Interaction between a teacher and a music worker at an educational institution. Interaction between a teacher and preschool employees. Scheme of interaction between a teacher and preschool employees.

with preschool teachers"

Modernization of the education system entails significant and qualitative changes in the work practice of educators. And, probably, each teacher alone is unlikely to cope with them. Moreover, not every educational institution has such an arsenal of connections and opportunities to flexibly and effectively adapt a teacher to work in new conditions.
An important factor in improving the quality of their activities is the work organized by a senior educator who supervises the work of teachers in all areas educational activities.
Methodological assistance is the prompt and forward-looking response of the senior educator to the requests and needs of teachers. Methodological activity - a special type intellectual activity, promoting the growth of professionalism of specialists in the education system. The interaction of the teacher with the methodological service is an important link in the continuous education of teaching staff.
At the present stage of development of the education system, the main goal of methodological work with personnel is to create conditions for the self-realization of the teacher, the development of his key competencies: educational, communicative, organizational, research, design, constructive. The leading principles of methodological work (MR) are, of course, differentiation, continuity and targeting.
In the practice of a senior educator, there are different shapes work with teachers aimed at improving their qualifications and skills. Our institution uses the following forms to improve the professional competence of teachers:

1. Traditional:
- work in a single educational space
- problem seminars
- seminars and workshops
- open days
- creative micro groups
-mentoring
- relay races of pedagogical excellence
- pedagogical advice
- training

2.Innovative:
- “piggy bank” of pedagogical skills
- master classes
-project activities
- creation of a bank of innovative ideas
- internship sites
- creative competitions
- creative laboratory for young professionals
- publishing activities

Our teaching staff preschool purposefully and systematically works to improve the quality of education through updating its content; introduction of modern technologies that contribute to the creation of favorable conditions for self-realization of participants in the educational process.
The process of updating education, its design, launch and support will be the more effective the more new forms of work and technologies we use with the teaching staff. One of these effective forms is the introduction of design models into everyday practice:
"Bank of Ideas" aims to form a storage center for pedagogical, creative and scientific ideas, their processing and application in the practice of teachers
"Pedagogical portfolio" -aimed at systematization results achieved and dissemination of teaching experience in society, as well as improving the image of preschool educational institutions.
"Effective start"The project model was developed to implement the modular principle of the educational process in the interaction of all subjects of the pedagogical process in accordance with the strategic plan for the development of preschool educational institution. The modular principle of the “Effective Start” model has a specific forecasting horizon, which serves to increase the efficiency of organizing quality education in kindergarten and shaping the image of the future kindergarten by steps.
In management activities of preschool educational institutions modern method is effective
"Coaching". Coaching means to train, instruct, inspire.

Coaching is developmental consulting. In the activities of kindergartens, this idea has long been used in the form of mutual visits by experienced teachers to the classes of young teachers, consultations with a senior teacher. inviting scientific consultants from advanced training institutes. The difference between conventional counseling and new technologies is an active form of learning aimed at personal support of professional activities. The basis of this technique is interactive communication, discussion (question-answer), where the teacher does not receive advice and recommendations, but only answers questions asked by the consultant.

Master classes are carried out for the purpose of training teachers. An open screening makes it possible to establish direct contact with the teacher during a lesson, get answers to questions, and helps to penetrate into a kind of creative laboratory of the teacher.
Pedagogical ring- orients educators to the study of modern achievements of psychological and pedagogical science, methodological literature, helps to identify different approaches to solving pedagogical problems.
Brainstorming method, or idea bank– a rational way of collectively producing new ideas for solving practical problems that cannot be solved by traditional methods.
It should be noted that there is another effective innovative technology in working with the teaching staff -pedagogical living room.This form of organizing the interaction of participants in the pedagogical process provided an environment of free and relaxed communication.
Work with teachers is varied both in form and content.

Creativityallows you to choose the most appropriate forms and methods of interaction with teachers in each case:
- individual surveys of teachers to identify difficulties in raising children
- individual and group counseling on effective interaction between adults and children
-discussion clubs, living rooms, seminars, workshops, round tables for teachers in order to increase knowledge about the peculiarities of raising children in a family, conducting trainings.

