Janina Mikhnovets
Self-analysis about pedagogical practice in the summer recreational period

Introspection about teaching practice

I, Mikhnovets Yanina Ivanovna, summer - recreation period with

06/15/2016 to 07/05/2016 worked in a mixed age group. In progress

work tried to carry out educational work in

various activities: game, labor, physical culture

wellness. I tried to provide the children with the necessary emotional

well-being. Consider the characteristics of each child. Throughout

of her work, set her own goals and objectives and tried to fully

Generally practice went well tasks were completed and

implemented: I created favorable conditions for the organization of leisure,

mastered various forms and methods of educational work; learned

establish contact with children, build favorable relationships.

The atmosphere in the preschool is friendly. Children with big

We enjoyed coming to the kindergarten every day. It was nice to be with them

communicate. The guys spent a lot of time in the fresh air, most

games and sports activities were held on the street, had the opportunity

relax and improve your health.

The most interesting thing for me during my work was, of course, communication with

children. It was easy for me to establish close contact with the children and their

parents, to ensure order and discipline in the group. Throughout

atmosphere in the group, developed the interests of children in the forms they liked

activities, improved their creative abilities, as well as

closely monitored their health.

During practices I have acquired a lot of knowledge and useful information,

which in the future, of course, will be very useful to me in my work with children.

The educational process in the preschool was carefully

planned by all participants teaching staff. Were

disciplinary and sanitary and hygienic requirements are provided,

that have been applied to children. Throughout summer wellness

work pedagogical the team ensured the safety of children, nor

one case of injury. Consistently used incentives such as the:

praise, awarding prizes, going to school and the park.

On the day of admission, I conducted a safety briefing, as well as

rules of conduct. Throughout the work for children's health we

together with the educator carried out sports activities.

Summer teaching practice is of great importance in

vocational education, as it helps to consolidate the received

pedagogical knowledge professional skills and abilities. Working with children brings a huge emotional charge and a huge return, not only you

You teach children something, but you can learn a lot from them. I received

the pleasure of passing summer teaching practice, to me

I liked working with children, responsibility. Liked to show

Creative skills. Practice gave me a lot of professional and

life experience. During practices were organized: outings of children on

playground, going to school, going out into nature, many sports

activities and games, creative competitions, as well as watching cartoons.

I think that practice was a useful and necessary stage of learning and

showed me that I had chosen the right profession.

Related publications:

The work of the kindergarten in the summer is a little different from other times. Children receive no less attention, but they spend much more time.

Report on the work done during the summer recreational period in the second junior group Report on the work done in the summer - recreational period in the second junior group. Prepared by: Wheat L. Yu. Kantemirovka.

Summer is an amazing time of the year when children can walk, run and jump to their heart's content. It is during this period that children spend a lot of time outdoors.

Summer wellness report Summer is an amazing and fertile time when children can walk, run and jump to their heart's content. It is during this period that they spend a lot of time.

Perspective planning of respiratory gymnastics in the middle group for the summer recreational period Proper breathing is the basis of life, health and longevity. At present, health problems have become particularly relevant due to the sustainable.

A long-term work plan for the summer recreation period of a physical education instructor Prospective work plan for the summer recreational period of the instructor in physical culture Bilentyeva N.I., for the 2016-2017 academic year.

A promising work plan for the summer recreation period in the middle group of preschool educational institutions Perspective work plan for the summer recreational period. Module Period Themes Content of the work Final events June - “Dunno v.

From September 10, 2014 to 10.12.2014 I passed teaching practice on the basis of the Municipal Budgetary Preschool Educational Institution "Child Development Center - Kindergarten No. 168", which is located in the Kominternovsky district of Voronezh, st. Kholzunov. The institution in its activities is guided by the Constitution of the Russian Federation, the legislation of the Russian Federation, the Law of the Russian Federation "On Education", the Model Regulations on a preschool educational institution, regulatory legal acts of the Russian Federation, municipal legal acts of local governments and its own Charter.

