Professional competence of a teacher is the key to the success of every child

Professional competence of a teacher is the key to the success of every child

Abstract: The article examines the totality of professional and personal qualities necessary for successful teaching activities.

The professionalism of a teacher is understood as a systemic integral characteristic of a personality, which is the relationship of pedagogical competence, pedagogical skill, professionally significant qualities and the individual image of a teacher, which determine the individuality of each professional teacher, ensuring the effectiveness and optimality of teaching activities.

There are many professions on earth, but there is only one calling. How often do we see people who go to work reluctantly? But does their disinterest in their role as an employee of a certain institution speak about their professionalism? The question is controversial. What if this person is a teacher going to work to count the minutes until the end of his shift? It’s scary to imagine how we would leave our baby to such an “unprofessional”…. But what kind of person can we consider a professional?

A teacher’s professionalism is a systemic integral characteristic of a person, representing the relationship between pedagogical competence, pedagogical skill, professionally significant qualities and the individual image of a teacher, which determine the individuality of each professional teacher, ensuring the effectiveness and optimality of teaching activities. [4;p.119]

The Federal State Educational Standard for Preschool Education states that “teaching workers implementing the Preschool Program must have the basic competencies necessary to create conditions for the development of children.”

The professional competence of a teacher is a multifactorial phenomenon that includes a system of theoretical knowledge of a teacher and ways of applying it in specific pedagogical situations, the teacher’s value orientations, as well as integrative indicators of his culture (speech, communication style, attitude towards himself and his activities, towards related areas knowledge, etc.).

In accordance with the definition of the concept of “professional competence,” teachers must:

1. Own modern pedagogical technologies and apply them in professional activities.

2. Be ready to solve professional problems.

3. Be able to control your activities in accordance with accepted rules and regulations.

The modern education system requires educators to constantly improve their knowledge. One of the conditions for the professional growth of a teacher is self-educational work (review on the Internet; reading methodological, pedagogical, psychological literature; attending seminars, conferences, direct educational activities of colleagues; discussions, meetings, exchange of experience with colleagues; systematically taking advanced training courses; holding open classes for analysis by colleagues; study of IR technologies; communication with colleagues in preschool educational institutions, the city and on the Internet; participation in competitions on the Internet; posting your developments on websites on the Internet).

Based on modern requirements, we can determine the main ways to develop a teacher’s professional competence:

— work in methodological associations, creative groups;

— research, experimental activities;

— innovative activity, development of new pedagogical technologies;

— various forms of pedagogical support;

— active participation in pedagogical competitions, master classes;

— generalization of one’s own teaching experience.

But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence.

To do this, it is necessary to create conditions in which the teacher independently realizes the need to improve the level of his own professional qualities.

Within the framework of the developed professional standard of pedagogical activity, competence is understood as a new formation of the subject of activity, formed in the process of professional training, which is a systemic manifestation of knowledge, skills, abilities and personal qualities, allowing one to successfully solve functional tasks that constitute the essence of professional activity.

In the dictionary of S.I. Ozhegov, the concept of “competent” is defined as “informed, authoritative in any field.” [5;p. 123]

Competence is “the expected and measurable achievements of an individual that determine what the individual will be able to do upon completion of the learning process; a generalized characteristic that determines a specialist’s readiness to use his full potential (knowledge, skills, experience and personal qualities) for successful activities in a certain professional field” [2, p. 111].

A necessary component of a person’s professionalism is professional competence.

The main components of a teacher’s professional competence include:

1. Intellectual and pedagogical competence – the ability to apply acquired knowledge, experience in professional activities for effective teaching and education, the teacher’s ability to innovative activities;

2. Information competence – the amount of information a teacher has about himself, students, parents, and colleagues.

3. Regulatory competence – a teacher’s ability to manage his behavior, control his emotions, the ability to reflect, and stress resistance.

4. Communicative competence is a significant professional quality, including speech skills, listening skills, extraversion, and empathy.

5. The ability to communicate correctly with parents of students is one of the main and can be difficult skills. competencies.