Municipal autonomous educational institution

Korolev urban district, Moscow region

"General education kindergarten No. 40" Yablonka "

Educator:

Abramova A.G.

Korolev, 2018.

Interaction between the teacher and the staff of the preschool educational institution.

Preschool teacher must clearly know the conceptual foundations of organizing the educational process in a preschool institution, the main directions of development of the institution. The teacher must be able to reflect on the reasons for successes and failures, mistakes and difficulties in the educational process in order to make changes in subsequent activities and achieve better results.

The interaction of a teacher with specialists in a preschool educational institution is an integral part of the successful education and upbringing of children.

Interaction between the teacher and the administration of the educational institution.

The interaction of the teacher with the administration of the educational institution is aimed at creating optimal conditions for the full comprehensive development and training of students, protecting and strengthening their health in accordance with the state educational standard and programs implemented in the institution. Also to organize work among parents (persons replacing them) on the issues of raising and educating children in the family, promoting pedagogical and hygienic knowledge, attracting parents (persons replacing them) to participate in the activities of the institution, determined by the charter and parental agreement.

Comply with labor safety regulations and fire safety.

Interaction between a teacher and a senior teacher at an educational institution.

The senior teacher organizes the current and forward planning activities of the teaching staff of the preschool educational institution. Analyzes the implementation of educational, methodological and educational work in preschool educational institutions and develops proposals to improve its effectiveness. The interaction between a teacher and a senior teacher at an educational institution is continuous throughout the entire educational process. The senior educator assists teaching staff in mastering and developing innovative programs and technologies, and helps prepare for certification. Measures are being taken jointly to equip groups with modern equipment, visual aids and technical teaching aids, and to replenish them with educational, methodological, fiction and periodical literature.

Work is being carried out to comply with fire safety standards and regulations in the educational process, traffic, behavior on the street.

Interaction between a teacher and a music worker at an educational institution.

The general and musical-aesthetic development of preschool children in kindergarten is carried out by a music director who has a good command of the theory and methodology of the pedagogical process, and a teacher who has general musical training.

The work of teachers is complex, varied, and must be carried out in close, mutual understanding and contact.

Music classes in kindergarten are the main form of organizing children's musical activities. The music director and the teacher participate in the preparation of music lessons. These activities often start in a group setting where there is something interesting going on for the children. For example, children discovered that some toys were missing and went to look for them. They come to the hall... and the playful music lesson begins. This creates motivation and interest in musical activities in children. Teachers think through all this and carry it out together.

The activities of the music director and teacher also include conducting music and speech classes. These classes are the connecting link in the activities of teachers. The classes are aimed at developing speech through expressive singing and are additional. The teacher actively helps the music director in carrying it out. The content of the lesson includes literary and musical material.

In music classes, children's singing skills are developed, improved and consolidated, and a stereotype of correct pronunciation of words is formed. The emotional basis of musical lessons contributes to better learning of various skills. The teacher, being present at such classes, enriches the methodology of his work on the development of children’s speech and brings it closer to the methodology of the music director.

The teacher and music director create a subject-development environment, which is carefully thought out by them. The subject-development environment is given fundamental importance in the pedagogical process of a children's educational institution.

The essence of the tasks of joint interaction between the music director and the teacher is to awaken the creative activity of children, develop their musical imagination and thinking, and stimulate the desire to independently engage in musical and creative activities.

Together, teachers must develop children’s musicality, educate their moral sphere, mental processes and personal developments. Thus, the music director and teacher must provide for the integrity of music education: training, education, development. All these tasks can be implemented only if the following conditions are met:

Involvement in musical activities brings children only positive emotions;

A humane and personal approach has been thought out to ensure emotional comfort for children;

A comfortable musical and educational environment has been created in all forms of organization.

The music director and educator must keep the development of the entire holistic set of personality qualities at the center of the music education system, and this is the main result. The goal of the humane-personal approach, proclaimed by the pedagogy of cooperation, is an approach to the child’s personality, his inner world, where undeveloped abilities, strengths and possibilities lurk. The task of teachers is to awaken these forces and use them for more complete development.