It operates in a two-story building that meets sanitary and anti-epidemic requirements and fire safety rules, as well as psychological and pedagogical requirements for the improvement of preschool educational institutions, determined by the Ministry of Education of the Russian Federation. Date of foundation of the institution: 02.02.1987. Founder: Administration of the urban district of the city of Voronezh Administration of the MBDOU "CRR - Kindergarten No. 168

Head: Azarova Natalya Alexandrovna

Deputy Head for UVR: Terekhova Galina Aleksandrovna

Deputy Head of AChR: Bobrovskaya Irina Stanislavovna

Senior educator: Aleshkina Ekaterina Vitalievna

Standard occupancy - 320 people

DOW working hours:
five-day work week;
12-hour stay of children in preschool from 7.00. – 19.00. – 13 groups; days off: Saturday, Sunday, public holidays.
Children's groups are equipped with furniture that meets age standards. The kindergarten has a gym equipped with sports equipment that meets the requirements of sanitary standards, a music room, a psychologist's office, a speech therapist, music directors, an English language room, and a medical room.
The territory of the kindergarten is landscaped. All walking areas have a beautiful well-groomed appearance. Each group has its own separate area, equipped according to age needs. Much attention is paid to the safety of students and staff. The facility has an automatic fire alarm system. The territory of the garden is fenced.

The head - Azarova Natalya Alexandrovna in her work is guided by: the creation of an optimal, holistic, pedagogical system, creativity, creativity are welcomed, there is an opportunity to participate in competitions, improve pedagogical skills. I would like to note that Natalya Aleksandrovna is a sensitive and responsive leader who cares about each employee as if she were her child. She quickly and flexibly responds to the opinions of the team (five minutes, ped.hours).

I spent my practice as a teacher in the middle group No. 11. The number of children is 28, of which 10 are boys and 18 are girls. Children with a high and average level of development predominate. We use our educational program, which was developed on the basis of the Federal State Educational Standard for Preschool Education (Order No. 1155 of the Ministry of Education and Science of October 17, 2013). The goal of upbringing and educational activities is the holistic, comprehensive development of children. The program ensures the unity of educational, developing and teaching goals and objectives.

Planning is based on age-appropriate forms of work with children, the main of which (and the leading activity) for them is play. Therefore, the development of the content of all educational areas is provided for in gaming activities.

During the internship in the group, I implemented educational activities for the development of speech, applications, drawing, the development of elementary mathematical concepts and familiarization with others. In order to conduct educational activities with children, I prepared in advance and conscientiously, for which I drew up outline plans, selected handouts and visual material, looked for nursery rhymes, riddles, etc., and produced various didactic material.

A modern preschooler often lacks communication with mom and dad, peers, he is lost in the world of voluminous information, he wants to talk more and act together. The kindergarten group is just the place where he realizes his fundamental needs. Therefore, the kindergarten is the second family of the child, in which he lives safely and interestingly. Modern children are happy to go to kindergarten, they love it!

Practical work at the preschool educational institution opened up for me the opportunity to learn all aspects of pedagogical activity and significantly expand my understanding of the organization of the educational process, to get acquainted with various techniques and methods for the development of children. Also, to consolidate theoretical knowledge and practical skills of interaction with preschool children; to form practical skills in the diagnostic direction of the teacher's work.

Kindergarten is cute, kind, smart, funny, noisy, wonderful children. Everything we do in our kindergarten, we do for them, for them to grow and develop. We try to penetrate into every child's heart, to instill joy, love and kindness in it.

Nesterova I.A. Report on practice in kindergarten // Encyclopedia of the Nesterovs

Students of a pedagogical university must undergo pedagogical practice. One of the most interesting and at the same time difficult places for internships is a kindergarten. A report on teaching practice in kindergarten is a very complex type of student work that requires perseverance and responsibility from the trainee.

Features of the practice report in kindergarten

Kindergarten practice report is one type of teaching practice report. The report on practice in a preschool educational institution or preschool for short has a specificity based on the age of the children and the spraying of practice.

- this is an independent work of a student aimed at developing the skills of working with children of preschool age, taking into account their age characteristics.

The report on practice in kindergarten requires from the student, in addition to patience and perseverance, the ability to work with children of preschool age. In the process of internship, the student must rely on the baggage of knowledge gained in lectures and seminars at a university or college. The ability to use theoretical knowledge in practice is very important for a trainee in a preschool educational institution.

Types of practice reports in kindergarten

Kindergarten practice report is very important for a student. It allows you to study all aspects of pedagogical activity and significantly expand your understanding of the organization of the educational process in a preschool educational institution.

Pedagogical practice in kindergarten is preceded by the study of the disciplines of its basic and variable parts of the professional cycle, which include lectures, seminars and practical classes.

The practice report in kindergarten is of the following types:

1. Report on educational and introductory or simply educational practice
2. Field Practice Report
3. Report on undergraduate practice

Report on educational practice in kindergarten involves familiarization with the work of a preschool institution and monitoring the work of educators with children. In addition, the student must conduct several activities with the children under the supervision of the head of practice.

