scholarly journals The competence of a teacher in the field of preschool legal education as an important component of professional competence

2020 ◽  
Vol 87 ◽  
pp. 00059
Author(s):  
G.A. Paputkova ◽  
I.B. Bicheva ◽  
S.N. Kaznacheeva
Keyword(s):  
Professional Competence ◽  
Legal Education ◽  
Preschool Education ◽  
Federal State ◽  
Educational Organization ◽  
Educational Standard ◽  
State Educational

The article discusses the relevance of the development of the teacher’s competence in solving the problems of preschool legal education. The necessity to develop the competence of teachers in the field of preschool legal education is justified by the importance of implementing the requirements determined by the Federal State Educational Standard of Preschool Education in the field of legal education and social training of the child. The authors determined the structure of the teachers’ competence in the field of preschool legal education, presented the characteristics of the components, described the levels of their formation. A model for the development of the teacher`s competence in the field of preschool legal education is proposed, the pedagogical conditions for its implementation are disclosed. There are examples of the recommended forms and methods for the development of the teacher`s competence in the field of preschool legal education which can be implemented in a preschool educational organization.

scholarly journals Legal competence development of the teacher in sphere of preschool education

2020 ◽  
Vol 8 (4) ◽  
pp. 1
Author(s):  
I. B. Bicheva ◽  
S. N. Kaznacheeva
Keyword(s):  
Professional Competence ◽  
Legal Education ◽  
Preschool Education ◽  
Research Problem ◽  
Competence Development ◽  
Federal State ◽  
Preschool Teacher ◽  
Educational Organization ◽  
Legal Competence ◽  
State Educational

Introduction. The authors point to the relevance of the problem of the legal competence development of a teacher in the sphere of preschool legal education. The requirements determined by the Federal State Educational Standards of Preschool Education in the field of legal education and social training of the child indicate the need for its development.Materials and Methods. The authors used methods of analysis, systematization and generalization of scientific literature according to the research problem, experimental research of the development level of a preschool teacher's legal competence. The purpose of the article is to develop a model for the development of legal competence of a preschool teacher.Results. The authors understand legal competence of a preschool teacher as a complex of components (value-motivational, content-legal, functional-activity, reflexive-evaluative), the formation of which ensures a more effective organization of work on legal education of pupils. The authors distinguish three levels of its formation (high, medium, low) and characterize them. There are results of studying the level of formation of the legal competence of a preschool teacher.The authors have developed a model for the development of legal competence of a preschool teacher, focused on the modern values of the preschool education system, the continuity of the teacher's personal and professional development, the formation of his legal attitudes, methods of professional and legal activity. There are the pedagogical conditions for its realization. There are examples of recommended forms and methods of developing the legal competence of a preschool teacher in a preschool educational organization.Discussion and Conclusions. The authors emphasize the need to develop the legal competence of a preschool teacher as a component of their professional competence. Its high level of formation is the basis for the formation of the legal competence of pupils. As a prospect for further research, the authors designate the approbation of the model for the development of legal competence of a preschool teacher and the verification of the pedagogical conditions for its implementation in the conditions of a preschool educational organization.

scholarly journals The Program of Psychological and Pedagogical Activity within the Framework of a Consulting and Methodological Point in a Preschool Educational Organization

2020 ◽  
Vol 17 (4) ◽  
pp. 78-87
Author(s):  
I.A. Pinigina ◽  
Ju. V. Seliverstova ◽  
M.F. Smolnikova ◽  
N.V. Timoshenko
Keyword(s):  
Preschool Children ◽  
Cognitive Activity ◽  
Preschool Education ◽  
Educational Process ◽  
Preschool Age ◽  
Federal State ◽  
Educational Work ◽  
Educational Organization ◽  
Educational Standard ◽  
State Educational