Professional competence of a teacher is the ability to successfully act on the basis of practical experience, skills and knowledge in solving professional problems:

1. Knowledge of the specifics of preschool education and the peculiarities of organizing educational activities with children: base your work on the regulatory framework:

— Federal Law “On Education in the Russian Federation” No. 273-FZ of December 29, 2012;

— Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. No. 1155 “on approval of the federal state educational standard for preschool education”

— Methodological recommendations for preschool educational institutions on the preparation of educational educational programs based on the Federal State Educational Standard for Educational Education and an approximate educational educational program.

— Organization of the RPPS in accordance with the Federal State Educational Standard of Education.

In connection with the introduction of the Federal State Educational Standard, the way of organizing children's activities is changing: not the guidance of an adult, but the joint activity of an adult and a child in childhood.

Features of organizing partnership activities between an adult and children:

1. Involvement of the teacher in activities on an equal basis with the children.
2. Voluntary participation of children in activities (without psychological and disciplinary coercion).
3. Free communication and movement of children during activities (subject to the organization of the workspace).
4. Open time end of the lesson (everyone works at their own pace).

2. Knowledge of the patterns of child development (age-related characteristics), features of the formation and development of children's activities (in accordance with the Federal State Educational Standard for Education there are nine of them):

• Gaming activities (including role-playing games, games with rules and other types of games);
• Communication activities (communication and interaction with adults and peers);
• Cognitive and research activities (studying objects of the surrounding world and experimenting with them);
• Perception of fiction and folklore;
• Self-service and basic household work (indoors and outdoors);
• Construction from different materials (construction set, paper, modules, natural material, etc.);
• Visual activities (drawing, modeling, applique);
• Musical activity (perception and understanding of the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments);
• Motor activity (mastery of basic movements, forms of child activity).

3. The ability to organize leading types of activities (object-manipulative - at an early age and play - at preschool age);

4. The ability to organize joint (partnership) activities of preschoolers.

Features of organizing partnership activities between an adult and children:

- involvement of the teacher in activities on an equal basis with the children;

- voluntary participation of children in activities (without psychological and disciplinary coercion);

- free communication and movement of children during activities (subject to the organization of the workspace);

— an open time end to continuous educational activities (everyone works at their own pace).

5. The ability to organize independent activities of preschool children (necessary conditions: a properly organized developmental subject-spatial environment and possession of the necessary skills);

6. Knowledge of technologies, methods, means, forms of activity and conditions for their application.

7. The ability to design, implement and analyze the effectiveness and results of one’s activities in accordance with the Federal State Educational Standard for Education (Includes knowledge of methods and means of conducting pedagogical diagnostics, the results of which can be used to solve the following problems: individualization of education, optimization of work with a group).

8. Participation in creating a psychologically comfortable and safe educational environment, ensuring the safety of children’s lives, preserving and strengthening their health, supporting the child’s emotional well-being during their stay in an educational organization.

9. Knowledge of methods and means of psychological and pedagogical education of parents, the ability to build partnerships with them to solve educational problems (use of active forms and methods of interaction)

10. Proficiency in ICT – competencies necessary and sufficient for planning, implementation and evaluation of educational activities with children.

The use of ICTs makes it possible to make educational activities emotionally charged and attractive. Presentations arouse keen interest in the child and are an excellent visual aid and demonstration material.

Interactive equipment must be used when working with children, subject to unconditional compliance with restrictive and permissive norms and recommendations, observe the operating time of the equipment, be sure to use sets of eye exercises, and ventilate the room.

One of the most important factors for the success of teaching activities is the professionally significant qualities of a teacher, such as modesty, observation, hard work, dedication, perseverance, oratorical abilities, and wit. Particularly important qualities of a teacher’s personality include readiness for empathy, i.e., to understand the mental state of students, empathy and the need for social interaction. In addition, a professional teacher must be: balanced, have high mobility of the nervous system, moderate extroversion, sthenicity of emotions and emotional stability.

Even with little work experience (7 years), I can say with confidence that a teacher must be patient. Showing restraint and patience in any situation, finding individual ways to influence children, trying to understand children's actions - this is what a true professional can do. Equally important is the teacher’s ability to step into the child’s shoes and see the situation through his eyes. Each child is unique, each has his own character, his own habits. But a real teacher accepts each child as his own, tries to find an approach and reveal the potential of each child. Only in this case will the child succeed.

