the educational needs, individual abilities and capabilities of the child (level of readiness to master the program), as well as existing standards of educational content.

First stage. Observing the child’s behavioral reactions and analyzing the history of his development. Comparison of all received data. They must be written down in the form of a conclusion.

Second phase. Determine the priority task of the child’s individual program.

Third stage. Analyze what the child can do and what he cannot yet do.

Fourth stage. Decide what new things need to be taught to him first, and what needs to be reinforced.

Fifth stage. Determine which tasks will be implemented in joint activities with the teacher, and which ones at home with parents.

Sixth stage. Divide each skill into its component actions. Remember, everything new needs to be introduced gradually, moving in small steps so that the child is able to master this new thing.

Seventh stage. After the child has mastered one of the tasks of the program, make changes and additions to it.

Drawing up an individual development program (adaptation, preventive or correctional-developmental) will help the teacher implement the program content as effectively as possible, protect specialists from one-sidedness in work and possible omissions, and help to use working time wisely.

An individual adaptation program is necessary for children who experience changes or disturbances in the established order of life that immediately affect their behavior. This is explained by the fact that the child’s experience is limited and adaptation to new conditions presents a certain difficulty.

The body of a small child is vulnerable and susceptible to diseases, and therefore for children who have suffered from somatic diseases, it is important to create conditions for adequate development during the recovery period after the disease.

An individual adaptation program is necessary for children entering kindergarten from a family at any age, especially at an early age.

In this case, the goal of the adaptation program will be to create psychological and pedagogical conditions for preparing the child for communication, establishing a trusting connection between the teacher and the child, maintaining a joyful mood, and satisfying the child’s needs for safety, love and friendly attention.

An individual program for the prevention of early retardation and undesirable trends in a child’s personal development is necessary for children whose development corresponds to the age norm. The fact is that they need increased developmental influence in order to eliminate the likelihood of lag at an early age due to inadequate emotional and personal influences. The main attention should be aimed at enriching children's emotional and personal contacts with adults and peers, at satisfying children's needs for friendly attention and cooperation with adults, at developing the need for sensory impressions, mental and motor activity.

An individual correctional and developmental program is aimed at the early correction of developmental deviations and the creation of optimal conditions for the formation of the foundations of a child’s personality and cognitive activity. It should contribute, on the one hand, to eliminating the likelihood of increasing retardation in the first three years of life, and on the other hand, to gradually accelerating the rate of development of the child.

An individual correctional and developmental program should contain tasks that the child can solve in the near future, as well as an indication of methods and techniques that will allow him to succeed. The content of the program should be the subject of discussion between the speech pathologist, psychologist and group teachers. In this case, it is necessary to resolve the following questions: which program objectives will be implemented in the speech pathologist’s classes, and which ones will be implemented in joint activities in a group; how the acquired skills will be consolidated and transferred to another situation.

Conclusions on the first chapter.

Observation is a purposeful perception of any pedagogical phenomenon, during which the researcher receives specific factual material. At the same time, records (protocols) of observations are kept. Observation is usually carried out according to a pre-planned plan, highlighting specific objects of observation.

Using the observation method, it is possible to assess such components of a child’s activity as the manifestation of anxiety, the presence of pronounced affective and emotional reactions. Observations make it possible to find out how developed a child’s self-care skills are, how neat he is in his clothes, how he treats errands, what background of his mood predominates, what are the characteristics of motor development.

Such information becomes the basis for subsequent in-depth study of the child.

The development and construction of individual development programs is based on the principle of unity of diagnosis and correction. Diagnostics, in this case by observation, not only precedes pedagogical influence, but also serves as a means of monitoring changes in personality, emotional states, behavior, cognitive functions in the process of correctional work, as well as a tool for its assessment.

The process of developing an individual program opens up great opportunities for the creative search of a teacher. No methodological manual can accurately take into account all the needs of a particular child. It is necessary to observe the children and analyze the compiled programs. And also remember that a well-constructed and carefully executed program will help the child progress much further than would be possible without correctional assistance.

