Self-analysis of the pedagogical activity of a preschool teacher for certification. Self-analysis of a preschool teacher

Introspection
results of professional activities of teacher Irina Nikolaevna Mishkina
Municipal State Enterprise "Kindergarten "Aigolek" North Kazakhstan region named after G. Musrepov, village Novoishimskoye

Teaching experience – 14.5 years
- according to the 2014 certification, the second qualification category for the position of “educator” was assigned.
1. In the kindergarten “Aigolek” I have been working as a teacher for 5 years in the mixed-age group “Balapan”. The main objectives of the kindergarten are: optimization of the educational process in accordance with state requirements and the introduction of innovative technologies that ensure a high level of quality.
2. The educational process in the group is carried out in accordance with the “Educational programs “Zerek Bala”, “Biz mektepke baramyz”. The main goal of working with children in kindergarten is to create conditions for the holistic development of children, taking into account their characteristics of their physical and mental state.
3. The content of the educational process that I conduct with students is developmental in nature and aimed at achieving the goals laid down in the educational section of the preschool development program. I always try to “keep up with the times” and therefore use innovative technologies in my work.
4. The preschool organization lays the foundations necessary for further successful learning at school. To implement the development program and my plans, I believe that the most important thing is the development of cognitive and creative abilities. In the group I create a friendly and caring atmosphere towards children, I encourage the expression of their individuality. I believe that when working with children, the most effective is a person-centered teaching approach, the use of which allows each child to be involved in an active cognitive process. I organize the content of the training in the form of a game, since it is the leading type of activity. I use the following teaching methods and techniques:
- motivation, stimulation of activity, leading questions, joint activities;
- problem-based and game-based learning situations;
- problem-search method (helps to cultivate interest in search activities);
- educational games and exercises (help direct children’s attention to comparison, analysis, synthesis, etc.);
- creative type tasks (with simultaneous activation of thinking and imagination, which allows increasing the creative and cognitive activity of children);
- methods of stimulation and motivation (anticipation, evaluation).
Result: children's interest in the learning task and the process of solving it increased, the efficiency of memorization increased, they learned not only to solve, but also to compose problems, a story based on schematized images, and the children's creative activity increased.
The group organized a circle called “Entertaining Mathematics”. Participation in the circle helps children realize their intellectual and creative potential and develop as individuals. For the 2016-2017 academic year, I plan to organize a “Clever Fairy Tales” club.
In order to achieve certain results, the group has created a developmental environment that stimulates a wide variety of child activities: “Entertaining mathematics”, an art corner, a book corner, a construction corner, a “Young Explorer” corner, a “Let’s make peace” corner, and a physical education corner. The developmental environment “Purple Forest” has also been created. The main goals of creating a development environment:
- the child develops best if he is involved in active activities;
- each child develops at his own pace, but all children go through typical periods of development;
- for the successful development of a child, it is necessary to unite the efforts of teachers, specialists and all family members.
Each child is given freedom to choose the means to use their creative abilities, satisfy their interests and curiosity, taking into account individual and age characteristics. This helped to make the necessary correction for the cognitive advancement of each child's development. The subject-development environment not only provides different types of activity (physical, mental, play), but also becomes the object of the child’s independent activity, being a unique form of self-education.
5. In my teaching activities I use new technologies and methods of teaching preschoolers. Here are some of them:
- problem-search method in the classroom, I try to deliberately create a problem situation that will be personally significant for the child. It is this intentionality that helps us see the contradiction. Whether a problematic situation arises, whether the child has “accepted” it, I judge by the child’s activity in the lesson, the degree of interest;
- method of experimentation; after all, preschoolers are born researchers. And this is confirmed by their curiosity, constant desire to experiment, desire to independently find a solution to a problem situation. Here I solve the problem of actively helping children in their activities;
- integrated method. In a multi-age group, you simply cannot do without integrated activities. It helps develop the child's personality, cognitive and creative abilities. I use health-saving technologies: motor mode - the use of a reasonable combination of specially organized and free activities of children; the use of small forms of physical education - awakening gymnastics, physical training sessions, gymnastics for the eyes and fingers, breathing exercises, hardening, music therapy, relaxation; in the morning gymnastics complex I include exercises for the prevention of flat feet and poor posture, etc. Using them in practice helps children maintain health during their stay in kindergarten.

6. For the social development of a child, it is important to create conditions for the formation of communication skills. For this purpose, in my free activities I use all types of games: role-playing games, movement games, didactic games, construction games, dramatization games, verbal games. During play, children develop cognitive processes more successfully, positive personality traits and social skills, and the ability to work in a team are more quickly formed and consolidated. (A card index of games has been collected)
The developmental environment created in the group contributes to the formation of a culture of behavior, mutual assistance, and a culture of speech in children. I teach how to extinguish children’s aggressiveness and cultivate a kind attitude towards others. The way of communication is understanding, recognizing and accepting the child’s personality. I try to be a partner with children in all activities. I conduct classes in different forms: collective, work in pairs, independent work with handouts, individual work, free games, didactic games at tables, conversations and listening, reading, etc. I form subgroups taking into account the age and general level of development of children. When evaluating performance, I use encouragement and praise. My students take part in kindergarten, district, regional and international competitions. For the period 2014-2016.
7. In order to improve the psychological atmosphere in the group, I try to give up influencing the child and move on to interaction. By giving children the opportunity to choose an activity based on their interests (in free activities, during walks), I respond to any child’s request for joint activities. As a result, equal relationships are created between all participants in the pedagogical process. A trusting style of communication prevails in the group: children-children; Children Adults; teachers-parents.
8. Mutual trust between teachers and parents also contributes to the emotional well-being of children. In my cooperation with parents in order to form their active position, I use the following forms and methods of work: parent meetings, consultations on various topics, individual conversations, joint holidays, entertainment. In my work I try to satisfy the identified wishes of parents as much as possible.
9. The staff of our kindergarten with great creative potential is relatively stable, a team of like-minded people, a unified pedagogical environment has been created. Therefore, we have an atmosphere of goodwill, mutual trust, respect, and openness. My style of communication with colleagues is friendly, tactful, and democratic. I share my experience with colleagues and get acquainted with their experience, their methodological findings. I don’t refuse to help anyone.
10. A dynamically developing education system requires teachers to continuously improve their level of professional competence. The following forms of work organization contribute to this:
- Self-education (I study the latest pedagogical literature, periodicals for teachers and children, psychological issues, I follow programs for children).
- Completed training at the Center for Pedagogy and Psychology in order to facilitate the search for pedagogical ideas to update and improve the quality of education. Improving the professional skills of teachers and psychologists. In the amount of 15 hours
- Took part in the regional seminar “Innovative Technologies” at the kindergarten “Thumbelina”
11. Despite my experience in teaching, I experience certain difficulties in my professional activities. Time requires the use of new information technologies in my activities; I have not yet sufficiently mastered the computer. But even here I do not stop there, I improve my knowledge and master new programs.

Greetings to everyone who is interested in pedagogical issues! Your Sukhikh Tatyana continues to inform you about the intricacies of working in kindergarten and beyond. Today we will analyze the teacher’s self-analysis into its components: what it is and how to correctly compose this document.

It’s interesting that I already wrote about self-analysis by a psychologist, speech therapist, and some lessons in elementary school, but I forgot to talk about self-assessment of my own activities. Today I will correct this unfortunate omission on my part. I hope my fellow educators will respond and share their experience of how they write such documents.

I won’t say that there is now more writing in kindergarten than there was 10 years ago, but new requirements and new types of mandatory documentation have appeared. How many of you like to write reports, plans, etc.? I think not many. To make life easier for myself and my colleagues, I decided to tell you in detail what needs to be taken into account when compiling a self-analysis for a kindergarten teacher.

So, I’ll start with useful, in my opinion, teaching materials that are better to buy in printed form to always keep at hand at your workplace.

The wonderful online store “UchMag” pleased me with an excellent offer: you can take part in an offline seminar “Map of the effectiveness of the professional activity of a teacher. Self-analysis"– for a nominal price you will receive interesting information for use, and you will also be able to ask questions to professionals at any time and receive comprehensive answers.

You can put a manual on your bookshelf "Teacher's Portfolio" is a collection of recommendations, documents, materials that should fill the folder of a teacher’s professional achievements, including advice on compiling a self-analysis according to the Federal State Educational Standard.

You will also find it useful teacher's dictionary-reference book– here there is an interpretation of all the key terms and concepts relating to the activities of a teacher.

In addition, our activities require constant reporting, which requires Journal of a preschool teacher.

If you have the opportunity to use a computer or tablet at work, I advise you to buy the program “Audit of personal qualities and professional competencies of a preschool teacher. Diagnostic journal". This program will be useful not only for each individual kindergarten teacher, but also for the manager, who will be able to analyze the professionalism of the team as a whole and correct any shortcomings.

Why does a preschool teacher need self-analysis?

This document is like a teacher’s identity card. By self-analysis, you can evaluate the professionalism of the teacher, the ability to see, analyze your own pros and cons as a specialist, and also plan the further growth of your skills.

According to the new requirements, you must submit your portfolio for certification, which also includes a self-analysis of your teaching activities during the period between certifications. It is especially difficult to write this document for the first time, when certification for the first category is expected.

To make your task easier, try to simply answer a few important questions:

Who is the community of children I work with? Here you can write about the number of students, their age, whether there are new children, what the general atmosphere is in the group, etc.
What goals and objectives do I set for myself as a teacher, what do I plan to do in a year? General goals are listed: creating a favorable environment for the comprehensive development of each child, developing creative abilities. Also ensuring health, physical development, mental and emotional well-being.
If you have a specific problem in the group, then you need to write about it. For example, the team did not accept the new child or the new child cannot adapt to the team. What did you plan to do about the problem?
What conditions do you work under? It is necessary to characterize the material and technical base, teaching materials, teaching aids, etc. What materials have you personally developed and what have you purchased for the group?
What topics have you studied in advanced training courses? Tell us where and what you learned.
Tell us how you understand the essence of the educational process that you organize. Here you can start thinking about the meaning of your work in general and for specific tasks in particular.
How do you control the results of your activities? Here describe diagnostics, testing, etc. You can provide a sample questionnaire or diagnostic if you developed it yourself.
What activities have you held with students and their parents? What goals did you set and did you achieve the intended results? If you have a self-reflection on a specific lesson, you can use it as an insert.
What problems did you face during the analyzed period? This could be a misunderstanding with parents, conflict situations between children, perhaps friction with colleagues or poor material and technical resources of the group.
How did you solve the problems? Here you need to specifically describe ways to resolve conflicts and other problematic situations.
What is the name of your self-education topic? What have you done to educate yourself over the past period?

How to end self-analysis?

At the end of the self-analysis, it is appropriate to talk about your awards - certificates, diplomas, gratitude and smoothly move on to summarizing the above. If you are applying for the highest category, it would be good to present a plan to improve your own professionalism for the future certification period.

Vasilyeva Irina Nikolaevna
Self-analysis of the pedagogical activity of the teacher

Self-analysis of the pedagogical activity of the teacher.

I, Vasilyeva Irina Nikolaevna, graduated from the Bokhan Pedagogical School named after Dorzhi Banzarov in 2001 with a degree in Preschool Education, with the qualification of a teacher of preschool children with additional training in the field of visual arts.