Pedagogical skill is the basis of a teacher’s professionalism. This is a synthesis of personal and professional qualities and personality traits that determine the high effectiveness of the pedagogical process. [4; p.101]

There is simply a skilled teacher who conducts training and education at the usual professional level, and there is a teacher who demonstrates pedagogical skill and achieves high results in his work. Many teachers, in addition to their skill, demonstrate pedagogical creativity and, with their findings, enrich the methods of teaching and education. Pedagogical innovative activities in a preschool institution are associated with the transformation and improvement of the educational process, with the introduction of new, stable elements. Currently, the scope of innovation activity no longer includes individual preschool institutions and innovative teachers; In almost every preschool institution, innovative transformations are becoming systemic. This means that the kindergarten provides society with professionals who will confidently pass on their knowledge to our children, positively influencing their development, education and training.

The professionalism of a kindergarten teacher is realized in his versatility. First of all, he is a creative person. Only he can make a magic spoon out of an ordinary spoon, make superhero food out of an ordinary potato, and turn an ordinary car into a super car. Only he turns every activity into an extraordinary journey full of adventure. A modern teacher can do everything: dance, sing, act on stage, he draws and embroiders perfectly.

Pedagogical tact is another important component of the concept of teacher professionalism. It is realized in the ability to find the most correct pedagogical technique in every situation that arises. This is the teacher’s ability to behave with children, the ability in each individual case to understand the state of the pupil, his interests, motives and to find the most effective measure of education.

A teacher is a role model for his students. The image of a teacher, his specific image - the idea of ​​the students around him and their parents, formed on the basis of his appearance, habits, manner of speaking, mentality, actions - is an important criterion that characterizes the teacher as a professional. [1;p. 58].

When forming the image of a teacher, real qualities are closely intertwined with those attributed to him by others. Appearance helps the teacher attract attention, create a positive image, and show himself not only as a nice person, but also as an excellent teacher. And children look up to the one they like, with whom they spend the most time.

Returning to the dependence of a child’s success on the professionalism of the teacher, we can say with confidence: a teacher is the first teacher, after the mother, that children meet on their life path. [2;p.36]. This profession is very responsible! It is not enough to have natural sensitivity; it is necessary to have an innovative style of scientific and pedagogical thinking, a readiness to create new values ​​and make creative decisions. This is one of those professions in which professionalism is vital, because the future is in its hands - our children.

The work of a teacher is daily and painstaking work. This profession is multifaceted, non-standard, and requires a creative approach, self-improvement and spiritual generosity. But the most important thing in this work is to love children. To love children with all your heart means to invest in them the kindness of your soul, care, sensitivity and responsiveness, tenderness and patience.

Bibliography:

1. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated July 20, 2011 No. 2151 Moscow “On approval of federal state requirements for the conditions for the implementation of the basic general educational program of preschool education” // Russian newspaper dated November 21, 2011.
2. Bidenko V.I. Competence-based approach to the design of state educational standards for higher professional education (methodological and methodological issues): Methodological manual. Ed. 2nd. – M.: Research Center for Problems of Quality of Training of Specialists, 2005. – 114 p.
3. Lapteva, I.D. On the issue of pedagogical competence / I.D. Lapteva //Pedagogical education and science. - 2007. - No. 4.-P.35-38.
4. Oleshkov M.Yu., Uvarov V.M. Modern educational process: basic concepts and terms. - M: Sputnik+ Company, 2006. - 191 p.
5. Explanatory dictionary of the Russian language: Ok. 100,000 words, terms and phraseological expressions / S. I. Ozhegov; Ed. prof. L. I. Skvortsova. — 28th edition, revised. - M.: World and Education, 2015.

Teacher's Glossary

Adapted educational program

— an educational program adapted for training persons with disabilities, taking into account the characteristics of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons.

Amplification

- enrichment of child development.

Variable part of the main general education program of preschool education

- this is part of the main general educational program of preschool education, formed by participants in the educational process in addition to the invariant one, and reflecting: 1) the diversity of institutions (groups), the presence of priority areas of activity; 2) the specifics of socio-economic, national-cultural, demographic, climatic and other conditions in which the educational process is carried out.