CHAPTER 2.

Features of organizing child supervision in preschool educational institutions as the basis for an individual child development program.

2.1 Features and requirements for the procedure for monitoring children in preschool educational institutions.

Observation is a purposeful and systematic collection of information followed by systematization of facts and formulation of conclusions.Studying natural behavior is one of the advantages of the observation method.

In order to determine the possibility of writing an effective individual child development program, we need to determine some features of the organization of monitoring children in preschool educational institutions.

To achieve this goal we need to solve the following tasks:

To determine the most accessible and effective type of observation for a teacher in a preschool educational institution.

Clarify the basic requirements for the method of psychological and pedagogical observation.

Create an algorithm for the observation procedure.

Active or passive observation of a child is organized in joint activities, in play, in free activities, in a kindergarten group or on a playground, in joint activities with parents, i.e. in a natural situation for the child. Using the observation method, it is possible to identify and evaluate such components of a child’s activity as obsessive or stereotypical actions, pronounced affective and emotional reactions, and manifestations of anxiety. Observations make it possible to find out how developed a child’s self-care skills are, neatness in clothing, how he relates to errands, what background of his mood predominates, what are the features of his motor development. Such information becomes the basis for its subsequent in-depth study.

Observation is a reliable method, does not require special equipment and eliminates additional psycho-emotional stress on the child. At the same time, the use of this method presupposes that the teacher has a high level of professional training and good knowledge of the pedagogical characteristics of children. For an experienced specialist, the observation method is very important in the diagnostic process, but a novice teacher must check the information obtained during observation during the pedagogical study of the child.

The basic requirements for the method of psychological and pedagogical observation are as follows.

Observation must have a specific purpose. The narrower and more precise its goals, the easier it is to record results and draw reliable conclusions.

Observation must take place according to a pre-developed plan. If we are talking about the activities of the observed, then it is necessary to draw up a questionnaire in advance. The results are recorded in detail by recordings, photographs, sound recordings, etc.

The number of characteristics studied should be minimal and they should be precisely defined. The more detailed the questions about the characteristics being studied are formulated and the more accurately the criteria for assessing these characteristics are defined, the greater the scientific value of the information obtained.

Psychological and pedagogical phenomena should be observed in real natural conditions.

The observer must know in advance what errors can be made during observation and prevent them.

The careful development of an observation scheme is especially important; it can be as follows:

1) a problematic situation is identified,

2) goals and objectives are determined,

3) the object of observation (individuals or a group), the subject of observation (the behavior of an individual or group), and observation situations are determined;

4) the method of observing and recording data is selected;

5) an observation plan is constructed (situations - object - time);

6) a method for processing the results is selected;

7) observation is carried out according to the plan;

8) processing and interpretation of the received information is carried out.

Based on this or a similar scheme, a form of protocol is developed, in which only the fact of manifestation of a particular reaction or behavior is recorded. This allows, to some extent, to overcome the disadvantages inherent in observation as a method of scientific research: the subjectivity of the researcher and the difficulty of carrying out quantitative statistical processing of the data obtained. An example of an observation protocol that is used when studying children in the process of joint activities is presented in Appendix 3.

The results of observing a child enable the teacher to determine the highest priority tasks and areas of work with a particular child, and, consequently, to develop an individual development program.

The system of work in preschool educational institutions for organizing monitoring of children.

An individual approach to raising a child should be based on knowledge of anatomical, physiological, mental, age and individual characteristics.

Scientific research has proven that there is a direct relationship between the physical, mental and moral development of a person.

The implementation of an individual approach to children during all types of their activities must be considered as a certain interconnected system.

The first link of this system is the study of the characteristics of each child and an individual approach to education.

For example, knowledge of the physical condition and development of children is very important when carrying out hardening procedures, which must be carried out systematically, on a strictly individual basis.