Total teaching experience is 11 years, work experience as a teacher is 8 years. I don't have a category at the moment.

I consider it an important task to improve my professional level and regularly take advanced training courses.

My pedagogical credo:

“The best way to make children good is to make them happy.”

Oscar Wilde.

The motto of my professional activity:

“To love, understand, accept and make the people around you happy.”

Why did I choose the profession of a teacher? What keeps me in it? I ask myself this question all the time. The answer is clear: this is my love, love for children and reciprocal love for me.

Being a teacher is not easy; it is a huge responsibility. Love with all your heart children's laughter, children's speech, spontaneity, feel a sea of creative potential within yourself.

The group in the kindergarten where I work is called “Sun”, and I affectionately call my students “Rays”. My mission, as a teacher, is aimed at ensuring that our “Rays” shine brightly and cheerfully leave their mark. I understand that I have a great responsibility: to lay the foundation for the personality of each child, to help them understand the world around them, to teach them to live in society. V. A. Sukhomlinsky also said: “Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy.... How the child will feel, rising to the first stage of knowledge, what he will experience, depends on his entire further path to knowledge."

And so, day after day, we walk together along the path of discovery, on which they learn to distinguish between good and evil, get to know themselves and the world around them, and I constantly learn from them devotion, sincerity, and love.

With great interest, I am gradually studying new technologies in the field of education, I am interested in modern and non-traditional visual techniques. Everything is new and interesting for me, it helps me ignite a spark of interest in the eyes of my students for knowledge, creativity and awareness of the joy of communication.

The purpose of my teaching activity- creation of favorable conditions for the comprehensive development of the personality of a preschooler, taking into account their age and individual characteristics in the main areas of physical, cognitive-speech, social-personal and artistic-aesthetic education.

Tasks:

Ensuring the child has the opportunity to live the preschool years joyfully and meaningfully;

Preserve and strengthen physical and mental health, create conditions that ensure the emotional well-being of each child;

Create a subject-based development environment that promotes the comprehensive development of a preschooler’s personality;

Create conditions conducive to the realization of the artistic and aesthetic development of students and their creative potential;

Collaborate with the family in the comprehensive development of children’s personality.

To achieve this goal, I use the general education program of the MBDOU "Olonsky kindergarten"

To successfully master programs in various areas of education, it is necessary to organize the pedagogical process so that all aspects of the child’s personality development are affected. When developing my work on the system of pedagogical interaction with children, I focused on comprehensive development: specially organized training, joint activities of the teacher and children, independent activities of children.

I interact with children taking into account a differentiated approach and include a variety of forms and methods of work: group and subgroup, individual, thematic and musical classes, holidays, entertainment, didactic games, board games, outdoor games, themed creativity weeks, exhibitions of drawings and crafts, creation homemade books, classes in the library.

The knowledge gained in the classroom is reflected in the play activities of the students. They are happy to show staged skits and performances, dance, sing songs, retell fairy tales, and learn poems by heart.

I myself happily participate in all the holidays and entertainment held in kindergarten, I play various roles: Santa Claus, Carlos, Tishka the Dog, Clown, Pencil, Snowman, Grandma Arina...

In my work I widely use all types of folklore (fairy tales, songs, proverbs, sayings, round dances). In oral folk art, like nowhere else, the special features of the Russian character, its inherent moral values, ideas about goodness, beauty, truth, courage, hard work, and loyalty have been preserved. By introducing children to sayings, riddles, proverbs, and fairy tales, I thereby introduce them to universal human values.

To successfully solve the assigned tasks, a comfortable environment has been created in the group, which allows children to express their desires and freely develop their abilities. For the comprehensive development of the child’s personality in his inherent activities: design, visual arts, physical development and play. The group is divided into certain zones “Nature Corner”, “Creativity Corner”, “Book Corner”, “Sports Corner”, “Mathematics Corner”, “Theater Corner”, “Music Corner”, “Sensory Corner”, and into plot-based role-playing games “Family”, “Hospital”, “Garage”, “Barbershop”, “Builders”. Materials that stimulate children's development are located in different functional spaces accessible to children and correspond to the age of the children. The materials are constantly updated, the subject-developing environment of the group is provided with both general and specific material, for both boys and girls.

In my work I use both my own developments and the best works of other teachers. I constantly take an active part in the exchange of experience among employees of the Olonsky Kindergarten MBDOU and the district, conducting open classes and master classes. I am an active participant in holidays and entertainment.

Awarded with a certificate for high-quality preparation and implementation

Master class “Flowers for Mom” as part of the II Educational Forum of the Bokhansky District Municipal District in 2014.

She was awarded a diploma for a responsible and creative approach to conducting the Master Class “New Year’s toys from throwaway materials” within the framework of a meeting of heads of preschool educational institutions of the Bokhansky district municipal educational institution on the basis of the Olonsky kindergarten in 2014.

She was awarded a Certificate for active participation in the municipal competition “Author’s pedagogical development for parents” within the framework of the II Educational Forum of the Bokhansky District Municipal District in 2014.

I am proficient in modern educational technologies: health-saving, gaming. Direct educational activity is manifested in all forms of work: morning exercises, exercises after an afternoon nap, classes, entertainment, walks, conversations, work, holidays, leisure, and many others. etc... As a result, the child receives knowledge that immediately covers the comprehensive development of the individual. I use the design method in my work - short-term or long-term thematic projects. I am proficient in ICT (using TSO and multimedia presentations in educational activities) and constantly use them in practical, professional activities.

When organizing your work in the upbringing and development of children, it is impossible to achieve success without the help of parents. I understand work and communication with parents as a process of cooperation, the formation of common interests and needs between the kindergarten and the family. When working with families, I try to adhere to the following principles: voluntariness, information and feedback. I implement them through various forms of work, both traditional: conversations, consultations, and non-traditional: surveys, music and sports festivals, competitions on the basis of our kindergarten, district, as well as all-Russian competitions on the Internet.

When interacting with my family, I set myself certain goals:

Creating a positive emotional communication environment between children, parents and teachers;

Develop the creative abilities of children and parents in joint activities;

To improve the culture of parents in communication and to form a conscious attitude towards raising children;

Generalize and develop the experience of family education.

The result of cooperation with parents during joint activities was:

Participation of parents and children in the regional correspondence photo competition “Pedagogical Vernissage” within the framework of the II Educational Forum in the nomination “Favorite Teacher” Timur Karnaukhov took 2nd place;

Participation of parents and children in the correspondence competition of creative works of preschool children, among preschool educational organizations of the Bokhansky district municipality “All professions are important...” Danil Rodnin received a 1st degree Diploma. And the rest of the children, such as Semenov Kirill, Pushchin Vyacheslav, Vandashin Andrey, Dozorov Andrey, Grekhneva Zhenya received certificates for active participation.

We also participate in the competitions of our kindergarten “Beauty Christmas Tree”, “Crafts from Vegetables and natural materials”, “In the world of beautiful crafts from flowers”, “Competition of winter and summer areas, where parents take an active part”, drawing competitions by season , “My dad served in the Army”, “Portrait of my Mom”, currently in our group there is a competition “A gift for my grandmother on March 8th”, where parents take an active part in many. etc...;

In order to keep up with the times, you need to constantly improve your knowledge, master progressive pedagogical technologies of education and training, and thereby provide an opportunity for your development. Any knowledge and information I acquire is reflected in my work with children.

I believe that such an organization of a subject-developmental environment is a powerful stimulus for the development of preschool children and allows them to demonstrate individual, creative abilities.

SELF-ANALYSIS

TO THE FIRST CATEGORY

I, Lysak Tatyana Andreevna, born on July 10, 1971, higher education. In 1990, she graduated from the Karasuk Pedagogical College with a degree in preschool education and was awarded the qualification of a teacher in preschool institutions. In 2011, she graduated from Novosibirsk State Pedagogical University with a degree in Pedagogy and Methods of Primary Education, diploma qualification: primary school teacher. My teaching experience is 16 years. I have been working at this institution since 1990. I try to follow pedagogical innovations, for which I take advanced training courses. The last courses were taken in 2014 at the Kuibyshev branch of the Federal State Budgetary Educational Institution of Higher Professional Education "Novosibirsk State Pedagogical University" on the topic: "Design of the educational process in preschool educational institutions in accordance with the Federal State Educational Standard for Preschool Education" 72 hours. The courses helped highlight problems in setting and solving educational problems. I work according to the program “From birth to school” edited by N.E. Veraksa, T.S. Komarova, M.S. Vasilyeva.

As part of the implementation of the requirements of the Federal State Educational Standard for preschool education, I organize club work with students and lead the “Crazy Hands” club.I am constantly in search of new forms, methods, techniques of teaching and education. The topic of my self-education is “Speech development and the formation of manual skills in preschool children.” I consider the topic relevant, since training the fingers accelerates the process of functional maturation of the brain and is a powerful tonic for the cerebral cortex. In addition, we can say this: if the development of fingers corresponds to age, then speech development is within normal limits, but if the development of finger movements lags behind, then speech development is also delayed. The methodology of my circle work is based on collective creative activity. Taking into account the interests of the pupils, abilities and age-related opportunities, I conduct club activities that broaden the horizons of children, increase their cognitive capabilities, and develop independence and activity.

The goal of my work is to create conditions for the development of creative abilities and the development of speech activity of my students. In order to achieve certain results, I set myself the following tasks: To achieve these goals, I chose the following educational technologies:

From 2010 to 2015, I worked in a senior mixed-age group that met all the requirements of sanitary standards. In order to achieve certain results, I have created a developmental environment in the group that stimulates a wide variety of child activities: a mathematics center, an art center, a book center, a construction center, a game center, a science center, a speech development center, “Happy Fingers” - the development of fine motor skills. The main goals of organizing the centers: every child develops best if he is involved in active activities; The child develops at his own pace, but all children go through typical periods of development. For the successful development of a child, it is necessary to unite the efforts of teachers, specialists and all family members. Each child is given freedom to choose the means to use their creative abilities, satisfy their interests and curiosity, taking into account individual and age characteristics. This helps to make the necessary adjustments for the cognitive advancement of each child's development. The subject-development environment not only provides different types of activity (physical, mental, play), but also becomes the object of the child’s independent activity, being a unique form of self-education.

The task of maintaining and strengthening health, both physical and psychological, and introducing children to a healthy lifestyle in our kindergarten is one of the priorities. And here health-saving technologies come to my aid. I use health-saving technologies in all routine moments. To achieve the goal of preserving and maintaining physical and mental health, I work together with medical staff. In our kindergarten, optimal conditions have been created for the protection and promotion of health: maintaining a daily routine, receiving children in the fresh air, morning exercises, physical education, exercises after sleep, relaxation, finger games, outdoor games. Using them in practice helps children maintain health during their stay in kindergarten: it relieves mental stress, calms them down, and helps reduce illness and the number of frequently ill children.

