Cand. Sci. (Pedagogy), Associate Professor of the Department of Continuing Psychological and Pedagogical Education of Ivanovo State University, Ivanovo, Russian Federation
Background. In the context of a shortage of teaching staff in preschool education, the importance of studying the specifics of a teacher’s professional identity is increasing as a condition for developing management mechanisms to increase the prestige of the profession and the quality of teacher training.
Objectives. In the course of the research, the specifics of the professional identity of a preschool teacher are revealed as his personal attitude to the moment of reality associated with a sense of professional success.
Sample. The study involved 119 respondents aged 25 to 65 years, teachers and specialists of preschool educational organizations in the Ivanovo region.
Methods. The research is based on a discursive design using high-quality content analysis of pedagogical essays on the topic “Pedagogical insight or the moment when I felt that I was a good teacher.” The analysis of the essay content was carried out on the basis of a three-component structure of professional identity, including cognitive, emotional and behavioral components.
Results. It is revealed that teachers identify their profession and its importance with conducting classes and direct interaction with preschoolers. A tendency has been revealed to shift the focus of the cognitive component from the realization of professional activity to choosing a profession, solving personal problems and self-improvement. The behavioral component manifested itself in the teachers’ increased concern for the mood of children, the desire to entertain and please them, which determines the choice of methods and means of work. The emotional component is a contradiction between the pleasure of communicating with children when working in preschool education and doubts about the importance of the chosen profession and the correctness of their actions.
Conclusions. The value of a child’s vivid emotions is a factor that regulates the teacher’s choice of methods and means of work in favor of entertainment formats and orientation towards the external expression of positive emotions by children as a result of interaction with the teacher. The improvement of professional training and work with teaching staff can be carried out through the training of monitoring the development of children and pedagogical reflection. Further research requires identifying the nature of the influence of the ratio of the levels of development of the components of professional identity on the style and quality of the teacher’s work.
Background. Perception of fiction is one of the types of children’s activities that allows solving problems of speech, social and communicative, cognitive, artistic and aesthetic development of the child. Reading fiction can be considered as an activity, as well as a special kind of cultural practice aimed at enriching children’s independent activities. The variety of tasks related to working with a book and options for solving them require studying the current state of organizing classes on the perception of fiction in kindergarten.
Objective. To identify modern features of organizing classes on the perception of fiction by preschoolers based on the materials of the competitions “Reading Bianki” for teachers of kindergartens in the Ivanovo region.
Sample. The study involved 143 teachers of preschool organizations in 15 municipal districts of the Ivanovo region. 116 works of participants in the regional competition were analyzed.
Methods. The analysis of video recordings of classes and the study of competition works were used as research methods.
Results. There is a general tendency to overload educational activities with game techniques and surprise moments, as well as a desire to replace the discussion of a literary work with its retelling, game and productive activities. It has been established that teachers are not always able to determine the values and meanings laid down by the author of the work and promote their understanding by children. Based on the analysis of the contestants’ materials, the main types of questions used in the discussion of a literary work are highlighted.
Conclusions. Among the features of competitive (open) classes, it is noted that in most cases, additional activities do not contribute to children’s understanding of the meaning of a literary work, but are aimed at memorizing it or are conditionally related to the theme of a fairy tale or story. It has been revealed that with a serious approach to preparing the external design of classes, teachers do not pay attention to the substantive side of organizing developmental communication with children, maintaining a dialogue and helping to discover the meaning of a literary work.
Background. Professional competitions for educators play a significant role in the development and improvement of the education system, helping to improve the professional skills of teachers and the quality of the educational process. In recent years, correspondence teaching competitions have been gaining popularity, which allow participants to present professional experience and learn about new technologies and working methods. An important aspect is that professional competitions help to increase the prestige of the educator’s profession by attracting young and talented specialists to this field.
Objective. Determining the features of the professional activity of a modern preschool teacher based on identifying the most characteristic problems of kindergarten teachers and specialists and studying the experience of practical solutions.
Sampling. 201 works were submitted to the competition, teachers with various work experience from most municipal districts of the Ivanovo region took part, which made it possible to create an almost complete picture of professional problems and solutions in the field of preschool education in the region. The majority were teachers with work experience from 6 to 10 years.