Close interaction between the teacher and the music director ensures the effectiveness of the tasks of music education and an individually differentiated approach to children.

Teachers must interact with children subjectively. This style of interaction between the teacher and the child gives the child the right to choose (songs, games) to learn. Game motivation, the presence of dialogue and polylogue (i.e., the interaction of the music director with the teacher, the game character and the children) makes the lesson very dynamic. During the lesson, when asking a question to a child, the music director (teacher) forms the question in such a way that it contains two answer options. For example: “What mood did the music make you feel, happy or sad? ", "Do chicks sing in a high or low voice? " Children usually always answer correctly.

In the process of subjective interaction, teachers constantly put children in the position of an experimenter, ask them a lot of questions, encourage them to constantly think and look for an answer to the question posed. It is this interaction that has a great effect on the development of intellectual abilities.

The process of music education is long, you should not expect quick results. Only the joint activity of the music director and the teacher leads to the desired results in solving the problems of the general and musical-aesthetic development of children preschool age.

Interaction between a teacher and the head of physical education at an educational institution.

Currently, one of the most important problems is the state of population health. Children's health is the wealth of the nation. Most accessible means increasing health potential is physical education and physical activity.

In a preschool institution, physical education and health activities are organized by the teacher and the head of physical education. The effectiveness of physical culture and educational work in a preschool institution is largely determined by their interaction. Each of them performs work in accordance with their job responsibilities. The requirements for the activities of these specialists differ depending on the tasks being solved: general physical training children, motor rehabilitation. Pedagogical activity is aimed at the child, so their actions must be coordinated with each other. Planning of their joint activities is carried out on the basis of the annual plan of the preschool institution and is formalized in the form of plans: consultations for teachers, speeches at pedagogical councils and medical and pedagogical meetings

They are equally:

Know the program according to which the physical improvement of children is put into practice (goals, objectives, predicted results);

Conduct diagnostics of the physical condition of children according to the program implemented by the preschool institution;

Know the characteristics of the health status of pupils and plan physical exercises in accordance with these characteristics;

Forms in children ideas about hygiene and aesthetics of physical exercise (posture, exemplary display physical exercise, conducting classes in sportswear and shoes, etc.);

Use the means of physical education to educate moral

(moral - volitional) qualities of pupils;

Monitor physical activity based on external signs of fatigue;

Use physical education tools to develop normal gender-role behavior in children;

Hardening is carried out during physical exercises;

Ensure the safety of children during physical exercise;

Provide children with first aid medical care in case of accidents;

Plan, conduct and analyze physical education and health activities during the day (morning exercises, physical education, outdoor games between classes and on the street, invigorating gymnastics);

Inform parents about the level of physical condition of their children and success in physical activity.

The life of every child in a preschool educational institution is built on the basis of thoughtful alternation physical activity, different types and forms of activity.

Interaction between a teacher and a medical worker at an educational institution.

The interaction between the teacher and the medical worker is aimed at:

control of the sanitary condition of the premises and area of the kindergarten;

compliance with the sanitary regime as prescribed by the doctor, organizing activities to harden children;

ensuring the organization of recreational activities, adherence to the daily routine, proper conduct of morning exercises, physical education classes and children’s walks;

accounting for sickness absence, isolation of sick children;

There is a joint daily morning reception of children;

participation in pedagogical councils devoted to the problem of physical development and health of children;

health education work of parents;

compliance with the group's food schedule;

maintaining food tables for children in the group;

organizing meals in a group.

Interaction between the teacher and junior teacher educational institution.