I use gaming technologies for the social development of children. For this, it is important to create conditions for the formation of communication skills. To this end, in my free activities, I conduct all types of games: role-playing games, movement games, didactic games, directing games, construction games, dramatization games, verbal games, social games. During games, children develop their cognitive processes more successfully, and positive personality traits, social skills, and the ability to work in a team are more quickly formed and consolidated. (Appendix 2) In a preschool institution, the constant concern of teachers is the choice of the most effective means of teaching and education. In my work, I introduce technology into practice - the project method, which allows me to change the style of working with children, increase children's independence, activity, curiosity, develop creative thinking in children, the ability to find a way out of a difficult situation, become more confident in their abilities, involve parents and other family members in the educational process of the preschool institution. In my work I use a variety of project methods: creative projects, informational, short-term. In design technology, I ensure that each child is recognized as important and necessary in the team. Together with our students and their parents, the following projects were developed:

As a result of the projects, parent-child events were held, where parents and children were active participants. Thus, the use of elements of modern technologies helps me not only to intensify the cognitive interest of children, but also to achieve good learning results for my students. Parents are my first assistants in organizing a developmental environment, both in the group and in the kindergarten area.

Since September 2015 I have been working with a younger mixed-age group. At the moment, the topic of self-education that I am working on is “Sensory education of children of early preschool age.” In my group, I made sensory educational toys: “colored wheels”, “lacing”, “sensory corner”. I teach sensory motor games and finger games with children. The use of non-standard equipment allowed for faster and better development of shape, color and fine motor skills of the hands.

Teacher ______________________ \ Lysak T.A.\

Name: Self-analysis of the professional activities of a teacher of the highest qualification category during the inter-certification period
Nomination: Kindergarten, Certification of teaching staff of preschool educational institutions, Self-analysis, Compensatory group (children 5-7 years old)

Position: teacher of the highest qualification category
Place of work: Municipal preschool educational institution kindergarten No. 52
Location: Rybinsk city, Yaroslavl region

Information about the results of professional activities

teacher of the municipal preschool educational institution kindergarten No. 52

Full name of the teaching staff, position, name of the public organization in accordance with the Charter

for the inter-certification period (last four years)

Dynamics of educational achievements of students

1.1.Creating conditions for the implementation of the basic educational program of preschool education

1.1.1.Design of RPPS in accordance with the requirements of the Federal State Educational Standard

One of the most important factors in the development of a child’s personality is the environment in which he lives, plays, studies and relaxes.

The developmental function of the environment is the leading one. The development of a child, as a result of upbringing and training, as a progression from the “zone of actual” to the “zone of proximal” development (according to L.S. Vygotsky), dictates the need for the presence in the environment of materials and objects with which the child can act as if together with an adult , and independently. Activities in an enriched environment allow the child to show inquisitiveness, curiosity, explore the world around him without coercion, and strive for a creative representation of what he knows. In a developing environment, the child realizes his right to freedom of choice of activities. He acts based on his interests and capabilities, strives for self-affirmation, and engages in activities of his own free will.

The stimulating function of the environment is no less important. The environment develops a child only if it is of interest to him and motivates him to action and research. The environment serves as a direct organizer of children's activities and influences the educational process.

The created environment is also necessary for children because it performs an informational function in relation to them: each object carries certain information about the world around them and becomes a means of transmitting socio-cultural experience. Objects are a vivid source of knowledge of the world around us.

Function of maintaining psychological health. The environment is the most important factor for a child, influencing his emotional state. The content of materials and equipment, their placement, and color characteristics evoke positive emotions, provide security and comfort.

Organizational function. The environment not only creates favorable conditions for the child’s life, it also serves as a direct organizer of children’s activities and influences the educational process.

Therefore, I pay special attention to building an environment in my age group, considering this the leading direction in my work.

