Supervision of the teacher for the development of children - Pre-school pedagogy

Supervising the caregiver for the development of children

The ability to observe is one of the important conditions for the teacher's successful work with children. It is necessary for the educator, as it allows to carry out an individual approach to each child, to flexibly build the work schedule, and to purposefully lead the group as a whole. Day-to-day caring for the care of young children, maintaining order in the room, organizing group classes can absorb all the strength and attention of the educator, obscure his interest in the behavior of children in their free time and routine moments, the needs, the conditions of each baby, to changes in its development . Therefore, monitoring the behavior of children should be a special task of the teacher.

Observation should be purposeful, meaningful and systematic, and not a spontaneous and episodic moment in the work of the educator. However, it should not become an end in itself. For children with normal development, the information obtained as a result of observation is necessary for fixing new skills that are formed in the child, his interests and preferences, for developing interaction with the child and involving everyone in the sphere of activity that would correspond to his natural course of development. Careful observation allows the timely detection of cases of atypical or delayed development. Teachers who know what is typical in the development of the child and what range of options are available will be able to identify atypical cases qualitatively. Observation should be aimed at time to notice the problems that have arisen, adjust your own activity towards the child, create conditions for moving forward, help him cope with difficulties.

A necessary condition for the successful work of the educator is the coordination of efforts with colleagues: the second tutor, assistant, teachers working in separate areas of children's development (physical education teacher, music director, etc.). Joint discussion, participation in record keeping, introduction of additions will help to better understand the child, develop a joint program of interaction with him.

To learn to observe, it is necessary, in addition to everyday or intuitive ideas about a child of a given age, to have scientific knowledge about the laws of mental development. Otherwise, the teacher will not be able to fully implement the objectives of education, to note possible deviations in the development of the child or special abilities in some area.

The task of the teacher is to observe each child and group as a whole . Having formed a clear idea of ​​his pupils, he can plan individual work with each of them, monitor its effectiveness in the course of subsequent observations. For example, the educator noticed that a child prefers to play alone all the time. Therefore, the task is to awaken the interest of the child to peers, to play with them together, in the course of correctional work, to monitor how the child's attitude to others changes, and on this basis to draw a conclusion whether his pedagogical influences are effective or not. >

The time of observation depends on what the educator is going to see. If he wants to clarify how the child plays or how the children interact with each other, it is best to do this during the free play of the kids in the group and on the playground. If you intend to analyze how a child communicates with an adult, you should specifically organize the interaction situation, for example, invite the kid, along with the tutor to collect a matryoshka doll, play with insert forms or read a book.

A careful educator can extract useful information for understanding the characteristics of the child, even from a short observation episode, draw conclusions and, if necessary, conduct a pedagogical correction or seek help from a psychologist.

Example . An unfamiliar adult (a new educator) enters the group. Biennial Denis immediately walks up to him, holding out his ball, adult included in the game, they repeatedly pass the ball to each other in the hand, then the adult throws it up and offers a kid to do the same, but the boy hides his hands behind his back, looks down and quietly whispers: "I do not know how." The adult offers his help and, holding the child's hands in his arms, throws the ball. Denis looks at him guiltily and repeats: "I can not". The teacher reassures the baby, once again throws the ball with him and invites him to do it himself. Denis tries to repeat the pattern, but his attention is focused not so much on the ball as on the face of an adult. An embarrassed smile accompanies all his actions.

This episode lasts a few minutes, but an experienced observer can draw the following conclusions. Firstly, Denis is friendly towards adults and is initiative in communication, as evidenced by his behavior: he quickly approached an adult, invited him to start the game. Consequently, the communicative need for him is well developed. Secondly, the boy, most likely, is embarrassed, as evidenced by his embarrassed looks and movements. It is shyness that explains the child's attempt to evade the performance of a new action for him, an anxious expectation of an adult's assessment, which overshadows the interest in the game.

These initial conclusions will be confirmed if this behavior of the baby is repeated in other situations. Then the educator should make a conclusion about the need for individual work with the boy, develop a strategy of work aimed at strengthening the child's confidence in the positive attitude of adults to him, increasing his self-esteem, empowering the emotional sphere.

To be effective, it is necessary to record its results for the purpose of subsequent analysis. The methods of fixation depend on the nature of the observations and on pedagogical goals.

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