Environmental Variability

— the presence in the Organization or Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children; periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.

Age adequacy of preschool education

— compliance of conditions, requirements, methods with the age and developmental characteristics of children.

Pupils

— persons mastering the educational program of preschool education, persons mastering the basic general education program while simultaneously living or staying in an educational organization.

Environment Availability

— accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out; free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities; serviceability and safety of materials and equipment.

Preschool childhood

- flexibility, plasticity of the child’s development, a high range of options for his development, his spontaneity and involuntariness.

Preschool educational organization

- an educational organization that, as the main goal of its activities, carries out educational activities in educational programs of preschool education, supervision and care for children.

Motor activity of the child

- mastery of basic movements.

Play activity

- role-playing game, game with rules and other types of games.

Visual form of child activity

- drawing, modeling, applique.

Individualization of education

— supporting the child, building his educational trajectory or professional correction of his developmental characteristics.

Individualization of preschool education

— building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education.

Innovation activity

is focused on improving the scientific-pedagogical, educational-methodological, organizational, legal, financial-economic, personnel, material and technical support of the education system and is carried out in the form of the implementation of innovative projects and programs by organizations engaged in educational activities and other organizations operating in the field of education, as well as their associations.

The quality of education

— a social category that determines the state and effectiveness of the educational process in society, its state, the needs and expectations of society, individual social groups in the development and formation of an individual’s life, professional, and civic competencies. The quality of education is determined by a set of indicators that characterize various aspects of the educational activities of an institution: the content of education, forms and methods of teaching, material and technical base, personnel, etc., which ensure the education of children.

Communication activities

- communication and interaction with adults and peers.

Correctional work and/or inclusive education

–

1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

2) development of the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Logistics of the program

— educational and methodological kit, equipment, equipment (items).

Mechanisms of child development

— communication, play, cognitive and research activities.

Musical form of child activity

- perception and understanding of the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments.

Education

- a single purposeful process of education and training, which is a socially significant benefit and carried out in the interests of the individual, family, society and the state, as well as the totality of acquired knowledge, skills, values, experience and competence of a certain volume and complexity for the purposes of intellectual, spiritual - moral, creative, physical and (or) professional development of a person, satisfaction of his educational needs and interests.

Educational areas of preschool education:

social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.

Educational programs

– programs aimed at solving the problems of forming a general culture of the individual, adapting the individual to life in society, creating the basis for informed choice and mastering professional educational programs. This includes programs of preschool education, primary general education, basic general education, secondary (complete) general education - state documents characterizing the content of education and aimed at achieving educational levels determined by the state.

Educational programs for preschool education are being developed

and are approved by the organization carrying out educational activities in accordance with the federal state educational standard of preschool education and taking into account the relevant exemplary educational programs of preschool education.

Educational programs of preschool education are aimed at

on the diversified development of preschool children, taking into account their age and individual characteristics, including the achievement by preschool children of a level of development necessary and sufficient for their successful mastery of educational programs of primary general education, based on an individual approach to preschool children and specific to preschool children age of activities.

Educational activities

— activities for the implementation of educational programs.

Educational environment

– the totality of the educational process, the features of its organization, as well as its programmatic and methodological, educational and material, material and technical, psychological, pedagogical, medical and social support (including a subject-development environment, TSE, medical support, nutrition).

Educational environment for a preschool child

—

1) subject-spatial developmental educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the child’s system of relationships to the world, to other people, to himself.

Education

— a purposeful process of organizing students’ activities to master knowledge, skills, abilities and competence, gain operational experience, develop abilities, gain experience in applying knowledge in everyday life and form students’ motivation to receive education throughout their lives.

student

- an individual studying an educational program.

Student with disabilities

- an individual who has deficiencies in physical and (or) psychological development, confirmed by a psychological-medical-pedagogical commission and preventing them from receiving education without the creation of special conditions.

Main characteristics of preschool education

— volume, content and planned results in the form of targets for preschool education.

Pedagogical diagnostics

- assessment of the individual development of preschool children, related to the assessment of the effectiveness of pedagogical actions and underlying their further planning.

Teaching worker

- an individual who has a labor or service relationship with an organization engaged in educational activities and performs duties for training, educating students and (or) organizing educational activities.