The purpose of educational practice in kindergarten is the following:

1. acquisition of initial practical experience in the main types of professional activity for the subsequent development of general and professional competencies in the specialty;
2. formation of practical professional skills.

Report on industrial practice in kindergarten includes not only observation of the work of an experienced teacher, but also participation in the educational process. The trainee must independently work with children and conduct several classes with pupils.

The purpose of work practice in kindergarten is to prepare students for activities as a kindergarten teacher, the formation of competencies in the field of professional activity of a teacher of preschool education.

Report on undergraduate practice in kindergarten is a serious research work aimed at improving the professional skills of a student teacher.

The purpose of pre-diploma practice in kindergarten is to gain practical skills in working with children in a preschool educational institution and prepare a practical basis for writing a thesis.

Difficulties in preparing a report on practice in kindergarten

The Kindergarten practice report has a number of characteristics that can cause problems for a student intern. First of all, it is important to outline all stages of the internship, otherwise at the final stage the student may encounter a lack of materials for writing a report.

In order to avoid difficulties in preparing report on practice in kindergarten students must complete the following:

1. students get acquainted with the activities of the preschool educational institution, its employees and their functional responsibilities, study the legal framework of pedagogical activity, the work plan of the kindergarten;
2. students fill out the passport of the preschool educational institution, its business card;
3. students study the characteristics of the children's team and its members;
4. students conduct sociometric research and draw up a socio-pedagogical portrait of a child or group;
5. students plan the work of the group for one shift.

In accordance with the work plan, students must correctly organize various types of children's activities: cognitive, labor, play, artistic and creative, sports and recreation, etc. In addition, during practice in kindergarten, students conduct games and exercises aimed at establishing a benevolent atmosphere, mutual understanding, the formation of communication skills in children, relieving fatigue and stress, personal development.

When preparing a report on practice in kindergarten, it is necessary to take into account the fact that holding a large number of events can bring down obstacles to an adequate analysis of the quality of one's own activities. In this regard, it is necessary to regularly outline the results of their work and analyze.

Very often, students forget that during the period of practice in kindergarten, it is necessary not only to competently prepare and conduct a credit creative event that is being analyzed, but also to outline its main stages and results.

In the process of preparing a report on practice in kindergarten, students may have difficulty summing up the results of their independent social and pedagogical activities. For the correct formulation of conclusions based on the results of practice, it is necessary to systematically outline the results of one's activities.

An example of a diary for a practice report in kindergarten

Diary for a report on practice in kindergarten is compiled on the basis of the requirements of the guidelines that are provided to the student at the university. The date column indicates either dates or periods in which certain actions were performed. Sometimes the date is not specified, as in the example below.

The remarks column most often reflects the comments of the head of practice from the side of the preschool educational institution. If there are no notes, then the curator puts a signature in each column.

INTRODUCTION

CHAPTER 1

1 Familiarization with the work of the educator, assistant educator in the first half of the day

2 Familiarization with the work of the educator, assistant educator in the afternoon

CHAPTER 2. INDEPENDENT ORGANIZATION OF CHILDREN'S ACTIVITIES IN THE OLDER GROUP.

CONCLUSION

INTRODUCTION

I, Kozak Natalya Sergeevna, a 3rd year student of the Faculty of Pedagogics, underwent an educational (introductory) practice from November 14, 2011 to November 18, 2011 at the State Educational Establishment "Ploskinsky nursery-garden of the Pinsk region", the head of the practice is Vinyarskaya Nina Vladimirovna, chief specialist of the ROO.

State Educational Institution "Ploskinsky Nursery-Garden of the Pinsk District" is located at the address: Pervomaiskaya Street 10, Ploskin village, Brest region, Pinsk district. The kindergarten was founded in 1978.

Belongs to the District Education Department of the Pinsk District Executive Committee of the Brest Region. It is a state budgetary institution.

It functions as a typical preschool institution. Works with a five-day working week, with 10.5-hour stay of children. The preschool is attended by 45 children aged 2 to 7 years old, children are brought to kindergarten from two nearby villages, there are 3 groups of different ages in each group of 15 children.

The main direction in the work of a preschool institution for the 2011-2012 academic year is:

Continue work on the development of coherent speech of preschoolers through a role-playing game.

Having studied the base of the preschool institution, I found out that the preschool institution is staffed by 85% in accordance with the approved staffing table. Total employees - 15 people. Currently, 5 teachers have secondary specialized education, 2 of them receive higher education while studying at universities, 1 teacher has the first qualification category, 2 teachers have the second qualification category, 2 teachers without a category.