Academic year	results
2012-2013	The conditions created in the group ensure the full development of the child’s personality in all educational areas. Therefore, I pay great attention to creating a subject-development environment. In my work I rely on the development of “The Concept of Building a Developmental Environment in a Preschool Institution” edited by V.A. Petrovsky. The subject-developmental environment in the group is organized in such a way that every child has the opportunity to freely do what they love. The equipment is located in development centers and allows children to unite in subgroups based on common interests: design, drawing, manual labor, theatrical and play activities, experimentation. There are a large number of “improvised” materials (ropes, boxes, wires, wheels, ribbons) that are creatively used to solve various gaming problems. Didactic games have been added to help master the elements of literacy and counting: printed letters, words, tables, books with large print, a manual with numbers, board-printed games with numbers and letters, puzzles, materials reflecting the school theme: pictures about the lives of schoolchildren, school supplies, photographs of schoolchildren - older brothers or sisters, attributes for school games. Materials have been selected that stimulate the development of broad social interests and cognitive activity of children. These are children's encyclopedias, illustrated publications about the animal and plant world of the planet, about the lives of people in different countries, children's magazines, albums, and brochures. The developmental environment in my group is the main means of shaping a child’s personality and the source of his knowledge and social experience. It ensures the safety of children’s lives, promotes their physical development and health promotion. *Physical education corner* Goal: organization of motor activity of children in free activity. The motor environment is the basis for the physical development of children. In my group, physical education equipment is selected taking into account program objectives and age-related developmental characteristics of children of senior preschool age. I competently use a wide variety of sports equipment (balls of different sizes and types, jump ropes, hoops, a volleyball net, a basketball hoop, ring throws, skittles, “health tracks,” a sports complex with stairs, horizontal bars, climbing ropes and swings). In the physical education corner, sports equipment has been updated: “sultans” for the outdoor switchgear, sandbags, and a “traps” manual have been made. This equipment is practical, safe, multifunctional, colorful. Can be used to develop gross and fine motor skills of both hands, physical qualities such as coordination and flexibility, and promotes the correct formation of the musculoskeletal system. *Corner of nature* Goal: to create conditions for the formation of initial ecological ideas about nature, mastering the basic experience of preserving nature, and safe interaction with it. In the nature corner of our group, children are given the opportunity to focus their attention on a small number of objects, on their most typical features, and thereby achieve deeper and more lasting knowledge. The diversity of plants that children encounter directly in nature makes it difficult to identify what is common, essential and natural in their lives. Therefore, familiarization with a limited number of specially selected objects in a corner of nature allows us to solve this complex and important problem. Children get the opportunity to take a good look at the plants and observe them for a long time. When becoming familiar with living objects, preschoolers develop observation skills, interest in nature, mental and cognitive processes (thinking, perception, imagination, as well as attention and memory). While caring for the inhabitants of the corner, children develop valuable qualities, such as hard work, caring for living things, and responsibility for the assigned work. The nature corner is located in the bright zone of the group, where indoor plants are presented, as well as a “garden on the window” (planting onions, seedlings). This center contains various types of indoor plants. For all plants, passports have been issued with symbols indicating the characteristics of care. The selection of plants for the corner of nature was carried out in accordance with the age group program and methodological recommendations for children of senior preschool age. Among them are plants that differ sharply in their moisture needs: cyperus, cacti (zygocactus), sansevieria. Requiring very little and infrequent watering: tradescantia, asparagus. With a great need for moisture: Uzambara violets. Many subtropical plants need moderate watering in winter: geraniums, fuchsias. The so-called viviparous plants - chlorophytum, bryophyllum - are of great interest to children. Amaryllis, clivia, crinum, dracaena - have a dormant period and bloom in the spring. In addition to indoor plants, in the corner there are various didactic games: “Living Pyramids”, “Inhabitants of the Forest”, “Neighbors on the Planet”, “Who is the Extra One”, “Each Fungus in its Own Box”, “When Does This Happen?”; albums: “Animals of the forests”, “How a flower appears”, “Animals of different continents”, “Plants that heal”. An important component of a corner of nature is the observation calendar. The necessary equipment for caring for plants (aprons, watering cans, loosening sticks, spray bottles) is also located here. An integral part of the corner of nature are children's crafts made from natural materials. Didactic games “Hydroquiz (water, nature, technology, energy)”, “Electric quiz. Water and electricity in human life” with the aim of expanding children’s ideas about nature and technology. *Experimentation Center* Goal: development of children's interests, curiosity, formation of cognitive actions, primary ideas about objects of the surrounding world. The “I want to know everything” corner contains equipment and materials necessary for conducting experiments: special utensils (cups, tubes, funnels, plates, natural materials (pebbles, sand, seeds, etc., recycled material (wire, paper clips, threads) other materials - magnifying glasses, thermometers, etc. The main principle: everything that is presented in it is at the complete disposal of children, everything can be touched, picked up and examined. The center is periodically enriched with new games, manuals, colorful materials and is replenished taking into account the completed program material, individual capabilities of children. In the process of conducting experiments and experiments, children learn to see and solve a problem, set a goal and predict the result through analysis, that is, they formulate an object or phenomenon in speech, compare various facts, put forward hypotheses, and draw conclusions. The ability becomes important child to plan the work process. The subject content of the experimentation center meets safety requirements. The experimentation corner was replenished with a collection of stones and minerals, albums about the diversity of stones in nature, their practical use and application in human life. The purpose of using new equipment is to develop children's interests, curiosity and cognitive motivation; formation of cognitive actions, development of imagination and creative activity. *Social Development Corner* Goal: mastering moral and moral norms and values, developing children’s play activities , familiarization with basic generally accepted norms and rules of relationships with peers and adults, the formation of gender, family, citizenship, and patriotic feelings. In the corner there is play equipment, including operating objects (for a plot game), toys (characters and markers (signs) of the play space ). The content of the subject-development environment corresponds to the interests of boys and girls, changes and is enriched with a focus on maintaining children’s interest, awareness and satisfaction of their individual needs. Goal: direct personal contact between teacher and students, development of free communication between children, development of all aspects of speech, practical mastery of speech norms. *Corner of solitude* Goal: maintaining the emotional well-being of children, relieving psycho-emotional stress and discomfort. In the space of our playroom there is a corner of solitude that is conducive to contemplation and quiet conversations. *Role-playing games center* Goal: formation of role actions; stimulation of plot-role play; formation of communication skills in the game; development of imitation and creative abilities. The toys presented in the center bring children as close as possible to the objects that surround them in everyday life. To implement gender-based approaches to raising children when creating a subject-based developmental environment, I took into account the interests of boys and girls and selected the necessary attributes for gender-role games. *The educational center* Goal: development of mental activity, intelligence, memory, attention, intelligence, readiness for educational activities, formation of cognitive interest. Includes a magnetic board, a variety of visual, handout, counting material, didactic games, mosaics, puzzles, rulers, a geographical map, a globe, atlases, a variety of sets of letters and numbers, an alphabetical table, magnetic material for reading and counting, etc. All material is selected taking into account the age of children, for independent use and practice of the material covered. *Speech corner* Goal: creating conditions for enriching vocabulary, improving the sound culture of speech, figurative and grammatical aspects of speech, developing dialogical speech, introducing the culture of reading fiction. In the speech corner, children are given the opportunity to act individually. I have accumulated and systematized a variety of practical material on lexical topics and for organizing speech games: manuals for articulation exercises, materials for storytelling, a variety of didactic, board and printed games, games for the development of fine motor skills. I believe that a speech development environment is a specially organized environment that most effectively influences the development of various aspects of each child’s speech. *Book corner* Goal: development of all components of oral speech in various forms and types of children's activities, formation of a holistic picture of the world, introduction to verbal art. The content of the book corner corresponds to the age characteristics of children of senior preschool age and the educational program implemented in the preschool institution. It contains small libraries: books for reading to children and independent reading for reading children, illustrations for works, thematic albums, speech material, speech games, magazines, temporary thematic photo exhibitions that promote the development of various aesthetic ideas of children. *Local History Corner* Goal: creating conditions for preschoolers to familiarize themselves with the sights of their native land, country, acquaintance with human life in ancient and modern times, and the culture of different nations. Here are the albums: “Our City”, “Our Region”, “Russia”, “Mologa - a True-Life City”, “Memorable Places of the City”. Illustrations and manuals from the series “How People Lived in the Past”: “People’s Houses”, “Transport”, “Dishes”, “Furniture”, “Shoes”, “Clothing”. Folders: “I live in Rybinsk”, “Darwin Nature Reserve”, “Rybinsk Sea” (about flora and fauna), “Plants of my native land”, “Volga”. Illustrations of decorative and applied arts of the Yaroslavl region, folk outdoor games, map of Russia, Yaroslavl region. Goal: developing the ability to embody an aesthetic image in the material of an integral structure through effective, practical and mental experimentation with its elements. Although the corner is concentrated in one place and takes up little space, it is quite mobile. Its practicality lies in the fact that with the contents of the construction corner (in which various types and forms of constructors are presented in a wide variety), you can move to any place in the group. This allows our children to feel comfortable in any corner of the group room. The children independently use diagrams and models of buildings to realize their plans. The corner is complemented with small toys for playing with. Goal: development of prerequisites for the perception and understanding of works of fine art, the natural world, the formation of elementary ideas about the types of fine art, the implementation of independent visual, constructive and modeling activities. Here are materials for introducing children to various types of fine and decorative arts, equipment necessary for children's visual activities (modeling boards, stacks, napkins, pencils, paints, gouache, wax crayons, felt-tip pens, stencils, paper of different colors and textures , scissors, etc.) and artistic design (toy sets - vehicles, animal figurines, puzzles, Lego, sets of small building materials (cubes, prisms, arches, waste and natural materials). Multifunctional sensor box equipment has been manufactured with semolina filling, a set of small toys, and natural materials for flexible use in accordance with the child’s plan, the plot of the game, for the development of creativity, imagination, and thinking. The manual is suitable for use by a group of children at the same time and initiates joint actions between children and adults. Goal: development of prerequisites for the perception and understanding of works of musical art, the natural world, the formation of elementary ideas about the types of musical art, the perception of music, the implementation of independent musical activity. The corner presents musical instruments (guitars, synthesizers, drums, xylophones, pipes, microphones, tambourines, various musical and educational games, homemade toys, audio equipment, audio recordings for performances, events, musical influences. Unconventional aids have been added to the music corner - sounding musical instruments (rattles, maracas), colorfully designed and attracting the attention of children with the aim of developing musical abilities and developing musical taste. Non-traditional musical instruments are multifunctional and can be used in outdoor games, role-playing and didactic games, theatrical activities, and develop fine motor skills. This is an important object in the developmental environment, since it is theatrical activities that help unite the group and unite children with an interesting idea. Here are presented various types of theaters, attributes that contribute to the development of children's communication skills and abilities, coherent speech (dialogue and monologue), enrichment of social experience and correction of pupils' behavior in various play situations and performances. A music library has been created, which contains recordings of classical and folk music, sounds of the forest, sea, and various fairy tales. In the theater, the guys open up, demonstrating unexpected facets of their character. Here children play finger, table, and puppet theatres, play out fairy tales on flannelgraph, select attributes for dramatization games (costumes, masks, hats) and director's games (small dolls, clothes and objects for operating with them, dollhouse, etc. ), where there is always an opportunity to develop your imagination, speech, and expressiveness. The theater corner has been replenished with a new type of theater: mitten theater. Theaters on flannelgraph “Little Red Riding Hood” and “The Snow Queen” were made. Tabletop theaters “Masha and the Bear” and “The Fox and the Crane” were purchased. These types of theater help unite children in play, develop social and communication skills (develop speech and fine motor skills), allow them to express creative abilities, and develop the child’s confidence and success. Goal: formation of the foundations of safe behavior in everyday life, society, and nature. The corner includes various materials to familiarize children with the rules of the road and form the foundations of safe life. There is a wide range of visual aids, board and printed games, as well as gaming material. A properly organized environment in a speech therapy group creates opportunities for the successful elimination of a speech defect, overcoming delays in speech development and allows the child to demonstrate his abilities not only in classes, but also in free activity, stimulates the development of creative abilities, independence, initiative, and helps to establish a sense of confidence in oneself, and therefore contributes to the comprehensive harmonious development of the individual. I tried to organize the developmental space of the group so that each child had the opportunity to exercise, observe, and achieve their goals. The group setting provides for the alternation of specially organized activities and free activity of children, promotes the implementation of a physical activity regime, which prevents mental fatigue and promotes health. In addition, when creating a correctional and developmental environment for the group, I strived to ensure that the environment was comfortable, aesthetic, mobile, and aroused the desire for independent activity. Speech corner “Zvukarik” A toy Cat-Talker was manufactured and introduced, which helps children learn to perform complex articulation exercises. He is the owner of the speech corner. Here children practice correct sound pronunciation in front of a mirror, looking into which they always smile. The cat “invents” new exciting games for children with sounds and words: labyrinths, composing games, difficult words, etc. In the game, children master the pronunciation of “difficult” sounds. Various aids for the development of fine motor skills have been included: “Feed the piglet”, “Colored beads”, massagers - “hedgehogs” - su-jok and expanders, finger pool (pea filler). A “Blow the Wind” shelf is equipped with the aim of teaching proper breathing, increasing the energy supply of the brain, calming, and relieving stress.
2013-2014	Created in 2012-2013. The group environment is constantly evolving. I rethought and adjusted the developmental subject-spatial environment in accordance with the following principles defined by the Federal State Educational Standard for preschool education: - multifunctionality: a subject development environment opens up for children the opportunity to diversify the use of various components of the subject environment, such as screens, soft modules, mats; — transformability: provides the opportunity for changes that allow, depending on the situation, to bring to the fore one or another function of space; — variability: a subject-based developmental environment presupposes a periodic change of game material, the emergence of new objects that stimulate the research, cognitive, play, and motor activity of children; — saturation: The environment corresponds to the age capabilities of the children and the content of the educational program. — availability: the environment provides children with free access to games, toys, materials, and aids; - security: the environment meets the requirements for ensuring reliability and safety. The developing subject-spatial environment of my group, adjusted in accordance with the requirements of the Federal State Educational Standard for Education, ensures the implementation of the leading type of activity - games, guarantees the protection and strengthening of the physical and mental health of children, their emotional well-being. In building a developing subject-spatial environment, I also relied on the model of personality-oriented interaction between an adult and a child. In this case, the environment acts as a driving force in the holistic process of formation of the child’s personality, stimulates the development of all potential individual capabilities, his independence, and the ability to master various types of children’s activities. When creating a developing subject-spatial environment, gender-role specificity was taken into account - providing the environment with both general and specific material for girls and boys (Gender approach to the organization of gaming activities). Role-playing games center Corners for role-playing games for boys and girls were equipped and decorated: “Car service”, “Firemen”, “Blesk” beauty salon. Goal: creating conditions for a child to master the position of a subject of play activity, reproducing the relationships of adults depending on gender. Included: album “The World of Hobbies of Boys and Girls”, didactic games on gender education. Goal: formation of one’s own self – boy (girl), development of the child as an individual in society and family, awakening a sense of masculinity (femininity). Safety and traffic corner Toy cars of various types of cargo and passenger transport have been added, road signs and a traffic light layout have been updated, a special uniform for a traffic police officer has been sewn, a builder has been added to model the infrastructure of the Perebory microdistrict. Corner of solitude, social development corner There is a corner of privacy combined with a corner of social development. Albums are included on the biological age of humans, the emotional state of humans and animals. The corner is designed to solve one of the tasks of the preschool education standard - protecting and strengthening the physical and mental health of children. Including their emotional well-being (creating favorable conditions for the realization of the child’s individual need for peace). Demonstration material “Lessons of Kindness” has been added. Conversations based on pictures”, lotto “Professions”. Goal: development of communication and interaction of the child with adults and peers, formation of independence, purposefulness and self-regulation of one’s own actions. Local History Corner The album “Interesting places in the Perebory microdistrict” has been added with the goal of expanding ideas about the small homeland and fostering love for one’s native village. Educational field "Speech development" Speech corner A manual “Gluttonous Fruits” was produced and introduced for the development of correct speech breathing, and training manuals “Su-Joku” and “Beads-Beads” - for the development of fine motor skills. Book corner The book by E. Lavrentieva “Funny Proverbs and Sayings” has been included. Goal: to expand children’s understanding of Russian folklore, the ability to delve into the meaning of proverbs. Corner of nature The album “Animals of different latitudes. Demonstration material." Goal: expanding children’s understanding of the animal world of planet Earth, developing curiosity. Experimentation Center The “Secrets of Stones” museum has been created, promoting the development of children’s interests, curiosity and cognitive activity, the formation of primary ideas about the objects of the surrounding world, their properties and relationships. The educational center Puzzles “Mind Games”, puzzles “Baby and Carlson”, cubes in pictures “Favorite cartoons”, “European fairy tales” have been added. Goal: development of thinking, imagination, attention, memory. Constructive activity corner A visual and thematic set “Construction from building materials” was purchased, and tabletop mosaics were updated. Goal: formation of techniques of mental activity, creative and variable thinking. Fine Arts Corner Replenished with visual materials: pastels, markers, felt-tip pens, wax crayons, paper for watercolors, paper napkins, colored cardboard, didactic games included: “Make a portrait”, “What does it look like?”, “Make a pattern”, “Magic bag”. Goal: development of attention, observation, compositional skills, imagination. Music activity corner Musical toys have been updated and a professional instrument, the button accordion, has been added. Goal: stimulating children’s desire to engage in musical activities, expanding their understanding of musical instruments. Manual labor corner A visual and thematic set “Manual Labor. Models of manual labor made from paper.” Goal: expanding children's understanding of the design possibilities of paper, developing creativity and fine motor skills. Theater Activity Corner Theaters on flannelgraph were made and introduced: “Confusion”, “Kroshechka-Khavroshechka”, “Winter Quarters of Animals”. Goal: developing interest in theatrical activities, stimulating creative activity, improving the monologue and dialogic aspects of speech. Physical education corner Massage paths were purchased to correct poor posture and prevent flat feet. *Features of the environment in a speech therapy group* Speech corner “Zvukarik” A Yup'ik alien toy was manufactured and introduced. Together with Yupik, children learn to correctly pronounce the sounds of their native language, distinguish them by ear and pronunciation, become familiar with letters, and master the skill of continuous reading. Yupik teaches children to “speak” with their fingers - together with him, children perform finger gymnastics, which promotes the development of fine motor skills and stimulates the development of the brain and speech. Breathing simulators have been added: “Veterok”, “Blizzard”, “Pushinki”, “Twirlers”. Children love to launch boats in a basin of water and blow “frost pictures” out of a straw. In the evening, children organize an orchestra - each bubble sounds differently. A collection of Kindersurprise toys has been created that help practice the syllabic structure of words and improve counting skills (one blue hippo, two blue hippos, three blue hippos, ten blue hippos). Children are happy to talk about the toys they brought, write funny and educational stories, and build cities and homes for their characters. Thus, the organization of a developing subject-spatial environment in my group, taking into account the federal state educational standard of preschool education, is structured in such a way that it most effectively develops the individuality of each child, taking into account his inclinations, interests, level of activity, and state of health. The entire structure of the subject-development space helps to establish the necessary balance between classes, independent play and creative activities. Children can receive from the subject-development environment the information necessary to carry out all types of activities, allowing students not only to develop, but also to show their individuality, to realize their own self.
2014-2015	In accordance with the Federal State Educational Standard for preschool education, I create in the group a developing subject-spatial environment that ensures maximum realization of the educational potential of the group space; availability of materials, equipment and supplies for the development of children's activities; protection and promotion of health of children and adults; physical activity, as well as the possibility of privacy. I systematically continue to replenish and update the objective world surrounding the child, following the methodological recommendations “Organization of a developing subject-spatial environment in accordance with the federal state educational standard of preschool education” by O.A. Karabanova, E.F. Alieva, O.R. Radionova, P.D. Rabinovich, E.M. Marich. But most importantly, the environment works to develop the child’s independence. It has the character of an open, non-closed system, capable of adjustment and development. I try to support the child’s activity in various activities and create conditions for the implementation of creative ideas. For the first time, the federal state educational standard for preschool education puts forward requirements not only for a developing subject-spatial environment, but also for walking areas. The most important components of the ecological development environment on the site in our group are the ecological trail and the educational and experimental site (flower bed). By observing objects and phenomena of inanimate and living nature and actively interacting with them, children learn the nature of their immediate environment. Work on the path and the educational and experimental site is carried out taking into account seasonal changes and local conditions, in accordance with the work plan, age and individual characteristics of the children. During walks and excursions along the ecological trail, children play, experiment, and observe. They gain orientation skills in time and space, and make sketches from life. They develop memory, speech, and thinking. And most importantly, a sense of beauty appears, a love for nature is fostered, a desire to protect and preserve it. Educational field "Social and communicative development" Role-playing games center Introduced motivator cards for role-playing games: “Beauty salon (haircut, hair coloring)”, “Car service” (car painting, tire change, oil change), “Veterinary clinic”, “Policlinic”, “Supermarket”, “Journalists” ", "Sailors". Motivator cards are designed to solve the problem of supporting children's initiative and independence in gaming activities. The corner for girls “Studio Craftsman” has been equipped, decorated and furnished: the dolls have been updated, various clothing options for Barbie have been sewn (casual, sports, festive, outerwear), albums with various types of clothing and fabrics have been added. The corner for boys “Gas Station Gas Station” has been equipped, decorated and furnished. “Electronic Digital Equipment Salon” was created from scratch. Their goal is to form in children initial ideas about the professions of adults (fashion designer, costume designer, cutter, seamstress, gas station worker, cellular operator, digital equipment sales consultant). The child’s internal need to “be an adult” is realized. Special role-playing vests were made: “Car mechanic”, “Gas station worker”, “Bartender”, “Traffic police inspector”. The overalls and attributes for the game “Polyclinic” have been updated. The range of “products”, “vegetables”, “fruits”, “cutlery” in the “Romashka” cafe has been replenished, a new modern “cash register” has been purchased. These attributes contribute to the development of interest in role-playing games, individuality and initiative, and provide the opportunity for children to express themselves in the game. Corner of solitude, social development corner Games have been introduced that develop the social and communicative abilities of children. Their use solves the problem of mastering norms and values, including moral ones, accepted in society; develops the child’s communication and interaction with peers and adults, emotional responsiveness and a sense of empathy: “A goat went through the forest”, “Elephant”, “Spider and flies”, “Cap”, “Ring”, “Find a pair”, “Daisies in the meadow” ", "Guess whose voice", "Cucumbers, tomatoes", "Tangle". A manual “Mood in a Bag” has been produced, which allows the child to assess his internal state at a given specific moment, develops speech and fine motor skills. Educational field "Physical development" Physical education corner A sports simulator for teaching children the elements of the game of ping pong (table tennis) “Dexterous Ball” was created and found its application in the life of the group, the purpose of which is to form initial ideas about a sport such as table tennis, and for children to acquire motor experience in working with the ball. and racket, development of coordination of movements, motor reaction. Sports games purchased: “Outdoor basketball”, “Bowling alley”, “Darts”. Goal: formation and development in children of the ability to control their movements in the motor sphere. Educational field "Cognitive development" Corner of nature Volume lotto games have been purchased: “Winter in the Forest”, “Spring in the Forest”, “Summer in the Forest”, “Autumn in the Forest”, which form children’s ideas about natural phenomena, develop fine motor skills, and expand their vocabulary. Educational field "Artistic and aesthetic development" Fine Arts Corner An educational and practical guide “Complete the Landscape” has been produced, which develops fantasy, imagination, technical visual skills, interest and desire to engage in visual arts. Music activity corner Musical toys “Snitch” have been added, allowing you to develop not only creative abilities, but also fine motor skills. Stereo headphones have been introduced to help create interest in music lessons, individualize the child in play activities, and expand the plot in role-playing musical games. Theater Activity Corner The corner is decorated with a curtain, and theaters on flannelgraph have been added: “The Fox with a Rolling Pin,” “Where Did the Sparrow Have Dinner?” the purpose of which is to develop children’s ideas about different types of theater, gain experience in performing in public, and develop social and communication skills. *Features of the environment in a speech therapy group* Speech corner “Zvukarik” Equipped with a dry pool (filler beans). The educational center Equipped with a magnetic board, sets of colorful letters and a cut-out alphabet. The following manuals have been introduced: “Colored words”, “Make up a story”, “Syllable lotto”, “Syllable domino”, which help children master the complex grammar of their native language and enrich their vocabulary through independent and practical action with educational material. The manual “Zvukovichki” was produced and introduced. Goal: the formation of phonemic hearing and perception (the ability to perceive and distinguish speech sounds), sound analysis (the ability to establish which sounds are heard in a word, determine the order and quantity). Diagrams of visual-motor trajectories were made and introduced. Oculomotor exercises allow you to expand the space of visual perception, train the muscles that control eye movements, relieve mental fatigue, promote the development of visual perception, improve the circulation of intraocular fluid, and train the eye’s ability to focus. Communication Center A large carpet allows you to perform physical exercises right in the group room to develop coordination of movements, stretching to normalize muscle tone, carry out relaxation exercises and physical exercises during classes to prevent children from getting tired. In the developing subject-spatial environment of the group, conditions were created for children with special educational needs (speech-pathic children) for consciously regulated activities of children, which carry the direction of corrective influence on speech and mental development, providing for their interaction. The practical significance of this approach to organizing a developmental space is that with an individual and personal approach to each child, the effectiveness of correctional influence increases, which helps improve the quality and strength of the results of my work.