The interaction between the teacher and the junior teacher occurs daily, throughout the entire day of the children’s stay in kindergarten, and includes:

participation in planning and organizing the life activities of pupils, in conducting classes organized by the teacher;

creating conditions for socio-psychological rehabilitation, social and labor adaptation of pupils;

together with medical workers and under the guidance of the teacher, ensuring the preservation and strengthening of the health of pupils, carrying out activities that contribute to their psycho physical development, their compliance with the daily routine;

organization, taking into account the age of pupils, their work on self-care, compliance with labor protection requirements, providing them with the necessary assistance;

participation in work to prevent deviant behavior, bad habits in pupils;

bearing responsibility for their lives and the health of children;

dressing and undressing children, conducting hardening activities;

ensuring the protection of life and health of students during the educational process;

compliance with labor protection and fire safety rules;

ensuring the protection of children's lives, maintaining and strengthening their health;

working together with children;

interaction in work to improve the efficiency of the educational process and to create a favorable emotional climate for students in the group during their stay in a preschool institution.

Summarizing the above, I would like to once again note that modern goals and objectives preschool education, cannot be realized by each participant in the pedagogical process individually. All specialists should strive to have a unified approach to raising each child and a unified style of work in general. To ensure such unity in the work of all teachers and specialists, their close interaction is necessary.

Kamennaya A.S.,
Head of GBDOU d/s No. 69;
Odintsova O.Yu.,
Head of GBDOU d/s No. 91
Vyborg district of St. Petersburg

The formation of cooperation between children, parents and teachers depends, first of all, on how the interaction between adults develops in this process. The result of education can be successful only if teachers and parents become equal partners, since they are raising the same children. This union should be based on unity of aspirations, views on the educational process, jointly developed common goals and educational objectives, as well as ways to achieve the intended results.
Currently, due to the decline in the birth rate and the reduction in the percentage of preschool children enrolled in public educational institutions, increased competition, the emergence of additional paid services, increased demands that parents place on kindergarten, parents now have the opportunity to choose an educational institution for their child, kindergartens should look for ways to inform parents about the opportunities and services that this institution provides, attract parents, interest them, study their needs and demands, i.e. The kindergarten was faced with the task of marketing the services provided and their advertising, which are new for preschool educational institutions.
It is important to collect information about families with preschool children, their social order on the nature of the services they would like to receive from a preschool educational institution. In fact, we are talking about researching the demand for services. As a result, the institution can, based on available resources - the availability of teaching staff, free space, material security of the educational process, determine the priority areas of its work, as well as the group of the population to meet the needs of which the preschool educational institution intends to focus on, be able to plan the work of the institution in the long term, and predict its workload for several years ahead. For institutions located in small towns, this is important in order to take timely measures to ensure that groups are full; for those located in large cities - in order to determine the development strategy of the institution, the priority areas of its activities, specialization, which will allow this institution to stand out from the crowd, find “its own face” in its work and a stable consumer of the services offered.
It should be noted that the creation of databases about specific, existing and potential clients, including their sociological, psychological, economic, and even geographical characteristics, is considered the most promising direction in the implementation of interaction between preschool educational institutions and families.
The following functions can assist the head of the preschool educational institution in carrying out this activity:
1. Information and analytical:
- has information about the current state of the interaction between the institution and the family;
- uses the management cycle when working with information about this interaction;
- systematizes received information in a timely manner.
2. Planning and prognostication:
- carries out work on preparing plans for organizing interaction between the institution and the family;
- has and analyzes a system of plans (strategic, operational);
- periodically monitors the implementation of the plan for organizing this interaction.
3. Motivational-target:
- motivates the activities of involving the team in the creation of a system of interaction and its implementation between the preschool educational institution and the family;
- forms a system and methods of stimulating the team;
- creates a provision on bonuses.
4. Organizational and activity:
- distributes different types of activities;
- delegates powers;
- develops regulatory and organizational documentation: charters, rules, regulations, job descriptions;
- builds the organizational structure of the preschool educational institution;
- conducts business meetings and conversations.
5. Test:
- monitors the functioning of all departments;
- carries out systematic monitoring of the interaction process;
- uses a system of forms and methods of control;
- reflects the control system in the appropriate type of documentation.
6. Corrective:
- promptly makes adjustments to the state of affairs;
- makes decisions on changing processes in accordance with regulatory and legal aspects;
- interacts with department heads in the process of making adjustments;
- analyzes the results correctional work in preschool educational institution;
- when setting goals, communicates with the federal and municipal development programs;
- formulates leading directions and tasks based on pedagogical principles;
- develops a development program for the institution in terms of interaction with families.
The effectiveness of the work of the head of the kindergarten teaching staff is manifested not only in carrying out some work with the participation of parents and achieving results, but also in improving their approaches from year to year, looking for more effective forms of interaction with parents and influence on them.
The administration of preschool educational institutions should be focused on creating a system of interaction between teachers and families of students that is adequate to the conditions of the educational institution. This will allow the teaching staff to solve a double problem:
- firstly, to ensure the unity of requirements and approaches to education necessary for the normal development of the child;
- secondly, to really influence family education children, increasing parental responsibility.

