Anxiety is a child of evolution
Anxiety is a feeling familiar to absolutely every person. Anxiety is based on the instinct of self-preservation, which we inherited from our distant ancestors and which manifests itself in the form of a defensive reaction “Flight or fight.” In other words, anxiety does not arise out of nowhere, but has an evolutionary basis. If at a time when a person was constantly in danger in the form of an attack by a saber-toothed tiger or an invasion of a hostile tribe, anxiety really helped to survive, then today we live in the safest time in the history of mankind. But our instincts continue to operate at a prehistoric level, creating many problems. Therefore, it is important to understand that anxiety is not your personal flaw, but a mechanism developed by evolution that is no longer relevant in modern conditions. Anxious impulses, once necessary for survival, have now lost their expediency, turning into neurotic manifestations that significantly limit the lives of anxious people.
Criterion II. The effectiveness of using modern educational technologies and methods
K2.P1. Positive dynamics of pupils’ achievements
Availability of dynamics of individual development of children
Help confirmation
Educational work of the teacher of MBDOU "Kindergarten No. 14 of the city of Krasnoarmeysk, Saratov region" Urzhumtseva V.V. is built on the basis of a competent combination of a basic comprehensive program “Program of education and training in kindergarten” edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova and a number of partial programs ( Nikolaeva S.N. “Young ecologist” - M., 1993; “Fundamentals of a healthy lifestyle”, ed. N.P. Smirnova - Saratov, 2000; I.A. Lykova “Colored palms”, - “Sphere”, M., 2007) and educational technologies.
Monitoring of children's development is carried out twice a year (in October and May). The main task of monitoring is to determine the degree to which a child has mastered the educational program and the impact of the educational process organized in a preschool institution on the child’s development. Assessment of the developmental results of preschool children is based on development indicators given in the program in the main areas:
| № | Directions Development | Diagnostic techniques |
| 1 | Physical development | |
| Tarasova T.A. Monitoring the physical condition of preschool children |
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| 2 | Cognitive-speech development | “Program of education and training in kindergarten”, ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova |
| the school preparatory group will compose. N.B.Vershinina |
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| 3 | Social and personal Development | “Program of education and training in kindergarten”, ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova |
| Comprehensive diagnostics of the levels of development of the “Program of education and training in kindergarten”, ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova
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| 4 | Artistic and aesthetic development | “Program of education and training in kindergarten”, ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova |
| Comprehensive diagnostics of the levels of development of the “Program of education and training in kindergarten”, ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova |
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| Program for visual activities I.A. Lykova “Colored palms” |
The main diagnostic methods are observation, experiment, conversation and analysis of activity products. Diagnostic work makes it possible to see subjective and objective pictures of the level of children’s mastery of basic knowledge in various fields of activity.
As a practicing teacher, Urzhumtseva V.V. I consciously set the goal for the development of each of my pedagogical actions, and I remember that different children have different initial levels of development, different abilities and inclinations, that is, they develop somewhat differently and in different directions. Working in modern conditions focused on child development, teacher
sets development goals,
provides feedback when interacting with the child.
identifies a range of problems,
draws up practical guidelines and recommendations,
corrects the child’s further development in the right direction.
Head of MBDOU "Kindergarten No. 14"
Krasnoarmeysk" ____________ (Dorofeeva N.A.)
An analysis of the intellectual development of kindergarten students allows us to conclude:
Diagnostics of the presence of complete and accurate ideas about the world around us demonstrates that the results remain at the level of the academic year.
In the lessons of the “I get to know the world” section of the comprehensive program for the upbringing, development and education of preschool children in the “Rainbow” kindergarten / Edited by T.N. Doronova and others there is no continuity with artistic activity, speech development; the alternation and frequency of repetition of the studied material is disrupted; the mental load in the classroom is not provided due to the insufficient number of tasks to be solved. Nevertheless, familiarization with the environment under the Rainbow program requires a fairly large set of individual notebooks for children, which must be updated annually - this causes difficulties in ensuring the conditions for implementing the program materials in full. The program defines long-term planning and a breakdown of topics by month, but there is no connection between familiarization with the environment, speech development and other sections; the alternation is disrupted throughout the month.
There is a positive dynamics in the formation of elementary mathematical concepts by 2.7%. 12% of preschool pupils have a low level of elementary mathematical concepts.
Classes are conducted according to long-term plans, determined by a comprehensive program for the upbringing, development and education of preschool children in the Rainbow kindergarten / Edited by T.N. Doronova and others. The content of the work, diagnostic techniques, forms and methods of the educational process in the junior and middle groups of preschool educational institutions correspond to age requirements. But in the older, preparatory groups, a significant complication of the content of mathematical material can be seen, at the same time, insufficient time is devoted to the quantitative characteristics of numbers, ideas about the composition of numbers, and there is also an inconsistency in the content of the topics considered in visual, constructive, and mathematical activities, and its isolation.
In the long-term plans provided for by the program, most classes do not provide mental stress due to an insufficient number of tasks. There is a positive dynamics in the formation of musical skills in art activities. But nevertheless, 16% of pupils have low indicators of technical skills and skills in art activities in preschool educational institutions.