Thus, the developing subject-spatial environment in my group and on the site serves the interests and needs of each child, enriches the development of specific types of activities, provides a “zone of proximal development”, encourages making conscious choices, putting forward and implementing one’s own initiatives, making independent decisions, developing creative abilities, and also shapes the personal qualities of preschoolers and their life experiences.

1.2.Creation of conditions that are safe for the life and health of children (based on monitoring results)

One of the objectives of the federal state educational standard for preschool education is to protect and strengthen the physical and mental health of children. V.A. Sukhomlinsky wrote: “I am not afraid to repeat again and again: caring for health is the most important work of an educator. Their spiritual life, worldview, mental development, strength of knowledge, and self-confidence depend on the cheerfulness and vigor of children.”

In modern society, the problem of preserving and strengthening the health of children is more relevant than ever before. This is explained by the fact that high demands are placed on preschoolers, which only healthy children can meet. My efforts are aimed at preserving the existing health potential of children and at timely correction of emerging deviations. Therefore, I pay special attention to creating the necessary sanitary-hygienic and psychological-pedagogical conditions in the group, because Only a healthy child is successful, copes with the demands, is active, efficient, and develops normally. I pay great attention to sanitary education work. Folders - slides, screens for parents were designed: “Adaptation of children to preschool”, “Hardening a child at home”, “Rational nutrition and daily routine”, “Dirty hands are a source of intestinal infections”, “Prevention of colds”, “Preventive vaccinations and their importance."

Academic year	Group I	II group	III group	IVgroup	Health Index
2012-2013	—	12	3	—	13,6
2013-2014	—	11	4	—	14,0
2014-2015	—	12	3	—	13,8

Health groups

Most of the children in the group belong to health group II (having certain deviations in the state of functional health). That is why the importance of all recreational activities carried out in the group increases. Goal: to promptly correct emerging deviations in the health status of pupils and prevent the transition of children from health group II to III. I believe that it is important at this stage to form in children a base of knowledge and practical skills of a healthy lifestyle, a conscious need for systematic physical education and sports.

1. Parents' satisfaction with the quality of the educational process and the conditions of their child's stay in a preschool educational institution (based on survey results)

Methodology used for survey and counting	Analysis of the results of a survey of parents’ satisfaction with the quality of the educational process
Methodology used for survey and counting	Academic year	Share of satisfied with quality and conditions
	2012-2013	Of the 15 parents who took part in the survey, 93% of parents emphasized that in kindergarten teachers and specialists optimally coordinate their goals for the full development and upbringing of the child. Teachers provide consulting and other assistance to parents in matters of raising children.
Questionnaire “Identifying the level of parents’ satisfaction with the quality of activities of preschool educational institutions” (methodology of candidate of pedagogical sciences L.Yu. Koltyreva)	2013-2014	95% of parents paid attention to the fact that the kindergarten’s operating hours are optimal for the full development of the child and are convenient for parents. The child spends time in kindergarten with interest and benefit; he is invited to participate in organized events. When analyzing the questionnaires, it was revealed that almost all respondents were satisfied with the work of educators and specialists in the group.
Questionnaire “Identifying the level of parents’ satisfaction with the quality of activities of preschool educational institutions” (methodology of candidate of pedagogical sciences L.Yu. Koltyreva)	2014-2015	The results of a survey of parents regarding satisfaction with the services of the preschool educational institution showed that 97% of parents were completely satisfied with the quality of the educational activities of the group. Speaking about the results of this work, we can note positive aspects: the importance of preschool education has increased in the eyes of parents; Parents showed interest not only in medical, but also in pedagogical problems.

1. Additional analytical information to pp. 1.1.-1.3, indicating the effectiveness of the teacher’s activities, including: the presence of a system for monitoring the dynamics of children’s development; working with children with special needs; the role of a certified teacher in enhancing the cognitive activity of students; the impact of this activity on educational results, etc.

In order to determine the quality of implementation of the educational program of the kindergarten, developed on the basis of the “Approximate basic educational program of preschool education” and taking into account the comprehensive program “Childhood”, in order to study the dynamics of pupils’ achievement in all areas of development, determine the individual educational route of each child, I conduct diagnostic classes for all types of children's activities. When conducting pedagogical diagnostics for the 2012-2013, 2013-2014 school year, I relied on the criteria developed by the authors of the scientific and methodological manual “Monitoring in kindergarten” Babaeva T.I., Gogoberidze, A.G., Mikhailova Z.A., and also the methodological manual “Results of monitoring the educational process” (author N.V. Vereshchagina), which corresponds to the “Federal state requirements for the structure of the basic general education program of preschool education.”