Studying the individual characteristics of children requires considerable time and systematic observations. For this purpose, the teacher needs to keep a diary, recording in it the characteristics of the pupils’ behavior, periodically making brief generalizations of the observation results.

Therefore, teachers need special additional training and constant methodological support in order to competently and consciously organize observation of children.

According to A.I. Vasilyeva, methodological work in a preschool educational institution is a complex and creative process in which practical training of educators in methods and techniques of working with children is carried out. The goal of methodological work in preschool educational institutions is to create optimal conditions for the continuous improvement of the level of general and pedagogical culture of participants in the educational process.

(Appendix 5).

The methodological service is a link between the life of the teaching staff, the state education system, psychological and pedagogical science, advanced pedagogical experience, promoting the formation, development and realization of the professional creative potential of teachers.

The main goal of the methodological service in preschool educational institutions is the effective systematic use of forces, means, time and human resources to achieve optimal results.

We tried to formulate a system for organizing the supervision of children in preschool educational institutions in such a way that it would stimulate teachers to orient their activities towards an individual-personal approach.

In the process of implementing a system of monitoring children in preschool educational institutions

potential opportunities and immediate prospects are diagnosed. We already know that the most favorable opportunities for the formation of intellectual, moral and social qualities are in preschool age.

Thus, a competent system of organizing observation is the basis of an individual child development program.

Conclusions on the second chapter.

By observing the baby, you can get a general idea of his capabilities, while focusing on a qualitative assessment of the developmental features of the motor sphere, memory, speech, thinking, attention, etc. Active or passive observation of the child is organized in joint activities, in play, in free activity. Studying natural behavior is one of the advantages of the observation method. The organization of pedagogical observation has its own characteristics and requires the teacher to have a certain level of knowledge and preparedness. The goal of methodological work in preschool educational institutions is to create optimal conditions for the continuous improvement of the level of general and pedagogical culture of participants in the educational process.Increasing the level of theoretical training of teachers. Therefore, we consider it advisable to develop a system for organizing pedagogical supervision of children in preschool educational institutions, with the subsequent use of the results to draw up individual development programs. We have conventionally divided all work in this area into three stages. Initial (informational), main (documentary - practical), final (final) stages.

The tasks of the initial stage will be aimed at collecting, studying, and transferring information, literature, and experience in monitoring children.

All educators and specialists can participate in solving the first task by collecting, studying and processing the literature of the methodological classroom, Internet resources, and periodicals. It is necessary to generalize the experience of working within a preschool institution and other preschool educational institutions in the region. Include in the annual plan of the preschool educational institution consultation for teachers on the selected topic (Appendix 4), pedagogical trainingfor teachers of preschool educational institutions “Building pedagogical communication with preschool children.” This training contains a mini-lecture “Observation as the main diagnostic method”, visual and practical material, presentation(Appendix 5). We believe that it is advisable to carry out this stage before the start of the school year.

The main (documentary - practical) stage is the most voluminous in content. All activities are aimed at selecting specific observation cards for children or a child and carrying out the observation itself with recording the results. Observation cards are selected taking into account the age group and purpose of observation. Thus, for groups of early age and newly emerging children, a map of monitoring the process of adaptation of children will be required. Educators can select child observation cards for various activities throughout the school year. (Appendix 6). It is advisable to record the observation results in a summary table for clarity and use the data when developing an individual child development program.The final (final) stage will include analysis and systematization of the data obtained. The decision of educators on the need to draw up an individual development program for one of the pupils, to draw up a request for preschool specialists (teacher - speech therapist, teacher - psychologist, teacher - defectologist, social pedagogue). A possible solution would be to repeat the observation, more detailed and comprehensive, and use other diagnostic methods to identify the reasons for the results obtained.

Conclusion.