Methods. Analysis of competition documentation, grouping of competition works by topic, problem, proposed solutions.
Results. An analysis of the topics and materials of the contestants showed that most often teachers are faced with the problems of developing children and the upbringing of certain qualities in them (patriotism, love of nature, hard work, neatness, and others). Teachers also have difficulties with children’s communication problems associated with immature communication skills or speech disorders; solving individual didactic problems; organizing a developing subject-spatial environment; preparing and conducting classes with children; interacting with parents of preschoolers; psychological problems of children and working with special preschoolers. As a solution to these problems, teachers described the use of various educational technologies, methods, and techniques, including the project method, case method, quest technology, art therapeutic methods, non-traditional drawing techniques, and teaching aids.
Conclusions. The study showed the desire of teachers to solve problems in their work by means beyond their professional profile. There is also a tendency to replace the consideration of the cognitive interests of the child with formal tasks of implementing an educational or partial program.
The relevance of research. The lesson is not only a form of organizing the education of preschoolers, but also an indicator of the professionalism of the teacher. At an open or competitive lesson, teachers strive to demonstrate the most modern methods and tools, which makes such events a reflection of the leading trends in preschool education of the present time.
The aim of the study: to identify the specifics of the organization lessons based on competition materials for kindergarten teachers in the Ivanovo region.
Methodology: video analysis of lessons.
Description of the research progress. Remote contests were organized to collect research materials. 188 teachers of preschool organizations from 21 municipal districts of the Ivanovo region took part in them. As a competitive entry, participants sent a video recording of a lesson with preschoolers. As part of the study, a video analysis of lessons was conducted to study their structure and identify the most common and effective pedagogical techniques and tools.
The main results. 188 works of participants of the regional contests “Reading Ushinsky” and “Kindergarten – Modern Format”, organized in 2023, were analyzed. There is a general tendency to overload educational activities with gaming techniques and surprise moments. A common desire to replace children’s initiative and independence with consistent fulfillment of teacher’s tasks has been revealed. Based on the analysis of the contestants’ materials, a diagram of a typical open lesson has been developed, beginning with a sound technique for attracting children’s attention, building in a circle, authoritarian goal setting through a riddle or a surprise moment.
Conclusions. Among the features of competitive (open) lessons, we note the desire of teachers to apply spectacular techniques, methods, means (dressing up, experiments, technical devices), as well as the predominance of adult activity, the suppressive activity of a child. In an effort to show their artistic abilities, teachers take all the initiative, completing most tasks, dominating all types of activities and formulating conclusions. Among the features that characterize open lessons, we highlight the clear construction of educational activities as a system of sequential tasks, united by a conventional storyline (journey, fairy tale), which does not provide for children’s initiative and variability.
The study showed the predominance of entertainment over the educational and developmental goals of organizing open lessons.
The article is devoted to the study of creativity of a teacher of preschool education. The aim of the research was to study the influence of motivating factors on the professional creativity of teachers. The developing subject-spatial environment was considered as the main indicator of the manifestation of creativity in the work of the teacher. Particular attention is paid to the influence of the transformation of the subject space
of the group on the creative development and change in the attitude of the teacher to professional activities. The developing subject-spatial environment of the kindergarten is viewed from several sides: as a product of the teacher’s creativity, as a place of interaction between the teacher and children, as an application area of the teacher’s creative abilities.
The article was prepared on the basis of experimental research using questionnaires for teachers and monitoring their work. The study was conducted on the basis of two preschool institutions in the city of Ivanovo, Ivanovo Region. 16 teachers took part in the study. As a toolkit, scales for assessing the conditions of creative activity of children in independent activities and art classes were used. To study the changes in the sources of professional motivation of teachers, a questionnaire developed by D. Barbuto and R. Skoll was used. The study consisted of two stages, at each of which a new motivating factor was introduced. After each stage, the sources of teachers’ professional motivation were measured, the state of the group’s developing environment was assessed, and the interaction in the art class was chosen as the most creative type of educational activity. As motivating factors, a professional competition and the involvement of teachers in the work on the dissemination of experience were used.