CHAPTER 1

1Familiarization with the work of the educator, assistant educator in the first half of the day.

I am doing an internship in a kindergarten in which I myself work as a head, I am familiar with the rules of conduct in a preschool institution, I am also familiar with the instructions for organizing the protection of the life and health of children in kindergarten.

For internship, I chose an older group of different ages, where 15 children are brought up at the age of 5, and 1 child of 7 years of age 1 visits the group in the afternoon, I know all the children and their parents, I know each child, his abilities. Basically, in the group, all children are from prosperous families, 5 children from large families, registered families in the group are not.

The main educator in the group is Kolesnikovich Natalia Nikolaevna, work experience of 10 years, has 1 qualification category. She compiled a grid of group activities, the daily routine of the group. The dressing room has a corner for parents. I studied the specifics of her work: the functions and professional duties of the educator of the senior group. I looked at the work plan of the educator, its content.

The preschool institution is open from 8.00 to 18.30, every morning the teacher takes the children in the locker room, is interested in the well-being of the child from the parent, how he is doing. Then the teacher Kolesnikovich Natalya Nikolaevna conducts morning exercises with the children, where she performs a set of planned exercises. After charging, the teacher appoints children on duty who serve the table, the assistant teacher Kovalevich Tatyana Nikolaevna distributes food, the children at this time play with the teacher, then wash their hands, and sit down to eat. The teacher watches how the children sit at the table, how someone holds a fork, spoon, corrects those children who are sitting incorrectly. After breakfast, the children have free time to play, the teacher also appoints children on duty who help the teacher in preparing for the lesson, the children put everything they need for the lesson on the tables. After classes, each child cleans his workplace. I watched the teacher's activities, such as drawing, familiarization with the environment, physical education. I concluded that the teacher carefully prepared for the classes, the children followed all the instructions of the teacher with interest, while the teacher’s speech was calm and confident. The group also has a favorable microclimate.

Preparing for a walk, the teacher reminds the children how to behave on the street, the children get dressed, line up in pairs, and together with the teacher and assistant teacher go for a walk. During a walk, the teacher draws the attention of the children to the trees, what they are, what happened to them, watches the trees together with the children, and invites the children to play, also plays games with the children at the request of the children, the assistant teacher helps the teacher.

After the walk, the children play on their own in the group room, the teacher appoints attendants who, under the supervision of the assistant teacher, set the tables. The teacher at this time plays with the rest of the children, then the children clean up the group, wash their hands, and sit down to eat. During lunch, the teacher reminds the children how to behave at the table, how to sit and hold cutlery. As the children eat faster and slower, the children undress, brush their teeth, go to the toilet, and go to bed. The teacher and assistant teacher at this time control the actions of the children, how they adjust their clothes, how they brush their teeth. After the children are all on their beds, and have already calmed down, the teacher reads a fairy tale to the children, the children fall asleep. During sleep, the teacher controls that the children are all covered with a blanket.

Having observed the work of the educator, I can say that the atmosphere in the group during the day is friendly, the educator does not shout, he does not raise his voice at the children. Also, the work of the educator in the first half of the day is very busy, and sometimes tiring, and only during quiet hours does the educator have a little time to rest and prepare for the next day's classes. But it can be said that the teacher’s assistant also provides important assistance to the educator, she helped the educator in everything, despite the fact that she also performed her job duties.

2Familiarization with the work of the educator, assistant educator in the afternoon

The rise of the children was carried out gradually, the children woke up, did exercises, then washed and dressed. The teacher watches how the children performed all the indicated actions, helped the children to dress, combed the children and braided.

Then the teacher appointed the children on duty, they set the tables, the rest of the children played a game with the teacher. After the teacher's assistant has distributed food, the teacher sits the children at the tables, wishes them a bon appetit.

After an afternoon snack, the children have free creative activity for about 40 minutes, and the “Skillful Hands” circle, the group teacher also conducts the circle, all the children from the group attend the circle, it is free. After the circle, the children also have free activities for games, but the teacher can offer the children a new game unknown to them and begin to learn it. The child's departure home, the teacher communicates with the child's parents, talks about his success throughout the day.

You can make an analysis of the day that the activities of the educator in the second half of the day are much easier than in the first. Since a large chunk of time is devoted to independent games of children, where the teacher watches the children and their activities, takes an active part in those games where a teacher is needed, where the children themselves are not able to figure out the rules of the game. The assistant teacher also provides assistance to both the children and the teacher, if necessary.