Managing a modern educational institution today is impossible without receiving systematic, prompt, reliable information as a means of feedback. A means of obtaining such information can be pedagogical diagnostics as a technique by which the nature and essence of a phenomenon are determined. Organizing the management process on a diagnostic basis leads to a personal orientation, according to which the entire pedagogical process is built on the personality of the teacher and the child, their experience, knowledge, skills, inclinations and interests. Each teacher should be able to study their students and monitor the peculiarities of their development. Observation is a purposeful perception of any pedagogical phenomenon, during which the researcher receives specific factual material. Taking into account the features of such a diagnostic method as observation, compliance with its rules and conditions can help facilitate the work of the teacher in studying a child or a group of children. Also, the effectiveness of pedagogical observation depends on the psychological competence of the teacher, his experience, attitude towards children, and professional position. By observing the baby, you can get a general idea of his capabilities, while focusing on a qualitative assessment of the developmental features of the motor sphere, memory, speech, thinking, attention, etc. The idea of individual support arose as a practical embodiment of a humanistic and personality-oriented approach to child development.

To ensure the psychological health of the child, his full personal and intellectual development at all stages of childhood, as well as to implement an individual approach in the upbringing and development of preschool children, an individual child development program is being developed. Such a program will fully implement the principle of individualization, which is that every person, including preschoolers, is able to go their own way, purposefully mastering what is a priority for him. A carefully designed individual program should be based on a precise definition of what a child can and cannot do at a given age. The main goal of the methodological service in preschool educational institutions is the effective systematic use of forces, means, time and human resources to achieve optimal results. For this purpose, we have developed a system for organizing monitoring of children in preschool educational institutions.

Observation of the child, including recording and interpretation of the results, has become the basis of an effective individual child development program, giving the child the opportunity to move forward and achieve success.

BIBLIOGRAPHY.

Deryabo S.D., Yasvin V.A. “Grandmaster of Communication: An Illustrated Self-Teacher on Psychological Mastery” - M.: Meaning; Academia, 1996

Zvereva O.L., Krotova T.V. “Communication between a teacher and parents in a preschool educational institution”: Methodological aspect. - M.: TC Sfera, 2005.

Lyutova E.K., Monina G.B. “Training to communicate with a child” - SPEECH Creative Center sphere. St. Petersburg, 2008

Nikishkina I.V., “Preschool educational institutions. Diagnostic and methodological work in preschool educational institutions” / – Volgograd: Teacher, 2007.

“Development of professional competence of teachers: programs and notes for classes with teachers / author.-comp. M.I. Chumakova, Z.V. Smirnova. – Volgograd: Teacher, 2008

Samukina N.V. “Games at school and at home: psychotechnical exercises, correctional programs”/ – Yaroslavl: Development Academy: Academy Holding: 2002

Shchurskaya E.E. A system for monitoring children’s achievements of the planned results of mastering the basic general education program.” / – St. Petersburg, 2011

Wikipedia. http://ru.wikipedia.org/wiki/Observation_(psychology),

17.06.12, 18:37.

Individual child program http://www.ab.ru/~invsp/step2.htm, 18:17, 06/16/2012.

Festival of Pedagogical Ideas “Open Lesson”http://festival.1september.ru/articles/564196/, 06/19/2012, 17:00.

Appendix No. 1.