Cognitive development

involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

Cognitive and research activities

- researching objects in the surrounding world and experimenting with them.

Polyfunctionality of materials

— varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.; the presence in the Organization or Group of multifunctional (not having a strictly fixed method of use) objects, including natural materials, suitable for use in various types of children's activities (including as substitute objects in children's play).

Continuity between preschool and primary education levels

- this is the connection and consistency of each component of education (goals, objectives, content, methods, means, forms of organization), ensuring the effective progressive development of the child, his successful upbringing and training at these levels of education.

Approximate basic educational program - educational and methodological

documentation (approximate curriculum, approximate academic calendar schedule, approximate work programs of academic subjects, courses, disciplines (modules), other components), defining the recommended volume and content of education of a certain level and (or) a certain focus, planned results of mastering the educational program, approximate conditions of educational activities, including approximate calculations of standard costs for the provision of public services for the implementation of the educational program.

Babysitting and childcare

— a set of measures to organize nutrition and household services for children, ensuring their compliance with personal hygiene and daily routine.

Psychological diagnostics of child development

— identification and study of individual psychological characteristics of children.

Psychological, pedagogical, medical and social assistance includes:

1) psychological and pedagogical counseling of students, their parents (legal representatives) and teaching staff;

2) correctional, developmental and compensatory classes with students, speech therapy assistance to students;

3) a complex of rehabilitation and other medical measures.

Developmental educational environment

— a system of conditions for the socialization and individualization of children.

Speech development

includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Self-worth of childhood

- understanding (considering) childhood as a period of life that is significant in itself, without any conditions; significant because of what is happening to the child now, and not because this period is a period of preparation for the next period.

Social and communicative development

aimed at mastering the norms and values ​​accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.

Special educational conditions

— special educational programs, methods and means of teaching, textbooks, teaching aids, didactic and visual materials, technical means of teaching for collective and individual use (including special ones), means of communication and communication, sign language translation in the implementation of educational programs, adaptation of educational institutions and their surroundings territories for free access of all categories of persons with disabilities, as well as pedagogical, psychological, pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which it is difficult for persons with disabilities to master educational programs.

Means of training and education

— instruments, equipment, including sports equipment and equipment, instruments (including musical), educational and visual aids, computers, information and telecommunication networks, hardware, software and audiovisual tools, printed and electronic educational and information resources and other material objects, necessary for organizing educational activities.

Transformability of space

— changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children.

The level of education

— a completed cycle of education, characterized by a certain unified set of requirements.

Federal State Educational Standard

— a set of mandatory requirements for education of a certain level and (or) for a profession, specialty and area of ​​training, approved by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education.

Federal State Requirements

— mandatory requirements for the minimum content, structure of additional pre-professional programs, conditions for their implementation and terms of study for these programs, approved in accordance with this Federal Law by authorized federal executive bodies

Physical development

includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).

Artistic and aesthetic development

involves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).

Preschool education targets

represent social-normative age characteristics of a child’s possible achievements at the stage of completing preschool education. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children.

Experimental activities

is aimed at the development, testing and implementation of new educational technologies, educational resources and is carried out in the form of experiments, the procedure and conditions for which are determined by the Government of the Russian Federation.

Teacher professionalism as a necessary condition for the implementation of the Federal State Educational Standard for preschool education

Svetlana Pashchenko

Teacher professionalism as a necessary condition for the implementation of the Federal State Educational Standard for preschool education

Private preschool educational institution

Kindergarten No. 248 JSC Russian Railways

Report

«Teacher professionalism as a necessary condition for the implementation of the Federal State Educational Standard for preschool education».

Educator:

Pashchenko Svetlana Alekseevna

Vladivostok 2021

The quality of education presupposes strict consideration of the child’s age-related needs and abilities to learn in preschool childhood . We are talking about the ability of a preschool child to perceive the program offered to him by adults. L. S. Vygotsky, discussing the problem of learning and development, pointed out the significant differences that are found in this ability in children at different age stages, and considered this problem as a process of transforming the relationship of two programs - the program of the child himself and the program of the adult. He wrote that children under three years of age develop primarily according to their own program, which is dominant at this age. At school age, on the contrary, children are able to study according to the teacher’s program. With regard to preschool age, the situation is more complex. On the one hand, the child is already capable of learning, then

It is possible to assimilate the program offered by an adult, but this turns out to be possible only to the extent that it is adequate to his own interests and capabilities, if the adult’s program becomes his own program. This provision about a child’s ability to learn in preschool age takes on a special meaning if children with disabilities are included the educational the educational environment , the content of interaction with adults and peers.