The content of the work in this section and the technology are satisfactory, but are not implemented correctly by teachers. In long-term planning recommended by the program for the upbringing, development and education of preschool children in the Rainbow kindergarten / Edited by T.N. Doronova and others, much attention is paid to collective forms of work, where the result of an individual child is qualitatively less traceable.
The level of personal development of preschool children is reflected by the results of diagnosing the level of emotional attitude towards themselves (self-esteem, “I am the concept”), other people, the type of activity (formation of prerequisites for educational activities and motivation for studying at school in children of senior preschool age), communication skills and skills and interpersonal relationships.
Results of diagnostics of the level of formed self-esteem of pupils of preschool educational institutions in 2013-2014. are presented below Figure 4.
Figure 4. Level of self-esteem 2013-2014
a study of verbal self-presentation of the basic components of self-awareness “I am a concept” shows:
The volume of statements exceeds 15 phrases - 2014. (12 phrases - 2012-2013) containing a description of 8-9 features - 2014. (6-7 signs - 2012-2013).
Ш Children most fully characterized the components
b I-physical - 3-4 signs (4-5 signs - 2012-2013),
b Mental self - 4 - signs (2-3 signs - 2012-2013),
b I-social - 3 signs (1-2 signs - 2012-2013).
Most of the features of phrases are of an evaluative nature (in 2012-2013, phrases were non-evaluative or generally evaluative in nature).
The dynamics of development of communication skills and interpersonal relationships is demonstrated by the indicator of group cohesion and the reciprocity index of the 2013-2014 elections. Figure 5.
Figure 5. Group cohesion and reciprocity index 2013-2014.
The data presented demonstrate a decrease in the number of children with low (20-12%) and high (15-10%) self-esteem, an increase in the number of children whose self-esteem is adequate (65-78%) and the level of group cohesion (0.30 - 0.43) and reciprocity index (0.23 - 0.35).
The level of formation of prerequisites for educational activities and the development of school motivation among kindergarten graduates:
ь 45% (28% - 2012-2013) - pupils of the preparatory group have a high level of development of prerequisites for educational activities: voluntary regulation of their own activities; fine motor skills of the hands; voluntary attention, high performance, independence, pace and focus of activity in group work conditions are high, accept the educational task correctly and accurately, identify the main method of implementation and can explain it, are attentive, follow instructions, are active, show initiative, curiosity.
b 43% (70% - 2012-2013) - children have average indicators, i.e. Conditionally ready for school; difficulties may occur during the adaptation period.
b Low indicators, i.e. poorly developed fine motor skills of the hands, voluntary attention, attention is unstable, do not know how to work independently, make significant mistakes in completing tasks; the following behavioral characteristics are expressed - slow pace of work, need additional help, can only work under personal supervision; disinhibition is noted in 12% (2% - 2012-2013) of children.
b 67% of preparatory group pupils have correct and complete ideas about school; the desire to learn is based on complete and correct ideas; motivated by awareness of the significance of the teaching; interest in learning; to school activities (high level of school motivation).
methodologist preschool
b In 33% of children, the desire to study at school is based on superficial ideas; motivated by unimportant facts (average level of school motivation).
b 23% of pupils in the senior group have high levels of readiness for learning at school and 8% of children have average levels, 46% have low levels, 9% have a high level of motivation for learning at school and 9% have average levels.
The data presented allows us to conclude:
b self-esteem of the maximum number of children is adequate;
b the level of well-being of relationships in groups of children is growing;
ь high and average level of prerequisites for educational activities have been formed among 88% of preschool educational institution graduates;
ь pupils of senior preschool age - 67% - have developed a high level of school motivation; educational and positional motives are noted.
Psychological and pedagogical support in preschool educational institutions includes the following components: Systematic monitoring of the psychological and pedagogical features of the development of pupils. Creation of socio-psychological conditions for the development of the personality of each child.
The analysis of the activities of MDOU No. 17 "Petushok" for 2012-2014 demonstrates the main reasons for unsatisfactory results:
There is a need for a system for the prevention of neuropsychiatric disorders in preschool children, which will influence biological factors, individual personality characteristics and micro-social conditions (family and within the kindergarten) or continue work on the formation of a positive “I-concept” of all subjects of the educational process.
There is no system of physical education and health work with the family and monitoring of individual work on physical development.
l program for the upbringing, development and education of preschool children in the Rainbow kindergarten / Edited by T.N. Doronova et al. does not fully solve the problems of intellectual development of preschool students.
Reasons influencing the low level of development of speech abilities in preschool children:
b lack of sufficient speech load in planning classes on speech development, the program of upbringing, development and education of preschool children in the Rainbow kindergarten / Edited by T.N. Doronova and others;
ь teachers of preschool educational institutions, working according to long-term plans of the Rainbow Ave., do not pay due attention to the “Temporary requirements” for all preschool programs.
Consequently, the program for the upbringing, development and education of preschool children in the Rainbow kindergarten / Edited by T.N. Doronova et al. does not fully solve the problems of intellectual development of preschool students. Creation of a system for stimulating the labor of staff of municipal educational institutions of secondary schools,
Ш Production meetings,
Ш Development of regulations (competitions, creative groups, etc.),
Ш Diagnostics at the request of the administration,