Worksheet for adapting a child to preschool

Last name, first name of the child ________________

Date of Birth ________________

Age at admission ______ Date of admission ____________

Tatiana Shcherbakova
Supervision of children. Consultation for teachers

Observations monitoring the child allows you to identify areas of concern. They help teachers determine the need for immediate intervention in cases where the child is experiencing persistent difficulties in something. Their range can extend from hearing problems to the need for additional attention and referral to specialists. They promote the ability to find ways to best solve problem situations. Observations allow teachers learn to determine what kind of behavior can be expected from a child under certain conditions and by what means it is best to avoid negative reactions and consequences. Affordable observations it is possible to obtain the most adequate assessment of the situation in the child’s development. In addition, they allow us to harmonize the opinions of different adults who see the same child differently. Observation provides a variety of information for understanding the strengths, characteristics, needs and requirements of children, character, relationships with other people. Obtain the most adequate assessment of the situation in the child’s development, confirm the hypotheses put forward or refute them. Very often adults (not only parents and teachers) express concern that the child does not want "do important things", prefers playing to studying. Observation monitor the child’s actions in the game see manifestation of learning skills, acquired knowledge by the child. Get performance feedback (or inefficiency) own pedagogical actions, a professional, objective and reliable picture of a child’s academic success, based on inclusion in the process observations and assessments of all team members

Observation is the basis for assessing the situation in the child’s development, which must:

Focus primarily on identifying the strengths of each child, rather than his failures. Promote children's success and optimize development.

Emphasize the importance of positive dynamics in development.

To be a constant component of the learning process, to be a source of information, a hint on what and how to teach.

Be immediate, focused on all areas of development (socio-emotional, physical, cognitive-speech, artistic-aesthetic).

Include active exchange of views between all team members ( teachers, parents, and, if possible, both children.

Be absolutely clear to parents.

Timely identify the actual needs of children who need additional help.

Provide leaders with an understanding of how individual children and groups are progressing.

Ensure comparability of the achievements of children enrolled in different educational programs.

Additional effects observations:

Observation is:

Testing and nurturing your objectivity and insight,

Involving parents in the educational process, building a community,

Formation of the child’s skills of self-analysis and self-esteem,

Formation in an educational institution of a culture of organizing learning based on a systematic and systematic assessment of the achievements of each child.

results observations are recorded in a diary. Task teacher is that to spend as little time as possible on the description itself, and to ensure that the information entered is reliable and useful. Therefore, we offer a diary form in which teacher only answers ready-made questions.

Diary observations of the child

Teachers___ Group___

Last name, first name of the child___

Date of birth___ age___

Days of the week Monday Tuesday Wednesday Thursday Friday

date observations

Mood in the morning, throughout the day

Who did you play with and what?

The child's relationship with children

Conflicts

In class (expert comments are possible)

The child's relationship with teachers and specialists

How I fell asleep

Problems for discussion, suggestions for colleagues

CHEET SHEET FOR TEACHERS ON DIARY KEEPING

From the list below, select frequently observed the child has behavioral disorders and write it in the diary observations.

Aggressiveness Physical: breaks toys or buildings; tears up books; pushes a peer, hits people he meets; bites, spits.

Hidden: pinches others, says hurtful words when adults are not listening.

Verbal: swears, says offensive words, obscene words.

As a threat: swings but does not hit; scares others.

In facial expressions: compresses lips; blushes; turns pale; clenches his fists.

As a reaction to the restriction: resists when trying to restrain from aggressive actions; an obstacle stimulates aggressive behavior.

Self-directed: pinches himself; asks to be hit again.

Hot temper: In physical actions: unexpectedly for everyone, throws away toys, may tear up the allowance; spit.

In speech: may unexpectedly answer rudely, use obscene language.

Negativism: In physical actions: does everything the opposite, has difficulty joining a group game.

Failures: refuses even activities that are interesting to everyone.

Verbal: speaks often "Don't want", "I won't", "No".

Demonstrativeness: IN movements: turns his back; exaggerates movements in class.

Like a fortune to your own fortune and behavior: seeks to attract attention to himself to the detriment of the organization of classes; doing something the other way around watches for the reactions of others.

Touchiness (emotional instability): How to react to let: gets offended when losing a game.

In facial expressions: dissatisfied facial expression; crying.

Reaction to evaluation by others: reacts painfully to comments; reacts painfully to a raised tone of voice.

Conflict Active or reactive: he himself provokes conflicts; responds with conflict to the conflicting actions of others.

Due to egocentrism: does not take into account the desires and interests of peers.