This involves working with the teaching staff of the kindergarten to analyze materials that already exist in this area of work of the preschool educational institution with parents. The head takes the initiative in carrying out activities to change the forms of work and interaction between parents and preschool educational institutions. Forms in employees the motivation for a responsible attitude towards the implementation of this type of activity, provides the material base, distributes functional responsibilities between employees and formalizes them in writing. Forms a motive for a responsible attitude towards fulfilling official duties, plans, directs and controls the activities of the team. Establishes business contacts with healthcare, cultural and social protection. Determines the functional basis of interaction between preschool educational institutions and parents. Involves parents in modeling the subject-developmental environment of a kindergarten, etc.
Social requests emanating from parents can only be implemented with close cooperation between the preschool institution and the family in order to achieve this level of cooperation, preschool administration it is necessary to identify and implement the following goals and objectives.
Goals:
1. Create a unified program for teachers and parents to implement educational tasks.
2. To structure the work of educators with parents and give it a comprehensive character.
3. Create a methodological basis for teachers on the problem of their interaction with families to ensure the full development of children.
4. Create conditions for development trust relationships between the family and the employees of the preschool educational institution.
5. To attract the attention of teachers and parents to the formation of a common understanding of the goals and objectives, means and methods of raising children, their emotional well-being, full physical, mental and mental development.
Tasks:
1. Studying the interests, opinions and requests of parents that are not realized in others social institutions(family, etc.);
2. Providing optimal conditions for self-development and self-realization
parents in their development of various social roles;
3. Using the experience of other preschool institutions to build
models of interaction with parents;
4. Expansion of means and methods of working with parents;
5. Providing space for personal growth of cooperation participants;
6. Creation of a special creative atmosphere;
7. Changing the position of parents in relation to activities
preschool;
8. Involving parents in active participation In the organisation,
planning and monitoring the activities of a preschool institution.
Along with this, the head of the preschool education institution must monitor the achievements and problems of the teaching staff as a whole and each educator individually in the process of mastering the current type of interaction, and provide the necessary support in overcoming difficulties.
Monitoring the quality of interaction between teachers and parents by the methodological service unfolds in parallel and is cyclical.
1. Study of professional competencies of teachers (in the “kindergarten-family” system).
2. Identification of zones special attention methodological service, joint understanding of the research results with teachers.
3. Discussion of problems together with teachers and creation of a project and action plan to solve them.
4. Execution of the plan. Track results.
5. Evaluation of results by interaction participants. Comparative analysis.
In connection with the problem we are considering, namely: organizing the interaction between preschool educational institutions and families, we can highlight the following algorithm of management processes that contribute to the creation of an effective model of this interaction.
1. Making a decision at the Council of Teachers on the need for teacher education and the formation of effective interaction between preschool educational institutions and subjects of education.
2. Definition of a single methodological topic for the team.
3. Develop programs “Kindergarten came to the family”, “Program for pedagogical education of parents”.
4. Approval of the work plan for program implementation.
5.Draw up a plan for interaction with the family in blocks.
6. Implementation of the program through stage-by-stage planning and implementation of annual plans and programs
7. Correction of actions during the implementation of program stages
8. Step-by-step analysis of program execution
9. Monitoring the effectiveness of the administration
Preschool educational institution and teachers with family
10. Setting the next goals and objectives, determining methods of activity for the further implementation of programs, based on a problem analysis of the work for the year.
To do this, work with families in a preschool institution should be carried out in the following areas:
- joint collective activities of children and parents through the organization open classes, exhibitions of joint children's and adult works from natural material and for artistic activities, holding musical and sporting events and group celebrations, etc.;
- educational activities through parent counseling
teachers of preschool educational institutions and specialists, conducting game trainings with children and
parents, posting information on stands and preparing thematic
parent meetings;
- work of support services: psychologist, medical personnel, physical education director, exercise therapy instructor, music directors.
- joint creation of conditions for the development of the child and strengthening of his health - arrangement of walking areas, hardening measures, prevention colds; filling the group space with educational play equipment, manufacturing play attributes; jointly carrying out renovations of premises, etc.
- creating conditions for improving the level of qualifications of teachers in working with parents - holding lectures, seminars and workshops on the problem, introducing preschool work a new system of interaction with the family.
Thus, at the end of this chapter we can draw the following conclusion: the problem of interaction between preschool educational institutions and families in Lately included in the category of the most relevant. The changed modern family (financial and social stratification, abundance of the latest information technologies, more ample opportunities getting an education, etc.) forces you to look for new forms of interaction, moving away from overorganization and boring patterns. An important task is not to encourage parents to take the position of a consumer of educational services, but to help them become a true friend and authoritative mentor to their child. Fathers and mothers need to remember that kindergarten is only an assistant in raising a child, and therefore they should not shift all responsibility to teachers and withdraw from the educational process.
Used Books:
1. Antonova T., Volkova E., Mishina N. The problem and search for modern forms of cooperation between kindergarten teachers and the child’s family. // Preschool education. 2006. No. 6.
2. Arnautova E.P. Basics of cooperation between a teacher and a preschooler’s family. - M., 2007.
3. Danilina T.A., Lagoda T.S., Zuikova M.B. Interaction of a preschool institution with society. A manual for practical workers of preschool educational institutions. - 3rd ed., revised, and additional. - M.: ARKTI, 2009.
4. Doronova T.N., Solovyova E.V. Preschool and family - one space child development: Methodological guide for workers of preschool educational institutions. - M., 2008.