The quality of training of a modern specialist is assessed through indicators such as competence, independence, mobility, and ability for professional growth . In the federal law “On Education in the Russian Federation”

,

it is emphasized: a developing society needs modernly educated , moral, enterprising people who are able to independently make responsible decisions in a situation of choice, to be mobile, dynamic, constructive specialists, and to have a developed sense of responsibility for the fate of the country. Modernization and reform of the vocational education is currently associated with the transition to a competent model of specialist training. When considering the problems of modernizing education and determining the requirements for a modern specialist, the term “ professional competence ”

, and its formation is stated as one of the main goals
of vocational education . To realize this goal , it is necessary
not only to update the content and technology of education , but, first of all, to prepare a teacher capable of solving complex social and pedagogical problems.

In the psychological and pedagogical literature and in the professional standard of a teacher , today there are different definitions of the concept of “ professional competence ”

.

Professional competence is the ability to successfully act on the basis of skills, knowledge and practical experience in solving problems of professional activity .

Currently pedagogical ( professional )

activities in
preschool education are undergoing changes. These changes are associated with the emergence of new regulatory documents that determine the development trends of the preschool education system and the requirements for the professional activity of a teacher. A unified approach to understanding the professional competencies of a preschool is needed . The goal of the Federal State Educational Standard for preschool education is to preserve the specifics of preschool education . It is appropriate here to discuss the issue of the relationship between the specifics of preschool education and the professional competencies of a teacher, defined by the Professional Standard of a Teacher . The specifics of preschool education are determined by the special form of life of a preschooler - play . What conditions should be created for the development of play as a leading activity and form of education for a child in early and preschool childhood ? What position can an adult take in accompanying the play activities of children: leave the children alone and give them the opportunity to choose for themselves which games and how to play?
Give them time away from school to play. Teaching children the game or playing with children as a partner? How to make play the content of a child's life? etc. The answers to these questions are relevant for defining the concept of “game”

teacher competence . In modern preschool pedagogy, the meaning of the game is considered primarily as purely applied, didactic. The game acts as a means of acquiring new skills, ideas, developing useful skills, etc. The game is replaced by gaming techniques or gaming teaching methods. This is in particular evidenced by numerous methods of pedagogical work, where this term is present in one way or another: “game form”
,
“game means”
,
“game technologies”
,
“game activities”
, etc. that the organization of a game is not just the wish of psychologists, but mandatory requirement of the Federal State Standard
for Preschool Education (
FSES DO ) .

This standard guides teachers to support children’s initiative and independence in all types of activities, and especially in play. The theme of the game runs through all sections of the Standard. Among the requirements for a teacher’s competence is the ability to “provide non-directive assistance in organizing children’s free play, stimulate children’s independence and activity in various types of play activities.” An important requirement for preschool teacher is mastery of all types of games and the ability to involve children in this developmental activity. At the same time, what is required from the teacher is not guidance or control, but rather involvement in the game, involvement in it and support of the child’s initiative. The teacher must become an equal participant in the game, demonstrate examples of game actions , but at the same time maintain the game task. This presupposes not only knowledge of various games and mastery of them, but also the creative activity of the teacher , the emotional expressiveness of his actions, and sensitivity to all proactive manifestations of preschoolers .

The most important condition for the development of play is supporting children’s initiative.

It is necessary to seize moments of new ideas and meanings, develop them without violating children’s logic, and treat any manifestation of independence in the game with care and respect. To do this, the teacher must be able to play well himself. This means that he must have a developed imagination , be able to come up with a plot, freely take on any role, be emotionally expressive and infectious. This is difficult for an adult, but these qualities are the core of the profession of a preschool teacher . A teacher can teach children to play only if he loves and knows how to play himself, if he has a gaming culture.