Positive development results for students:

Development direction (educational field)	Combined group 2012-2013 academic year			Combined group 2013-2014 academic year
Development direction (educational field)	high level (%)	average level (%)	low level (%)	high level (%)	average level (%)	low level (%)
*Physical development*
Physical Culture	53%	47%	—	50%	50%	—
health	40%	54%	6%	58%	36%	6%
*Cognitive and speech development*
cognition	40%	60%	—	50%	44%	6%
communication	54%	40%	6%	29%	59%	12%
reading fiction	26%	72%	6%	35%	59%	6%
*Social and personal development*
life safety fundamentals	20%	80%	—	50%	50%	—
socialization	60%	40%	—	36%	64%	—
work	26%	74%	—	50%	50%	—
*Artistic and aesthetic development*
music	33%	67%	—	15%	85%	—
artistic creativity	14%	86%	—	36%	64%	—

Thus, analyzing the results of pedagogical diagnostics, the positive dynamics of the level of development of children in different types of activities is noticeably visible. This was achieved thanks to the construction of educational activities in the group on the principles of systematicity and consistency, a person-oriented approach to learning (differentiated approach to children with a high level of development, individual approach to children with a low level of development), active cooperation with specialists and the use of electronic educational tools .

Systematic monitoring makes it possible to detect initial deviations in a child’s development and behavior, timely adjust educational work, determine individual psychological and pedagogical influences for him and a further educational route.

Since 2014, I have been determining the level of development of children using the method of pedagogical observation, compiled on the basis of the methodological recommendations of N.A. Korotkova and P.G. Nezhnova “Observation of the development of children in preschool groups.” This makes it possible to determine the level of development of children, create an individual educational route for each child and find ways to improve the quality of educational services provided.

Group

Creative initiative

Initiative as goal setting and volitional effort

Communication initiative

Cognitive initiative - curiosity

Level 1

Level 2

Level 3

Level 1

Level 2

Level 3

Level 1

Level 2

Level 3

Level 1

Level 2

Level 3

Combined group

—

40%

60%

—

33%

67%

—

30%

70%

45%

55%

Typically

The results of the survey allow us to speak about the effectiveness of educational work in the group and the significance of its results for the further education of children at school.

Our kindergarten does not provide a teacher-psychologist, therefore, in order to determine the readiness of pupils for school education, we invite specialists from the Municipal Educational Institution PPMS "Children's Assistance Center". They diagnose school readiness using diagnostic methods. N.Ya. Semago, M.M. Semago. The center’s specialists give specific recommendations to educators and parents on preparing children for school, which I rely on in my work in direct interaction with specialists, parents, and doctors. The results of the survey allow us to speak about the effectiveness of the work to develop the readiness for schooling of children in my group.

Children's readiness for school

2. Identification and development of students’ abilities for scientific (intellectual), creative, physical education and sports activities, as well as their participation in olympiads, competitions, festivals, competitions

2. 1. Cognitive activity of pupils

2.1.1 . The results of the participation of students trained by a certified teacher in:

- in tournaments, shows, competitions, exhibitions, competitions, etc.	Level	Result of participation
	Municipal level City Ecological Olympiad for Preschool Children 2012	1 participant
	Municipal level City Intellectual Olympiad for Preschool Children “Umka” 2012	1 participant
	Microdistrict level Reading competition dedicated to the centenary of the birth of S. Mikhalkov 2012	1 participant
	Municipal level Exhibition of children's and youth creativity "Winter's Tale"	4 participants
	Microdistrict level Competition "Miss Thumbelina" 2012	1 winner
	Municipal level Environmental campaign “Don’t cut this tree” 2012	1 winner
	Municipal level Exhibition “I’m building with my dad” 2012	1 participant
	Municipal level Review-competition of children's creativity on a fire theme “Remember every citizen: rescue No. 01” 2012	3 participants
	Municipal level Open lean project “Droplet”. Nomination “Image of water in photographs” 2013	1 winner 1 participant
	Municipal level Ecological project “Fish settlement” 2013	2 participants
	Municipal level Festival of Children's Creativity "Fireworks of Talents" 2012	2 winners
	Stage of the All-Russian children's environmental forum “Green Planet 2013”	1 participant
	Municipal level Open competition of children's creativity “Nature and Fantasy” 2014	4 participants
	Municipal level City Environmental Olympiad for Preschool Children 2014	1 participant
	international competition “Grandmother Next to Grandfather” 2014	1 winner
	Municipal environmental campaign “Don’t cut this tree”, exhibition of children’s creativity “Christmas tree - a green needle” 2014	7 participants
	Municipal exhibition of children's and youth creativity "New Year's Serpentine" 2014	5 participants
	Municipal stage of the regional review-competition of children's creativity on the fire theme “Remember every citizen: rescue number 01” 2014	1 participant
	Municipal level City festival of theater groups "Theater Spring - 2015"	1 winner 1 participant
	Municipal level City exhibition "A Look at Fashion" as part of the city festival of children's and teenage fashion "Charm" 2015	3 participants
	Municipal level Open exhibition-competition of children's creativity “In the rhythm of coffee” 2015	1 winner 1 participant
	Municipal level Family Newspaper Competition 2015	3 participants
	Municipal level Interdepartmental campaign “Children - care of adults” All-Russian action “Soldier’s Shawl” 2015	4 participants
	All-Russian competition of drawings about space “And we dream about the grass near the house...” 2015	1 winner 2 participants
	All-Russian photography competition “My Pets” 2015	1 winner 2 participants
— in the project activities of students	Level (educational organization, municipal, regional, federal), name, year of participation.	Result of participation (indicate the number of winners, prize-winners, participants). Name of the order, number and date, institution/organization that issued the order, or a supporting certificate from the administration of the educational organization
	Interregional distance competition of design and research works for preschoolers “Rainbow of Discoveries” 2013	1 winner
	DOW level Project “Gift for Mom” 2014	1 participant
	DOW level Project “The World Under Your Feet” 2015	1 participant
	District level 2015 Project "Family Newspaper" 2015	2 participants

In order to support and develop cognitive activity, initiative, creativity and talent of children, I organized the participation of the group’s pupils in olympiads, competitions, festivals, and competitions at various levels.

By participating in creative activities, children gain new experience, have the opportunity to realize their abilities, and gain public recognition for their talents. Participation in competitions creates a situation of success, self-realization, and contributes to the replenishment of children's portfolios. There are no incapable children. Each child in my group is talented in their own way, each demonstrates their success by participating in educational events: kindergarten, municipal, regional, all-Russian, international.

2.2. Development of pupils' abilities: the presence of clubs led by a certified teacher, additional education programs for preschool children.

In order to improve the quality of the educational process, motivate children to knowledge and creativity, and develop their abilities, circle work has been organized in the group, which I carry out within the framework of the modified “Drawing” program I developed, the purpose of which is to develop the child’s personality, the ability to express his creativity and his one’s own “I” through the embodiment of one’s ideas and plans when creating unusual works of fine art using unconventional methods and drawing techniques.

Objectives: to reveal the importance of non-traditional techniques of visual activity in working with children for the development of imagination, creative thinking and creative activity; familiarize children with techniques and methods of unconventional drawing using various materials; learn to understand and highlight such means of expression as composition and color; to develop the ability to enjoy the diversity and grace of forms, colors, sounds of the surrounding world; encourage children to experiment with visual materials; invent and create compositions and images; encourage and support children's creative discoveries.

Unconventional drawing makes it possible to use well-known objects as artistic materials; such drawing surprises with its unpredictability. Drawing with unusual materials and original techniques allows children to feel unforgettable positive emotions, show imagination and creativity. There are many non-traditional drawing techniques; their unusualness lies in the fact that they allow children to quickly achieve the desired result. Visual activities using non-traditional materials and techniques contribute to the child’s development of:

Fine motor skills and tactile perception;

Spatial orientation on a sheet of paper, eye and visual perception;

Attention and perseverance;

Thinking;

Visual skills and abilities, observation, aesthetic perception, emotional responsiveness.

In addition, in the process of this activity, the preschooler develops control and self-control skills.

In children with general speech underdevelopment, not only all sections of the speech functional system suffer, but also many mental non-speech functions: visual perception, attention, memory, imagination. As a rule, their sensory functions develop with a delay. Many children do not distinguish and cannot name the primary colors, shape and size of objects. In addition, children with speech disorders rarely have confident coordination of finger movements. They have motor clumsiness, imprecise movements, difficulties in mastering the motor program, which is expressed in the inability to hold a pencil, brush, trace contours, or paint a picture.

The significance and value of non-traditional images for the comprehensive development and education of children with speech disorders is great and multifaceted. Working with paints, pencils, markers, pastels and wax crayons, candles, crumpled paper, sponges and other materials are very important sensory-motor exercises. The sensory-perceptual capabilities of artistic activity allow me to use it in developmental work with speech-language pathologist children.

2.3. Additional analytical information to clauses 2.1 – 2.2(working with children with special needs; the role of the teacher in enhancing the cognitive activity of students; the influence of this activity on educational results, etc.).

Cognitive activity is the active activity of acquiring and using knowledge. It is characterized by the child’s cognitive activity, which consists in the ability to see and independently set cognitive tasks; outline an action plan; select solutions; achieve results and analyze them.

I organize the cognitive development of children in the group in two main blocks of the educational process:

1) in the joint cognitive activity of children with the teacher.

2) in the independent cognitive activity of children.

When forming cognitive interest, I create psychological and pedagogical conditions that allow the child to discover new knowledge, I use methods and techniques aimed not at transferring knowledge to the student, but I activate the process of their development; providing increased awareness in cognition (discussion “What I want to know”), we consider children's encyclopedias and books; I use the “What’s missing?” techniques. (absence of attractions on the map), “I don’t know” (searching for information from books, photographs), exchange of information “I learned today”, implementing children’s projects on a topic attractive to children, creating situations of “increased complexity”. One of the ways to develop the cognitive activity of children in the group is collecting and creating a mini-museum (collection of stones and minerals, mini-museum “Secrets of Stones”).

In the process of developing cognitive activity, I ensure the development of the child’s personality and form readiness for schooling.

Working with speech-language pathologists

Elimination of speech disorders in children requires an integrated approach, since speech disorders are associated with a number of reasons, both biological, psychological and social. Therefore, the group organizes the joint work of a speech therapist, educator, music worker, physical education instructor, mathematics specialist, and head nurse.

The psychological development of children with speech disorders has its own characteristics. In preschoolers with general speech underdevelopment, higher mental functions closely related to speech suffer: memory, attention, thinking. The amount of attention is significantly reduced, instability and limited possibilities for its distribution are observed. They forget the sequence of tasks and complex instructions. Preschoolers with ODD have difficulty mastering analysis and synthesis, without special training, and lag behind in the development of verbal and logical thinking. General motor disorders may be observed (poor coordination of movements, motor clumsiness), underdevelopment of fine motor skills, and decreased interest in gaming activities. The emotional-volitional sphere often suffers: children are aware of their impairments, so they have a negative attitude towards verbal communication, sometimes affective reactions to misunderstanding verbal instructions or the inability to express their wishes, as well as:

pronounced negativism(opposition to the requests and instructions of all others or specific persons);
aggressiveness, pugnacity, conflict;
increased impressionability, often accompanied by obsessive fears;
a feeling of depression, a state of discomfort, sometimes accompanied by neurotic vomiting, loss of appetite;
increased sensitivity, vulnerability;
tendency to morbid fantasies.