Interaction between the teacher and the staff of the preschool educational institution.

A preschool teacher must clearly know the conceptual foundations of organizing the educational process in a preschool institution and the main directions of development of the institution. The teacher must be able to reflect on the reasons for successes and failures, mistakes and difficulties in the educational process in order to make changes in subsequent activities and achieve better results.

The interaction of a teacher with specialists in a preschool educational institution is an integral part of the successful education and upbringing of children.

Interaction between the teacher and the administration of the educational institution.

Comply with labor protection and fire safety regulations.

Interaction between a teacher and a senior teacher at an educational institution.

The senior teacher organizes current and long-term planning of the activities of the teaching staff of the preschool educational institution. Analyzes the implementation of educational, methodological and educational work in preschool educational institutions and develops proposals to improve its effectiveness.

The interactions between a teacher and a senior teacher at an educational institution are inseparable throughout the entire educational process. The senior educator assists teaching staff in mastering and developing innovative programs and technologies, and helps prepare for certification. Measures are being taken jointly to equip groups with modern equipment, visual aids and technical teaching aids, and to replenish them with educational, methodological, fiction and periodical literature.

Work is being carried out to comply with the rules and regulations of fire safety, traffic safety, and behavior on the street in the educational process.

Interaction between a teacher and a music worker at an educational institution.

The work of teachers is complex, varied, and must be carried out in close, mutual understanding and contact.

Involvement in musical activities brings children only positive emotions;

A humane and personal approach has been thought out to ensure emotional comfort for children;

A comfortable musical and educational environment has been created in all forms of organization.

Close interaction between the teacher and the music director ensures the effectiveness of the tasks of music education and an individually differentiated approach to children.