In the Professional Standard and the Federal State Educational Standard for preschool education, the emphasis is on supporting children’s spontaneous play, enriching it, and providing play time and space. This requires the use of special pedagogical technologies based on the idea of ​​accompanying interaction between teacher and child.

In connection with the introduction and implementation of the Federal State Educational Standards for Preschool Education (hereinafter referred to as Federal State Educational Standards for Preschool Education )

and
professional standards of teachers , issues of training and advanced training of teachers of preschool educational organizations are relevant today more than ever. The Federal State Educational Standard for Educational Education and the professional standard of a teacher, as the main requirement for the professional activity of a teacher, puts forward the ability to organize children's activities in the child's daily routine. The organization of children's activities has one, but very important task - to organize it so that the child does not remain an indifferent performer of this activity, but is an active subject of his own activity. Exemplary educational programs for preschool education today offer options and forms for organizing children's activities. As part of the implementation of the main educational program of preschool
education, the educational organization selects and, taking into account the selected Model educational program of preschool education, implements the content and forms of pedagogical work with children. The variety of forms of organization of the pedagogical process and the variability of the content of preschool education is the main direction of the implementation of the Federal State Educational Standard for Education .

The professional standard of a teacher performs functions designed to: ensure a coordinated increase in the teacher’s freedom and responsibility for the results of his work; motivate teachers to continually improve their skills. The purpose of applying the professional standard of a teacher is to determine the necessary qualifications of a teacher, which affects the results of a child’s education, upbringing and development ; provide the necessary training for teachers to obtain high results from their work; ensure the necessary awareness of the teacher about the requirements placed on him; promote the involvement of teachers in solving the problem of improving the quality of education . Thus , the professional competence of a teacher covers a wide range of issues related to solving professional and personal problems that contribute to the development of students ’ .

Literature

1. Federal Law of December 29, 2012 N 273-FZ (as amended on July 23, 2013)
“On
Education in the Russian Federation . Adopted by the State Duma on December 21, 2012.

Approved by the Federation Council on December 26, 2012.

2. Asaeva I. N. Development of professional competencies of teachers of preschool institutions of various types in the process of advanced training Yekaterinburg, 2009.

3. Zimnyaya I. A. Pedagogical psychology: textbook. –Rostov n/d.: Phoenix, 1997.

1. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the Federal State Educational Standard for Preschool Education .”

4. Order of the Ministry of Labor of Russia dated October 18, 2013 No. 544n “On approval of the professional standard “Teacher (pedagogical activities in the field of preschool , primary general, basic general, secondary general education ) ( educator , teacher)

" Registered with the Ministry of Justice of Russia on December 6, 2013 No. 30550.

5. Solntseva O. V. Preschooler in the world of play . Accompanying children's story games. – St. Petersburg: Speech; M.: Sfera, 2010.

Project “Professional Words”

Project

“Professional words in the speech of our parents”

Table of contents

1 Introduction 3

2 Main part. Use of professional vocabulary in speech.

2.1 Professional speech and its lexical composition. 4

2.2 Concept and features of professional vocabulary. 5

2.3 Professionalism in the speech of parents of 6th grade students. 6

3 Conclusion. 7

4 List of references and other sources. 8

Introduction

The vocabulary of the literary language is heterogeneous in terms of usage. Some literary words are used by all speakers of a literary language, others - by separate groups of people who have a particular profession or specialty. The first group of literary words consists of commonly used words, the second - professional or special ones. Familiarity with professional words provides an understanding of their role in the everyday life of society.

Object of study

This work is professional vocabulary.

Subject of study

– professionalism in the speech of parents of 6th grade students.

Target

work -
study the professional words of our parents
Tasks

:

1.Study theoretical concepts on the research topic.

2. Find out from your parents what words they use in their professional activities.

3. Determine the meaning of professional words in the speech of parents of 6th grade students.

research methods were used in the work

: analysis, survey, generalization.