Like failure experience: joint activities; relationships.

Due to difficulty switching: not inferior to toys.

Emotional withdrawal: Like centrifugal trends: When all the children are together, strive for privacy.

Like emotional absorption: enters the room and immediately goes to the toys; busy with his own business and does not notice those around him.

Features of speech behavior: does not use speech as a means of communication; when he speaks, the speech is not addressed to the interlocutor.

Like pseudo-deafness: does not fulfill the request, although he hears and understands the content of the request; does not respond to the transition from normal speech to whispered speech.

Features of the visual contact: avoids looking the other person in the face.

Goofiness: Reaction to comment: reacts with laughter to an adult’s remark; praise or blame does not have a significant change in the child’s behavior.

In physical actions and facial expressions: fooling around, imitating movements.

Indecisiveness: In social relationships with others: avoids the situation of oral questioning in class, does not answer, although he knows the answer, refuses leading roles in games.

Manifestation in speech: uses words "Don't know", "May be", "Hard to say", the child does not answer the question, although he knows the correct answer.

In physical actions: afraid to jump from a height.

Reaction to novelty: in a situation of novelty, the child exhibits inhibitory reactions; in a new situation, behavior is less variable than in a familiar one.

Fears: Specific: fear of a vacuum cleaner, fear of a dog, fear of the dark, fear of gusts of wind.

Reaction to novelty: afraid to enter a new room.

Social: fear of new people in a new situation; fear of public speaking; fear of being alone.

Anxiety: IN facial expressions: wandering, distant gaze.

In speech: the child cannot explain the reasons for avoidant behavior and anxiety.

In move: suddenly shudders; walks carefully

In relationships with others: sleeps with parents; strive to be closer to adults.

Stiffness: IN movements: moves stiffly.

In speech: Stutters in speech.

Reaction to novelty: awkward in a new situation.

Lethargy: In cognitive activity: doesn't know what to do.

In visual perception: looks around inactively

In speech: speaks too quietly; slowly.

Reaction time: the pace of action is slow; when performing actions on a signal it is delayed.

Self-centeredness: How to relate to to myself: believes that all the candies, all the toys are for him.

In relationships: imposes his game or desire on children.

In speech: often uses a pronoun "I".

Avoids mental efforts: In free conditions activities: does not watch cartoons; doesn't listen to the story.

In organized classes: gets tired quickly from an age-appropriate mental task (for comparison, generalization, actions according to the model).

Attention deficit: Concentration: looks around during class.

In speech: asks again about the conditions for completing the task.

Motor disinhibition (hyperactivity): Planning Features actions: Hastily plans his own actions.

How excessive pace and quantity actions: the pace of action is accelerated; the number of actions is excessive (lots of unnecessary movements, etc.); acts before the agreed signal.

Duration of content hyperactivity: gets up during the first half of class.

Duration of mastery condition: quickly excited and slow to calm down after noisy play.

Speech disinhibition: Volume speeches: speaks too loudly, cannot speak with normal voice strength.

Speech rate: accelerated, speech excited.

In social relationships: talks over words in class, despite the adult’s comments.

Lack of understanding of complex words instructions: Confused or misses the sequence of actions following verbal instructions from an adult.

Misunderstanding of simple words instructions: Focuses on a clear example of an adult’s behavior or actions, rather than on an explanation of the task.

Getting stuck: IN movements: Draws repeating elements.

In relationships and speeches: intrusive when communicating; attracts attention; repeats the same request.

On feelings and emotions: Gets stuck on resentment.

How difficult is it to switch: has difficulty switching to another activity.

Performance (mental): Gets tired quickly from a task that requires mental activity; gets tired when reading a book; gets tired during the first part of the organizational lesson.

Performance (physical): Gets tired quickly when walking; gets tired from physical activity; loses working capacity during the first part of the lesson; performance fluctuates throughout the day; alternation of increased and decreased performance.

Weight loss