The program of psychological and pedagogical activity within the framework of the consultative and methodological post (hereinafter referred to as the CMP) in the preschool educational organization has been developed in accordance with the requirements of the federal state educational standard for preschool education (hereinafter referred to as the FSES PE) and the Sanitary Rules and Regulations (hereinafter referred to as the SanRR) to provide advisory — methodological assistance to parents of children of early preschool age who do not attend preschool. The main priority areas in the activities of the CMP are: conducting psychological and pedagogical diagnostics of the development of preschool children who do not attend preschool; information and educational work with parents of preschool children who do not attend preschool; organization of educational and correctional and developmental work with preschool children who do not attend preschool education. This program has been successfully tested on the basis of the CMP of the center of earlier development of kindergarten No. 172 in the city of Tyumen. The approbation showed that the level of cognitive activity, independence and creativity in children increased significantly; children learned to interact better with each other. For children attending the CMP, the adaptation process when entering kindergarten proceeds as successfully, quickly and painlessly as possible. A genuine interest in the activities of children in kindergarten was shown by parents, who became more interested in how to properly organize the upbringing and educational process at home. Parents themselves gradually began to get involved in the educational process. The kindergarten has become a place for them where they can receive qualified help. Trust in teachers has grown, a desire to discuss with them the problems of raising children.

scholarly journals Assessing preschool education quality via the ECERS-R scales

2021 ◽  
Vol 273 ◽  
pp. 12085
Author(s):  
Irina Kulikovskaya ◽  
Raisa Chumicheva ◽  
Lyudmila Kudinov ◽  
Maria Guryeva
Keyword(s):  
Quality Assessment ◽  
Preschool Education ◽  
Education Quality ◽  
Federal State ◽  
Teaching Staff ◽  
Educational Standard ◽  
Current Trends ◽  
Moral Instruction ◽  
State Educational

The article covers current trends in the worldwide experience of quality assessment in preschool education. The authors have analyzed the world's best practices in assessing the quality of preschool education. One of the tools recognized in the world community is the ECERS-R scale. The authors share understanding of the ways to apply these scales to quality assessment in accord with the requirements of the Federal State Educational Standard for preschool education and make it possible to assess the quality of conditions for development, moral instruction and education of preschool children. The ECERS-R scores make it possible to reveal the development vector of a preschool educational organization. When using ECERS-R scales for a comprehensive assessment of the quality of education in preschool educational organizations, the assessment becomes the key to the development of the preschool establishment. Identifying and bridging the gap between the norm of the standard and activities of the institution, i.e. the goal and the reality, shape the key directions in work. On the basis of this assessment, a program for development of a preschool organization should be defined. The authors conducted a research on introducing the ECERS-R scales into activities of the teaching staff to improve the quality of interaction between employees. The researchers worked out and implemented a plan for improving staff interaction and collaboration based on the ECERS-R scales. The work carried out showed a significant qualitative improvement in the interaction between employees, which consequently affects the education quality.

scholarly journals СОВРЕМЕННЫЕ ТРЕБОВАНИЯ К ОРГАНИЗАЦИИ СОВМЕСТНОЙ ОБРАЗОВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ В УСЛОВИЯХ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ: НЕОБХОДИМОСТЬ И РЕАЛЬНОСТЬ

2020 ◽  
Author(s):  
Tatyana Tokareva
Keyword(s):  
Personal Development ◽  
Preschool Education ◽  
Educational Programs ◽  
Federal State ◽  
Joint Activities ◽  
Educational Standard ◽  
Research Activities ◽  
Open Joint ◽  
Questionnaire Surveys ◽  
State Educational