I take into account the developmental features of children with speech disorders when solving problems of correctional work in a group:

— Prevention of neuroses and neurotic reactions, behavioral disorders;

— Correction of emotional well-being, relieving emotional tension, reducing aggressiveness and destructive forms of behavior, including negativism, anxiety, depression, restlessness, disinhibition, etc.

— Development of the child’s personality, creation of a positive attitude, strengthening of constructive behavior, the ability to recognize and express in words one’s own actions, thoughts, feelings, development of communication skills, successful integration into secondary school and peer society.

An integrated approach to overcoming speech impairment in children, with the active involvement of all teachers and staff of preschool educational institutions, is as effective as possible, contributes to optimal speech correction, increasing the level of speech development, and the formation of general mental skills. Children can, as a result, follow the directions and instructions of a speech therapist or educator, control themselves, their general cultural level increases, and their readiness for social interaction is formed.
3. Personal contribution to improving the quality of education, improving teaching and upbringing methods, and the productive use of new educational technologies, broadcasting the experience of the practical results of their professional activities, including experimental and innovative ones, to teaching teams;

active participation in the work of methodological associations of teaching staff of organizations, in the development of program and methodological support for the educational process, professional competitions.

3.1. Productivity of teacher's methodological activities

My work provides an effective solution to professional pedagogical problems and typical professional tasks that arise in real situations of teaching activity. I am proficient in modern educational technologies, methodological techniques, pedagogical tools and constantly improve them. I conduct educational activities based on achievements in the field of methodological, pedagogical and psychological sciences, developmental psychology, as well as modern information technologies.

3.1.1.	Development of software and methodological support for the educational process (methodological developments, didactic materials, etc.)	Name and type of methodological products (program, notes, script, etc.)
		Scenario of the “Gift to a Veteran” campaign
		Scenario of the action “Take care of the earth!”
		Scenario for parent meeting “Beauty lives everywhere”
		Scenario of a sports festival dedicated to Defender of the Fatherland Day
		Scenario for the Earth Day holiday for older preschoolers and first-graders
		Electronic library of outdoor games for children of senior preschool age
		Electronic library of didactic games on gender development of children of senior preschool age
		Educational project “World of the Sea”
		Educational project “To our beloved grandparents”
		Educational project “Make friends with planet Earth”
		Educational project “World of Stones”
		Educational and thematic work plan for the formation of the foundations of environmental culture in children of senior preschool age
		Methodological folder “Organization of work in a group on traffic rules”
		The material “Social and communicative games” is summarized
3.1.2.	Improving teaching and educational methods, productive use of new technologies	Modern educational technologies/methods used	Purpose of using technology/methodology	Result application of technology/methodology
		Health-saving pedagogical technologies: Finger gymnastics Articulation gymnastics Gymnastics for the eyes Breathing exercises Awakening gymnastics Stretching Relaxation Logorhythmic exercises Su-Joku therapy Technology of cognitive and research activities. N.M. Korotkova, A.I. Ivanova. Technology for organizing a story game in a preschool educational institution. N. Mikhailenko, N. Korotkova. Origami technology BEHIND. Bogateeva Portfolio technology preschooler Technology of project activities E. Evdokimova, N. Ryzhova. Problem-based learning technology Information and communication technologies Personality-oriented technologies TRIZ technology (the theory of solving inventive problems) Multi-level training	Ensuring a high level of real health of a kindergarten pupil and fostering valeological culture, as the totality of a child’s conscious attitude to human health and life, knowledge about health and the ability to protect, maintain and preserve it, valeological competence, allowing a preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior, tasks related to the provision of basic medical, psychological self-help and assistance. Promoting the establishment of a culture of health, including a culture of professional health for preschool teachers and valeological education of parents. Forming in preschoolers the ability to establish cause-and-effect and temporal connections between objects and phenomena, independently and creatively find ways to solve problems based on logical algorithms, develop judgments and conclusions, satisfying children's natural curiosity. Formation of mental processes that make it possible to model patterns of interaction in the surrounding reality in a visually effective form accessible to the child. Development of intellectual abilities of preschoolers, accuracy and coordination of movements, arbitrariness of mental processes, increasing the effectiveness of learning based on vivid emotional self-expression. Portfolio technology allows you to purposefully collect and systematize information about the child, record the individual, unique subjective manifestations of children, which is especially important in preschool age, when the child’s development is characterized by unevenness, spasmodicity, individual rate of maturation of mental functions and the accumulation of subjective experience Development of the child’s creative abilities through the organization of research activities, during which cognitive, communication skills, and intellectual initiative are formed. Creating a cognitive task, situation and providing children with the opportunity to find means of solving it, using previously acquired knowledge and skills. Problem-based learning activates children's thoughts, makes them critical, and teaches them independence in the process of learning. Forming the basis of a child’s information personality Providing comfortable, conflict-free and safe conditions for the development of a child’s personality, realizing her natural potentials, an individual approach to students. The teacher creates conditions for maximum development of individuality, providing assistance in finding and acquiring an individual pace and style of activity, revealing and developing individual cognitive processes and interests, developing creative abilities, mastering the skills of self-knowledge. Development, on the one hand, of such qualities of thinking as flexibility, mobility, systematicity, dialecticism, and on the other hand, search activity, striving for novelty, development of speech and creative imagination. TRIZ is a technology with the help of which a teacher develops the qualities of a creative personality in preschoolers. The main means of working with children is pedagogical search. The teacher creates conditions for the maximum development of the child’s individuality, providing assistance in finding and acquiring an individual pace and style of his activities.	As a result of the use of this technology, favorable dynamics were noted in the health status of the children in the group - a decrease in the number of cases of the disease during the year. The use of physical education and health technologies has increased the level of physical fitness of children. The emotional state of the children has improved, the desire and desire to lead a healthy lifestyle has formed. The use of didactic games (for example, “Rules of conduct on the street, at home and in nature”), visual material on valeology and sports topics helped to form in children a conscious and careful attitude towards their safety, and to acquire basic knowledge on maintaining health. The culture of parents in matters of protecting and promoting the health of children has increased. This was facilitated by parent meetings, conversations about a healthy lifestyle, the benefits of playing sports (“A healthy mind in a healthy body”, “Mom, Dad and I are a sports family”, etc.) . A consultation bank has been created for parents on the topic of preserving and strengthening the health of children. Preschoolers have developed search activity: the ability to analyze the results obtained, predict further development, and model future actions. The ability to analyze and synthesize, the ability to analyze and evaluate a situation, make judgments and inferences are observed. Children's activity in exploring the most common phenomena and objects has increased. Based on the experimental study of various objects and phenomena, preschoolers’ speech was enriched with relevant concepts: phenomenon, cause, similarity, difference, possibility, impossibility, dependence, etc. The attitude towards observations in nature has changed from simple contemplation to meaningful, purposeful perception. A consultation bank for parents has been created on the topic “Development of cognitive activity of preschool children” Preschoolers learned to take on a play role. Distribute roles among themselves without conflicts. More than half of the group of children are involved in the story game. The game reflects real facts and knowledge about the professions of adults. Comply with ethical standards of behavior during the game: benevolence, responsiveness, sensitivity, mutual understanding, fairness, empathy, truthfulness. The ability to resolve conflicts and prevent them is observed. They take the game to its logical end. A consultation bank for parents on the topic “Role-playing games and social adaptation of preschool children” has been created. As a result of using technology, there is an increased concentration of attention and improved memory: children remember techniques and methods of folding; Graphic skills of working on a sheet of paper have become more confident and of better quality; children enjoy preparing paper attributes and characters for theatrical productions; preschoolers are better oriented on the plane and in their surroundings; use various techniques for working with paper: bending, folding, cutting, gluing. The participation of children in creative events of preschool educational institutions, cities, regions, and the All-Russian level is organized. Exhibitions of children's creativity for parents in kindergarten. Electronic bank of the best children's works. Each student has their own point of success, which helps solve such important pedagogical tasks as: supporting the motivation of preschoolers; encouraging their activity and independence, expanding the possibility of self-learning; development of reflective and evaluative (self-evaluation) skills; develop the ability to learn - set goals, plan and organize your own educational activities. Work on maintaining a portfolio helped strengthen child-parent relationships. The students learned to understand and accept the problem and formulate important questions. Children have developed a need for help solving problems, increased creative activity in making decisions to achieve goals. The activity of children in carrying out any activities related to the implementation of the project has increased. The participation of parents in the life of the group has increased. Preschoolers have developed the ability to take into account and make decisions in favor of their peers, and to subordinate their desires to the interests of the common cause. Demonstration of the best children's projects on the Internet. Children acquired the ability to see problems and pose them independently; create a solution hypothesis, evaluate it, moving to a new one if the original one is unproductive; guide and change the course of a decision in accordance with your interests; evaluate your decision and the decisions of your interlocutors. A consultation bank for parents has been created on the topic “Application of problem-based learning technology in working with preschool children.” Thanks to the use of ICT, children's learning is easy and exciting, since the presentation of information on the screen in a playful way arouses great interest among children: while traveling to different countries, children get acquainted with the natural features of these countries, their culture and attractions, listen to the sounds of rare animals, make travel into space and the past of the Earth. Knowledge acquisition occurs faster through the use of presentations, videos, audio recordings, slides, and computer games. An electronic bank of presentations for educators and parents on cognitive development “I want to know everything” has been created. The use of this technology contributes to the development of the individuality of a preschooler. Depending on the children’s abilities, I selected educational games for them that helped to maximize and develop the child’s talent (in drawing, design, mathematics). In the process of this interaction, children learned to independently engage in active activities. The children showed a positive emotional attitude, cheerfulness and openness. Children, becoming familiar with life values, build better relationships with adults and children. An electronic library of didactic games on gender development of children of senior preschool age has been created. Children show their individuality, know how to think outside the box, and develop such moral qualities as the ability to enjoy the successes of others, the desire to help, and the desire to find a way out of a difficult situation. The use of games with TRIZ elements in working with children - “Teremok”, “Good - bad”, “Yes - no”, “What will happen if” - made it possible to reveal the speech activity of children. The children developed a positive emotional attitude towards classes, they began to make more independent decisions, their horizons expanded, and the accuracy of their judgment increased. An electronic card index of games with TRIZ elements for children of senior preschool age has been compiled. It helped to effectively organize the educational process, in which educational material, its depth and complexity, was selected taking into account the level of development of each child. This made it possible for children to learn educational material in certain areas of the educational program at different levels, but not lower than basic, depending on the abilities and individual characteristics of each child.
3.1.3.	Speeches at scientific and practical conferences, pedagogical readings, seminars, methodological associations (except for organizational issues) and etc.	Topic of speech		Level of conference (seminar, etc.), name, location, date
		“Formation of an ecological culture of participants in the educational process through the organization of interaction between kindergartens, schools, and libraries in accordance with the Federal State Educational Standard.”		Municipal conference "Interdepartmental interaction at the municipal level as a mechanism for implementing new educational standards in the general education system" Rybinsk 2014
		An educational and practical guide to the formation of the foundations of environmental culture in children of senior preschool age - eco-letter book “The multi-colored word “Hello!” The result is the Small Prize of the VI Municipal Fair of Innovative Products for Teachers for the educational product that received the most votes in the public examination.		Municipal educational event Innovation cascade - 2014. Municipal Fair of innovative products for teachers in Rybinsk 2014