Teachers must interact with children subjectively. This style of interaction between the teacher and the child gives the child the right to choose (songs, games) to learn. Game motivation and the presence of dialogue (i.e., the interaction of the music director with the teacher, the game character and the children) make the lesson very dynamic. During the lesson, when asking a question to a child, the music director (teacher) forms the question in such a way that it contains two answer options. For example: “What mood did the music make you feel, happy or sad? ", "Do chicks sing in a high or low voice? " Children usually always answer correctly.

Interaction between a teacher and the head of physical education at an educational institution.

Currently, one of the most important problems is the state of population health. Children's health is the wealth of the nation. The most accessible means of increasing health potential is physical education and physical activity.

In a preschool institution, physical education and health activities are organized by the teacher and the head of physical education. The effectiveness of physical culture and educational work in a preschool institution is largely determined by their interaction. Each of them performs work in accordance with their job responsibilities. The requirements for the activities of these specialists differ depending on the tasks being solved: general physical training of children, motor rehabilitation. Pedagogical activities are aimed at the child, so their actions must be coordinated with each other. Planning of their joint activities is carried out on the basis of the annual plan of the preschool institution and is formalized in the form of plans: consultations for educators, speeches at pedagogical councils and medical-pedagogical meetings

They are equally:

They know the program according to which the physical improvement of children is put into practice (goals, objectives, predicted results);

Conduct diagnostics of the physical condition of children according to the program implemented by the preschool institution;

Know the characteristics of the health status of pupils and plan physical exercises in accordance with these characteristics;

Form in children ideas about the hygiene and aesthetics of physical exercise (posture, exemplary display of physical exercises, conducting classes in sportswear and shoes, etc.);

Use the means of physical education to educate moral

(moral - volitional) qualities of pupils;

Use physical education tools to develop normal gender-role behavior in children;

Hardening is carried out during physical exercises;

Ensure the safety of children during physical exercise;

Provide children with first aid in case of accidents;

Plan, conduct and analyze physical education and health activities during the day (morning exercises, physical education, outdoor games between classes and on the street, invigorating gymnastics);

Inform parents about the level of physical condition of their children and success in physical activity.

The life of every child in a preschool educational institution is built on the basis of a thoughtful alternation of physical activity, different types and forms of activity.

Interaction between a teacher and a medical worker at an educational institution.

The interaction between the teacher and the medical worker is aimed at:

control of the sanitary condition of the premises and area of the kindergarten;
compliance with the sanitary regime as prescribed by the doctor, organizing activities to harden children;
ensuring the organization of recreational activities, adherence to the daily routine, proper conduct of morning exercises, physical education classes and children’s walks;
accounting for sickness absence, isolation of sick children;
There is a joint daily morning reception of children;
participation in pedagogical councils devoted to the problem of physical development and health of children;
health education work of parents;
compliance with the group's food schedule;
maintaining food tables for children in the group;
organizing meals in a group.

Interaction between a teacher and a junior teacher at an educational institution.

The interaction between the teacher and the junior teacher occurs daily, throughout the entire day of the children’s stay in kindergarten, and includes:

participation in planning and organizing the life activities of pupils, in conducting classes organized by the teacher;
creating conditions for socio-psychological rehabilitation, social and labor adaptation of pupils;

together with medical workers and under the guidance of the teacher, ensuring the preservation and strengthening of the health of pupils, carrying out activities that contribute to their psychophysical development, their adherence to the daily routine;
organization, taking into account the age of pupils, their work on self-care, compliance with labor protection requirements, providing them with the necessary assistance;
participation in work to prevent deviant behavior and bad habits among students;
bearing responsibility for their lives and the health of children;
dressing and undressing children, conducting hardening activities;
ensuring the protection of life and health of students during the educational process;
compliance with labor protection and fire safety rules;
ensuring the protection of children's lives, maintaining and strengthening their health;
working together with children;
interaction in work to improve the efficiency of the educational process and to create a favorable emotional climate for students in the group during their stay in a preschool institution.