CHAPTER 2. Independent organization of children's activities in the senior group

1 Independent organization of children's activities in the morning

I started the morning by taking the children to the group, the teacher watched my actions. After all the children were in the group, I did morning exercises with the children, then appointed attendants to lay the tables, and with the rest of the children they put things in order in the group. After the children sat down at the tables, she wished the children bon appetit. During breakfast, she made sure that all the children sat correctly, did not slouch, held the spoon in their hand correctly.

After breakfast, I helped the teacher conduct classes (drawing, literacy, physical education), after classes, we dress with the children and go for a walk, while reminding the children how to behave

walking up the stairs. During the walk, she spent games with the children “At the bear in the forest”, “Owls”. We also watched the grass with the children, what it has become. After returning from a walk, the children undress, I appoint two attendants, the children wash their hands and set the tables, I play a game with the rest of the children, then the children wash their hands and sit down to eat at the tables, I wish the children bon appetit. During lunch, I watch how the children sit at the table, how they use the spoon and fork. Then the children undress, put their clothes on the chair, brush their teeth, and lie down on their beds.

After all the children are on the beds and calmed down, I read P. Ershov's fairy tale "The Little Humpbacked Horse" the children fall asleep.

Having carried out independent activities in the first half of the day, I can conclude that the educator plays a big role in the life of the child, since the educator spends most of the time with the children. And the knowledge of the child depends on the knowledge and skills of the educator. After all, the teacher helps the child directs him, gives him the knowledge that he needs.

2 Independent organization of children's activities in the afternoon

I started the second half of the day by raising the children from their beds, we did exercises with the children, the children washed themselves, then began to dress, I combed and braided the girls, appointed two children on duty, they set the table under the supervision of an assistant teacher. After that, all the children sat down to eat, I and the assistant teacher wished me a good appetite.

After an afternoon snack, the children have independent activities where the children themselves choose what to do, the boys played in the constructor, some of the girls in theatrical games, two children drew, the rest of the children played in the store. I watched the actions of children, the nature of their games, how children find a way out of the situation. Then I offered the children a new didactic game "Find the extra" and told the rules of the game, lost with the children 2-3 times, and the children began to play on their own, but under my supervision.

I can conclude from the past day that the independent activity of children occupies a very important place in the development of the child. In independent games, the child solves all the problems that concern him, plays the situations he finds himself in, poses for the actions of adults.

CONCLUSION

During the practice, I had the opportunity to observe the work of kindergarten teachers, where I saw that educators have a large reserve of positive qualities in their relationship with children, such as goodwill, perseverance, and attentiveness.

One of the characteristics of the teaching staff is responsibility. At the same time, in the course of observations, it was found that the team does not always have enough cohesion, its members are not always unanimous in their assessments of the problems facing the team. I would like that the team would have more common interests, there was a unity of opinion.

However, the educator needs to pay more attention to communicating with children in the Belarusian language and replenish the stock of Belarusian words. And it is also necessary to continue teaching children to understand expressions in the Belarusian language of different grammatical structures; to form the correct pronunciation of specifically Belarusian sounds; to develop the dialogic and monologue speech of preschoolers in the Belarusian language; to expand children's knowledge about Belarus, about its national heroes.

Based on the results of monitoring the teacher of the group, we can say that the teacher conducts classes taking into account the necessary requirements. Classes are diverse, of different types and forms. The teacher in the classroom solves all the tasks, and most importantly, solves the problem of improving the health of children.

During the practice as a kindergarten teacher, I learned a lot, studied all the necessary documentation of the teacher.

The teacher of a preschool institution should be not only a teacher, but also a psychologist, since the correct arrangement of children with him occupies a large place in the work of an educator. To become a good educator, you need to constantly improve your creative potential, study innovative activities, and improve your professional level.

kindergarten teacher

LIST OF USED LITERATURE

.E. A Streh "Practice at the Faculty of Preschool Education." Part 2 - Minsk 2010

2.V.A. Zebzeeva "Organization of regime processes in a preschool institution" Minsk 2007.

.L.V. Lobynko, N.V. Avramenko "Preschool and family" - Minsk 2007

.O.P Zhikhar, Z.V. Koshcheva “Peculiarities of planning and organizing work with children in preschool institutions of different ages” Mozyr 2010

.L.A. Panko "Praleska" program of preschool education, Minsk 2007

6.L.B. Garunovich. Developing the features of dzitsyatsi ў dzeynastsi: A guide for teachers of preschool institutions. - Minsk 2002

Tags: Organization of the work of a kindergarten teacher Practice report Pedagogy