The results of our study showed that the use of the mentioned motivating factors contributed to the launch of the creative cycle among teachers, which resulted in creative changes in the organization of the subject space of groups, improving the interaction of the teacher and children in the arts classes. Creative manifestations in the subject space and interaction with children were reflected in the motivational sphere of teachers.
The relevance of the article’s topic. Planning the educational activities of preschoolers is one of the most important and complex areas of work for a kindergarten teacher. The lack of methodological recommendations and a unified form for writing a plan lead to a formal attitude to planning interaction with children and implementing an educational program without taking into account the individual interests and needs of preschoolers.
The aim of the study. The work is aimed at studying the features of planning educational work with children as one of the most difficult areas of the educator’s work, studying the influence of a new form of planning “Lotus-Plan” on the organization of educational activities of a teacher and a child as a technology of targeted planning.
Description of the research progress. The specifics of the professional activity of the educator are considered, in which the main directions of the teacher’s work are highlighted. Based on the survey data of 133 educators in the Ivanovo region, the areas of work that cause the greatest difficulties for teachers are identified. Planning and writing a plan for educational work with children is considered as the most difficult and requires modern solutions to increase the interest of teachers in applying a targeted approach to planning for successful interaction with preschoolers. As a solution to the problem, it is proposed to design educational activities according to the “Blossoming Lotus” method and draw up a lotus plan for a thematic week or an educational project. The experience of introducing a new form of planning on the basis of kindergarten No. 48 of the city of Kineshma, Ivanovo region, is described.
The results of the study. As a practical tool, the article contains a description of the techniques of drawing up a lotus plan, and gives the main directions that can be used as guidelines for planning. The results of the implementation of the lotus plan in the kindergarten of the Ivanovo region are described.
Conclusion. Materials on the study of the attitude of educators to various areas of professional activity are of interest for further analysis. The data on the introduction of a new form of planning in kindergarten allow us to conclude that the drawing up of a lotus plan has a positive impact on the organization of educational work with children and requires more detailed study in the context of the technology of targeted planning of the educational process. The descriptions and illustrations of the completed lotus plans can be used in the work of preschool educators as practical recommendations for organizing educational activities within the framework of using the project method or in organizing thematic weeks.
The relevance of the topic of the article. Creating conditions for the harmonious and versatile development of children in all educational areas of the federal state educational standard of preschool education is one of the most difficult tasks in the work of an educator, since in the practice of kindergartens a differentiated approach is often used to organize the activities of a preschooler within one educational area. The project method is increasingly used as a means of integrating educational areas in the interaction of a teacher and a child.
The aim of the study. The work is aimed at studying the features of the application of the project method for organizing the educational activities of preschoolers and revealing the technology of the project method as a means to improve the quality of interaction between the teacher and children based on the unification of participants in the educational process around a common topic.
Description of the research progress. The project method is considered in the context of John Dewey’s ideas of educational transformation and instrumental pedagogy. Particular attention is paid to the history of the origin of the project method and its connection with the philosophy of pragmatism. A parallel is drawn between the socio-economic factors that led to changes in the approaches and methods of teaching children at the beginning of the last century, and modern challenges associated with the influence of information technology on communication between adults and children. The classification of projects for preschool age is given, the stages of project activity implementation are described, a detailed list of thematic areas for educational projects of preschool groups is given.
The results of the study. As a practical tool, the article describes a set of projects aimed at introducing children to the history of the Great Patriotic War. The complex includes four educational projects of a cognitive, artistic and aesthetic orientation, compiled for each age group of a preschool organization. Revealing the content of the projects, their main tasks are formulated, the forms of the teacher’s work and the types of children’s activities through which the tasks set will be solved. Each project provides for a starting event of a problematic nature, which will serve as a reason for the beginning of joint research and creative activities of the teacher and children.
Conclusion. Materials on the history of the emergence of the project method in pedagogy allow us to draw parallels with our time and highlight the problems of modern preschool education, the solution of which can be facilitated by the use of this pedagogical technology. The project method can be used as a means of integrating educational areas and organizing cooperation between the teacher and children in the process of communication and joint activities on the topic. The problematic approach underlying the project method is an actual tool for developing the ability of preschoolers to set a goal for future activities, to put forward hypotheses, to seek and find means to solve the problem. The given descriptions of the Victory Day projects can be used in the work of preschool educators as practical recommendations for organizing educational activities within the framework of using the project method.