Описана проблема готовности педагогов дошкольных образовательных организаций к работе по новому федеральному государственному образовательному стандарту дошкольного образования, который уделяет большое внимание организации совместной образовательной деятельности педагога с детьми. Приведены результаты двух анкетных опросов воспитателей детских садов, в процессе которых выяснилось следующее: во-первых, уровень вовлеченности педагогов в разработку образовательных программ; во-вторых, понимание ими результатов дошкольного образования; в-третьих, определение приоритетных направлений развития ребенка-дошкольника. Обнаружено, что большинство педагогов занимают исполнительскую позицию в отношении образовательных программ, акцентированы не на личностном развитии ребенка, а на формировании у него знаний, умений и навыков, недооценивают ценность игры и исследовательской деятельности для детского развития. Описаны реальные образовательные ситуации организации совместной деятельности педагога с детьми, иллюстрирующие, что педагоги не всегда понимают, как сделать ребенка активным участником взаимодействия со взрослым и как уйти от тотального использования авторитарной модели совместной деятельности в сторону лидерства и партнерства. Делается вывод о том, что существует взаимосвязь между уровнем методического сопровождения в дошкольном образовательном учреждении, в том числе позицией старшего воспитателя, и умением педагога организовывать образовательные ситуации обращенного и открытого совместного действия с детьми.The article raises the problem of the readiness of teachers of preschool educational organizations to work on the new Federal State Educational Standard, which pays great attention to the organization of the joint educational activities of a teacher with children. The results of two questionnaire surveys of kindergarten teachers are given, in the course of which it was found out, firstly, the level of the involvement of teachers in the development of educational programs, secondly, their understanding of the results of preschool education, and thirdly, the identification of priority areas for the development of a preschool child. It was found that the majority of teachers take an executive position in relation to educational programs, they are focused not on the personal development of children, but on the formation of their knowledge, skills, teachers underestimate the value of the game and research activities for children’s development. Real educational situations of the organization of the teacher’s joint activities with children are described, illustrating that teachers do not always understand how to make a child an active participant in interacting with an adult and how to get away from the total use of the authoritarian model of joint activity towards leadership and partnership. It is concluded that there is a relationship between the level of the methodological support in the kindergarten, including the position of the senior educator, and the ability of the teacher to organize educational situations of reversed and open joint action with children.

scholarly journals THE HISTORICAL ROOTS OF TEEN AMATEUR PRESS IN THE URAL

2017 ◽  
Vol 13 (1-2) ◽  
pp. 51-55
Author(s):  
Olga A Hopiaynen
Keyword(s):  
Content Analysis ◽  
Professional Training ◽  
Professional Competence ◽  
Translation Studies ◽  
Competence Development ◽  
Educational Process ◽  
Federal State ◽  
Educational Standard ◽  
State Educational ◽  
And Training

This paper examines some aspects of professional training in linguists specialising in “Translation and Translation Studies” within competence-based approach that are of importance for competence development in translation/ interpreting. Professional competence is developed through knowledge acquiring and mastering the skills graduates need to translate and interpret. The content analysis of professional training and training in translation / interpreting allows of exploring methods to increase effectiveness of the educational process as well as correlate competences in the federal state educational standard in linguistics and competences required in translation market.

Organization of educational activities in the OED. Approximate planning. The second youngest group (3-4 years)

2020 ◽  
Author(s):  
Liliya Timofeeva ◽  
Elena Korneicheva ◽  
Natal'ya Gracheva
Keyword(s):  
Professional Education ◽  
Educational Program ◽  
Preschool Education ◽  
Federal State ◽  
Educational Activities ◽  
Educational Standard ◽  
Group 3 ◽  
Partner Relationships ◽  
State Educational ◽  
Children's Activities

Submitted effective forms of organization of various types of children's activities during the actual educational activities; educational activities carried out in sensitive moments; interaction with the families of the pupils for the implementation of the basic educational program of preschool education. Planning tailored specifically to the laws of development of children of the fourth year of life, the need to address the program objectives, maintain partner relationships with preschoolers and their families, on the basis of modern ideas about the fluctuations in the health of younger preschoolers, on the rules of alternation activities. Prepared in accordance with the Federal state educational standard of preschool education. Addressed to students of institutions of secondary professional education.

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