Main part

“Professionalism is a special word or expression characteristic of a certain professional group, for example, “na-gora” (among miners), “vira”, “maina” (among loaders), “automatic operator”, “engine driver”, “chassis driver” "(worker of an automatic machine shop, engine shop, chassis shop for automobile manufacturers), "quantum transition" for physicists, "phoneme", "morpheme" for linguists, "field research" for sociologists, "dog" (a sheet with the specification of published material in editorial offices newspapers and magazines), etc. Some professionalisms fall into the stock of general speech, for example, “overlay” in the meaning of “mistake” (from the language of actors)” [1].

Professionalisms

- words and expressions characteristic of the speech of any professional group.
Professionalisms, along with terms, constitute a category of special vocabulary. Professionalisms are colloquial words, stylistically reduced, mainly denoting concepts associated with labor processes, their results, and are often doublets, synonyms of terms. Professionalisms are most often formed by narrowing the semantic meaning of commonly used words through their figurative use and, finally, by shortening phrases and words.”[3 Professionalisms are limited both by the territory and the team in which they are used. Representatives of various branches of science, technology, and art, for the purpose of language economy, replace generally accepted scientific and technical terms with professionalisms. Professionalisms are used in informal oral speech. In articles and books, professionalisms are usually placed in quotation marks and accompanied by the words: “as they say” (sailors, doctors, pilots, geologists, miners, engineers, athletes), “in the language” (hunters , fishermen, military, athletes). Professionalisms often differ from words in a literary language in their pronunciation and grammatical features. For example, professionalisms may have a different emphasis (production, compass, report, spark, bottling), a different syntactic connection (for geologists and prospectors, the professionalisms “exploration for oil”, “exploration for coal”, “exploration for gas”) are common. Professionalisms are placed in different types of special and philological dictionaries and reference books, and receive appropriate development in them depending on the purpose and objectives of the reference manual. In explanatory dictionaries of the Russian literary language, in spelling dictionaries, in reference books on speech culture, professionalisms are accompanied either by the marks “simple.” (colloquial word), “mor.” (sea word), “mor. colloquial." (marine colloquial word), “in prof. speech" (in professional speech), "in prof. decomposition speech" (in professional colloquial speech), etc.; or a comment “among sailors”, “in the speech of pilots”, etc. Only those professionalisms that have become fairly widespread outside professional fields are included in explanatory dictionaries of the literary language. Professionalisms are a special group of words and expressions, which is one of the sources of replenishment of the vocabulary of the literary language.
Our parents' professions

In the 6th grade of school No. 14, which conducted this study, there were 5 students. During the work, we conducted a survey of parents of 6th grade students. Sixth graders have 9 working parents and 1 non-working parent (including 1 housewife), 9 working parents (including 1 private entrepreneur).

As a result of the survey, the professionalism of parents in the following professions was clarified: teacher, metallurgist, drivers (3), dispatcher, educator, controller.

Professional words they use at work

profession "metallurgist" and "teacher"

metallurgist

1. Crane
   - a
   mechanism for grasping, lifting and moving heavy objects
2. A bearing
   is
   a supporting part of rotating mechanisms.
3. Wheel

   -
   an object
   of the same shape that serves to transmit and regulate movement in various mechanisms and devices.

4. Steel- T

   a hard, malleable silver-gray metal, an alloy of iron with carbon and other reinforcing elements
   .

Teacher

1. Class-division of primary and secondary school students, corresponding to the year of study.
2. Assessment
   is
   a designation of the degree of knowledge of students, a mark.
3. Academic performance-With

   the degree of success of students’ classes and their acquisition of knowledge.

4. An exam
   is
   a verification test on something. academic subject

profession "educator"

1. Nursery

   - an educational institution for children under three years of age, where they stay while their parents are working

2. Nanny-

   a worker involved in caring for children (in a family, in a kindergarten, in a nursery).

3. Charger

   -A set of health-improving physical exercises

1. Telephone—

   telephone subscriber number

2. Call sign
   -
   used to attract attention, calling

profession "driver"

1. Transport-

   devices designed to transport people and goods

2. License

   - a permit issued by government authorities for the right to import something. goods into or out of the country

1. Driver

   – the one who drives any vehicle, machine (car, bus, tractor, etc.)

Conclusion

During this study, the professionalism of parents of 6th grade students was examined, and work began on further research into professional words. We consider the research work unfinished, since there remains a group of uninterviewed parents, in whose speech we have not yet found out the professionalisms they use.