To summarize the above, I would like to note once again that the modern goals and objectives of preschool education cannot be realized by each participant in the pedagogical process individually. All specialists should strive to have a unified approach to raising each child and a unified style of work in general. To ensure such unity in the work of all teachers and specialists, their close interaction is necessary.

in kindergarten, each specialist is assigned his own area of professional activity, which is aimed at diagnosing, preventing and correcting existing deviations in the child’s development, in one or another educational field. Diagnostics allows not only to quickly monitor the process and dynamics of educational activity, but also to promptly correct it if possible. negative impact for health and mental development child.

Musical director Together with the teacher, they organize music classes, literary and musical matinees. They identify musically gifted children and work with them individually and in groups. They conduct morning exercises, physical education and entertainment together, and provide musical accompaniment for organized children's games in the 2nd half of the day. Together with the teacher, they conduct musical, didactic, theatrical and rhythmic games. Consults teachers on problems of musical development. Get acquainted with the tasks of the work and the diagnostic results. Together with teachers, they develop and conduct: holidays, entertainment, and leisure activities. The music director helps the teacher in working with parents: prepares consultations at the request of the teacher, recommendations, memos.

In kindergarten physical education instructor conducts physical education classes, together with the teacher, during diagnostics, identify the physical abilities of children, plan individual work with lagging children, supervise motor activity children during the day. Provides consultations to educators on the problem of motor development, training through open demonstration of motor activities with children. Talks with group teachers about organizing physical education classes. Together they develop and participate in physical education holidays, health days, summer health activities, morning exercises. Provides assistance to educators in creating conditions in the group for the organization of motor activity, the physical development of children, the use of non-traditional equipment, and gives advice. Takes part in parent meetings, in the design of visual information, consultations for parents. Together with the teacher, they plan and implement various forms of physical education and recreational work: hikes, excursions, outdoor games, competitions.

An important role in organizing the educational process is played by teacher - psychologist. The main work of an educational psychologist falls on the adaptation period, when new team. At this moment, she helps educators build relationships with newly arrived children and their parents. Individual work with children is jointly planned and the teacher-psychologist gives recommendations for further correctional and developmental work. Together they participate in organizing and holding various festive events. A teacher-psychologist provides the necessary psychological professional help educators in order to prevent emotional burnout. Provides assistance to the teacher in the form of: consultations, seminars, surveys, design of visual material. Takes direct part in parent meetings.

Teacher speech therapist works closely with teachers and attends their classes. Together with the teacher, they conduct relaxation, breathing, finger, articulation, and massage exercises with children, create and automate sounds, and develop phonemic hearing. In the afternoon, the teacher conducts individual work with children on the instructions of the speech therapist. A speech therapist teacher advises educators and parents on the use of special methods and techniques to assist children with developmental disabilities. Conditions are jointly created in the group for the development of various types of activities, taking into account the interests and needs of the children themselves.

The exchange of professional information about the developmental characteristics of a particular child is provided for by the regulations of work meetings and teacher councils, but usually the need for a mutual exchange of opinions arises more often. Therefore, each of us informs each other about the characteristics of children, specifying exactly that part of the information that can be useful to a specialist in solving narrow-profile problems.

An important point in the work is properly planned activities when working with the teacher. Here it is necessary to take into account that specialists must know the content of not only those sections of the program in which he directly conducts classes, but those that are taught by the teacher. In turn, educators must know the content of the types of work that specialists carry out. Those. Teachers or specialists carry out preliminary work before the lesson.

B) Throughout the entire period of stay in kindergarten, the child interacts most of the time with the children of his group, the teacher and the assistant teacher. on the quality of interaction between assistants. The teacher and teacher depend on the emotional and physical well-being of the group's pupils.

Each kindergarten employee has his own job responsibilities. The main responsibility of a teacher is the upbringing, training and development of the child. The assistant teacher places the main emphasis on preserving, maintaining cleanliness, ensuring the safe stay and maintaining the health of the pupils. However, there are issues on which they work together: the safety of life and health of pupils, the formation of cultural and hygienic skills in children, speech development children, aesthetics of group room design, creating conditions for the child’s emotional well-being.

There are several models of interaction between an assistant teacher and a teacher: boss - subordinate, each on his own, conflicting parties, like-minded people, “We are a team.”