		An educational and practical guide to developing the foundations of environmental culture in children of senior preschool age - eco-letter book “The multi-colored word “Hello!”
3.1.4.	Conducting open lessons, classes, events, master classes, etc.	Topic of an open lesson, classes, events, master class, etc.		Level, place and date of the event
		Earth Day holiday for senior preschoolers of kindergarten and first-graders of school No. 15		Kindergarten, 2012
				Workshop on innovative experience within the framework of the municipal educational event “Innovation Cascade - 2013”
		Master class “Environmental action as a form of interaction between kindergarten and primary school in the formation of environmental culture.”		Kindergarten, 2013
				VI Interregional stage of the XIII International Fair of Social and Pedagogical Innovations, Rostov 2014
		Master class “Formation of the foundations of the ecological culture of participants in the educational process through the use of the eco-letter book “Multi-colored word “Hello!”		Kindergarten, 2014
		Master class “Practical guide to developing the foundations of environmental culture in children of senior preschool age - eco-letter book “Multi-colored word “Hello!”		XIII International Fair of Social and Pedagogical Innovations, Perm 2015
		Speech at the teachers' meeting “The importance of health in the lives of children and adults”		Kindergarten, 2012
		Workshop “Fundamentals of the project method in the modern educational space”		Kindergarten, 2012
		Speech at the teachers' council "Formation of a unified information and educational space of preschool educational institutions"		Kindergarten, 2013
		Celebration dedicated to the 70th anniversary of the Victory		Kindergarten, 2015
3.1.5.	Scientific, scientific-methodological and educational publications, including in electronic version on the website of specialized publishing houses	Type of publication, title, imprint, volume of publications.		In the electronic version, indicate the website of the specialized publishing house
		Educational project “World of Stones”. Type of project – informational, group. This project is focused on working with children of senior preschool age (6-7 years old). The direction of activity is to introduce children to the variety of stones in nature and their significance in human life.
		Methodological development: scenario for the joint holiday “Earth Day” for older preschoolers and first-graders. Target: develop cooperation between educational institutions in the field of ecology based on the exchange of experience in implementing a variety of creative and environmental activities. Objectives: to form an active life position in relation to global problems facing humanity; to educate children to respect common universal values in accordance with the principle of preserving cultural and natural diversity.
		Electronic portfolio. Goal: accumulation of materials demonstrating the level of professionalism of the teacher and his ability to solve the problems of his professional activity.
		Master class script for teachers of preschool educational institutions “Formation of the foundations of the ecological culture of participants in the educational process through the use of the eco-letter “The multi-colored word “Hello!” Goal: dissemination and transfer of pedagogical experience in the process of active communication, training in methods of working with the eco-letter “Multi-colored word “Hello!”
		Ecobook. Issue 1. Formation of an ecological culture of the individual. Article “Brief description of the experience in forming the foundations ecological culture among preschool children"
		Consultation for parents “Household responsibilities for children. Without reminders and with pleasure.” Goal: to help parents prepare their child as fully as possible for the transition to adulthood through a system of household chores, forming habits for the future.
		Consultation for parents “Why does a child tell lies. What should parents do? Goal: to acquaint parents with the manifestations of children's lies, their reasons, and correction options.
		Consultation for parents “How to organize a child’s birthday?” Goal: advice to parents on how to organize a child’s birthday in order to make the holiday chores enjoyable, the gifts original, and the day unforgettable.
		Consultation for parents “Mistakes you should not make.” Goal: to help parents in raising children in situations where the child’s behavior is perplexing, annoying, or infuriating.
		Consultation for parents “When punishing, think: why!?” Goal: to give parents practical advice on how to understand the reasons for their child’s actions, choose a model of their behavior and, perhaps, abandon punishment altogether.
		Consultation for parents “Why is a child aggressive.” Goal: to equip parents with knowledge about the causes of child aggression, to provide an algorithm for the correct behavior of adults when working with such children.
		Consultation for parents “The birth of a second child: how to minimize the manifestation of childhood jealousy.” Goal: to inform parents about the origins of childhood jealousy, ways to smooth out such manifestations as much as possible.
3.1.6.	Participation in design, research, experimental and other scientific activities	Name of the experimental, methodological, base site, level (educational organization, municipal, etc.), topic		Name of the order, number and date of the order on the creation or continuation of the site, name of the institution/organization that issued the order
		Municipal innovation project “Formation of an ecological culture of participants in the educational process through the organization of interaction between kindergarten and school in accordance with the Federal State Educational Standard”		Order on innovative activity dated January 10, 2013 No. 01-03/2-2
3.1.7.	Participation in the activities of expert commissions, expert groups for certification of teaching staff, subject commissions, professional associations, juries of professional competitions, etc.	Name and level (educational organization, municipal, etc.) of commissions, jury of competitions, professional associations, permanent seminars, etc.		Title of the order, number and date of the order of appointment/creation, name of the institution/organization that issued the order
		Member of the jury of the review-competition “Best subject-development environment of the group” 2012
		Member of the jury of the review-competition “The best corner for traffic rules in a preschool educational institution” 2012
		Member of the jury of the review-competition of corners of nature “Young Naturalist” 2013
		Member of the jury of the review competition “Readiness for the School Year” 2013
		Member of the jury of the review-competition “Preparation for summer health work” 2014
3.1.8.	Management of methodological associations and other professional communities, student practice	Name of methodological association or professional community		Name of the order, number and date of the order of appointment



3.1.9.	Participation in professional skills competitions	Name of professional competition, level (educational organization, municipal, etc.), year of participation		Result of participation (winner, runner-up, participant)
		Competition for the best organization of work to promote a healthy lifestyle in educational institutions. Municipal level, 2012		Participant
		Review-competition of mini-museums in groups, preschool educational institution level, 2015		Winner
3.2.	Awards
	State and departmental awards, as well as prizes of the President of the Russian Federation, the Government of the Russian Federation, the Prize of the Governor of the Yaroslavl Region in the field of education for the entire period of professional activity	Name of the award Supporting documents (a certified photocopy of the award, a copy of the order (or an extract from the order) or a certificate confirming receipt of an award of the appropriate level)		Reward level
		Certificate of Honor from the Department of Education of the Administration of the Yaroslavl Region 2005		Regional

3.3. Professional Development Information

3.3.1. Advanced training courses, internship

No.	Name of promotion courses qualifications, internships	Place passing	Name of the organization carrying out the promotion qualifications	Deadlines passing	Title and Document No. (filled in when completion of training)	Number of hours
1.	Federal State Educational Standards for Additional Education: content, introduction technologies	MOU DPO "IOC"	GOAU YAO "IRO"	26.05.2014-06.06.2014		72
2.	Management of state and municipal procurement (Federal laws No. 44-FZ of 04/05/2014 and No. 140-FZ of 06/04/2014	MOU DPO "IOC"	MOU DPO "IOC"	14.07.2014-14.08.2014	Certificate of advanced training	72
3.	Using Microsoft Excel to process statistical information	MOU DPO "IOC"	MOU DPO "IOC"	January – March 2013	Certificate	36
4.	Creation of a subject-development space in a preschool educational organization to ensure the comprehensive development of the child’s personality in the context of the introduction of the Federal State Educational Standard for Preschool Education	MOU DPO "IOC"	MOU DPO "IOC"	17.02.2015-09.04.2015	Certificate of advanced training	36

3.3.2. Second vocational education, retraining

3.3.3. Professional scientific development

4. Other information and analytical data indicating the effectiveness of the teacher’s activities

The ongoing changes in the preschool education system are due to the objective need for changes that are adequate to the development of society and the educational system as a whole. I recognize the need for change in my work. I believe that the main mechanism for such changes are new forms of organizing joint activities between adults and children, which I try to use in my teaching activities.

I am an active participant in the implementation of the municipal innovation project “Formation of an environmental culture of participants in the educational process through the organization of interaction between kindergarten and school.” As part of the creative group, successive forms of environmental education for preschoolers and primary schoolchildren were developed and tested. This made it possible to increase the efficiency and quality of the educational process in kindergarten.

I am a member of the strategic team for the development of the educational program of the preschool educational institution. Currently, it has been adjusted on the basis of the “Approximate basic educational program for preschool education” and taking into account the comprehensive program “Childhood”.

Currently, I am the administrator of the kindergarten website, responsible for its content and timely updating.

I constantly improve my professional level through attending various seminars at the regional and municipal levels (“Analysis of the educational program of a preschool educational institution,” 2012; “Innovative activity as a vector for the effectiveness of kindergarten development in the context of the transition to the Federal State Educational Standard for Preschool Education,” 2014; “Social adaptation as a factor in overcoming deviant forms behavior in children and adolescents" 2015.

I don’t stay away from sports life either. She took part in the festival among teachers “Be an example!” I have a participant certificate.

Participation in children's matinees, leisure activities, and entertainment is an integral part of my work. Positive emotions of children during the holidays are a reward for the teacher. In all the variety of events that were held in our group, I took a direct part in each of them. I went through a lot of roles, learned to get used to the image of different heroes. The role of the presenter made it possible to competently lead the children's audience, maintain contact with them, and come to the aid of the child in a moment of fear or difficulty.

Interaction with the family is based on the principle of actively involving parents in the life of the group, forming their ideas about the main goals and objectives of raising children. When working with them, I use, along with traditional forms of work, new interactive forms of cooperation that allow parents to be involved in the process of learning, development and knowledge of their own child:

Traditional forms: conducting a sociological study of the families of pupils; information stands; consultations; parent meetings; survey; joint holidays; exhibitions of collaborative works; participation in group sporting events.

Innovative: discussions; interactive games; social and environmental actions.

I have my own page on the Internet on the international educational portal MAAM.RU, where I publish my materials and share my work experience.

“_____” _____________ 20____ __________________________

/signature of the person being certified/

I assure the results of professional activities ______________________________________________________________.

/ Full name of the certified teacher /

Head of educational organization __________________________

/signature of the head of the public organization/

"___" ____________20 ____

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Self-analysis of the pedagogical activity of a preschool teacher for certification. Self-analysis of a preschool teacher

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My pedagogical credo:

The motto of my professional activity:

Goal: creating conditions for enriching vocabulary, improving the sound culture of speech, figurative and grammatical aspects of speech, developing dialogical speech, introducing the culture of reading fiction.

Educational project “World of the Sea”

Educational project “To our beloved grandparents”

Educational project “Make friends with planet Earth”

Educational project “World of Stones”

“Formation of an ecological culture of participants in the educational process through the organization of interaction between kindergartens, schools, and libraries in accordance with the Federal State Educational Standard.”

Municipal conference "Interdepartmental interaction at the municipal level as a mechanism for implementing new educational standards in the general education system" Rybinsk 2014

Review-competition of mini-museums in groups, preschool educational institution level, 2015