The relevance of the study. Pedagogical skill competitions are an effective means of improving the professionalism of educators, attracting public attention to the teaching profession. In the context of changing requirements and the order of the regional stage, the trend towards increasing the spectacularity of competitive events, its developmental significance may be lost.
The purpose of the study: to study the features of the regional professional competition “Teacher of the Year” as an indicator of the state of preschool education in the Ivanovo region.
Methodology: analysis of the tender documentation, individual standardized interview.
Research progress: the provisions of the Ivanovo region for the competition in the nomination “Teacher of Preschool Education” for the last 6 years have been studied. 71 works of participants of the regional competition “Teacher of the Year” in the nomination “Teacher of Preschool Education” for 2017–2023 were analyzed. The analysis of the personnel composition of the participants, their teaching experience, materials and topics of pedagogical experience was carried out. Interviews were conducted with educators who were present at the competitive events as spectators.
Research results: there is a general trend to simplify participation in the competition by reducing the number of face-to-face events and documentation of the correspondence stage. A reduction in the number of participants with an increase in their average teaching experience was revealed. A low competitive activity of specialists (music directors, arts teachers, physical education instructors) has been established. An analysis of the topics and materials of the contestants showed that the activities of a modern educator in the Ivanovo region is dominated by interest in the creation of manuals, the most popular is the cognitive and socio-communicative development of the child.
Conclusions. According to the results of the study, the following features were noted: the desire of teachers to receive official recognition of the significance of their work; passion for the profession as a creative and useful hobby; interest in modern pedagogical areas in work with preschoolers and the desire to introduce innovations without their critical evaluation. Simplification of the process of participation in the competition may indicate a decrease in the quality of professional training of teachers. Among the features that characterize the preschool education system of the region, we highlight the workload of educators and their lack of confidence in their professionalism, the lack and weak activity of physical education instructors, arts teachers, music directors.
The study showed teachers’ distrust of professional competitions, the lack of attractiveness of the competitive movement associated with the lack of worthy prizes and public recognition.
The relevance of the subject of the article. Preschool educational organizations are actively implementing various electronic learning tools – laptops, interactive whiteboards, digital laboratories, 3D pens and much more. The use of these tools to enrich the educational activity of the child and increase the diversity of his independent activity is an important task of modern preschool education. The research of the attitude of teachers to the use of technical devices in working with children is an urgent problem, the study of which will reveal the features of the use of electronic learning tools by educators.
The aim of the study: to identify the attitude of educators to the use of electronic learning tools in the educational activities of preschoolers.
Methodology: individual structured interview.
Description of the research progress. The sample consisted of 50 teachers of preschool educational organizations in Ivanovo. Teachers were asked to answer a number of questions on the use of electronic devices in their professional activities. The statements showing the respondent’s attitude to the use of technology in working with children, the opportunities for the development of the child that the teacher sees in the use of modern technology, the problems and difficulties encountered in the process of using electronic devices were carefully studied.
Research results. Educators actively use technical devices in working with children. Most often, technical devices are used by teachers to increase the visibility of classes, as well as a surprise moment to attract the attention of children. Most of the interviewed educators would not like to use technical devices in every exercise. They explain this by the fact that it is more important for a preschooler to gain experience of live communication, subject activity and independent work with various materials. Among the main problems of teachers in working with technical devices, one can single out the unavailability or malfunction of electronic means, as well as the lack of consumables and the difficulty of mastering computer programs.
Conclusion. The main problem in the attitude of teachers to modern technical devices is the contradiction between the wide opportunities for conducting classes that technology gives to the educator, and the possible harm to the health and development of the child. Teachers regard electronic learning tools as a resource for additional audiovisual support of classes and do not see the potential of technical devices to enrich children’s independent activities in the classroom and in the play. Using technical devices in working with children, teachers proceed from the leading position of an adult and define the lesson as the leading organizational form of work with preschoolers.