A brief description of the educator who has been practiced in the kindergarten. Question: Sample student characteristics. Practice in Dow

The date: 13.06.2019

CHARACTERISTIC

On a graduate based on the results of pre-diploma practice

Kondrashova Svetlana Vasilyevna, student GBOU SPO "Samara Social and Pedagogical College", held a pre-diploma practice in the joint venture of SCH No. 1 "OC" with. Big shower " Kindergarten №4 "spikes" in medium group "Pock".

During the passage of the practice, Svetlana Vasilyevna showed itself competent, which owns the main didactic principles of the student. The work was responsible, with the organization directly educational activities and individual work Always in hand had didactic, visual material.

During the practice, Kondrashova Svetlana Vasilyevna conducted directly educational activities in all directions children's Development: cognitive, speech, socio-communicative, artistic and aesthetic, physical. The software content of directly educational activities corresponded to the age of children, the logic of educational activities is built in accordance with the requirements.

Svetlana Vasilyevna is able to plan educational and educational activities in the first and second half of the day, in the process of activity of children of the task of education, knows how to organize children in various activities, attract their attention, intensify mental activity, cause interest in it. Kondrashova Svetlana Vasilyevna competently carries out individual work with children, warns negative forms of behavior. Svetlana Vasilyevna owns ICT. Svetlana Vasilyevna takes into account the features of health and common development child when planning and holding different species Children's activity, clearly knows the norms of health-saving technologies.

Svetlana Vasilyevna participated in the creation of a developing subject-spatial environment: it issued the art center "I draw", which meets the requirements of GEF to the creation of a developing subject-spatial environment:

Pedagogical feasibility: This center corresponds to the age-related possibilities of children - the presence of a variety of artistic material, selection of images, pictures that provide cognitive, creative activity of all pupils;

Transformability: pictures, photos are changing in accordance with the educational situation, the theme of the week;

Polyfunctionality: This center provides the use of various components of the objective environment (for example, children's furniture, as well as the use of polyfunctional objects, including natural materials suitable for use of different types of children's activity;

Changes: art material Periodically changing, a new one appears;

Availability: Free access of children to organize independent creative activities.

Svetlana Vasilyevna - Communicable, creative student, in the framework of cooperation with the family held a parent meeting on the topic: "What do parents about GEFs need to know," developed a folder-mobile "Spring-Krasnaya", issued an information booth "On Rights, Playing".

During the practice of Svetlana Vasilyevna, Svetlana Vasilyevna took part in all events held by the joint venture "Kindergarten №4" spikelets ", actively interacting with the staff of the educational institution.

In general, the theoretical level of student training and the quality of their work performed can be assessed on excellent.

Head of ___

www.maam.ru.

Pre-school education »GBPOU SPO Monthovsky Pedagogical College

Tables and schemes reflecting the state of the landscape; - analytical report on the basis of practice.

As part of the final conference on field practice, students defend abstracts on the state of nature of the native land.

Criteria for assessing the results of practice:

Fullness of tasks this kind Practices; - adequacy of the perception by a student of information obtained in practice; - the ability to identify problems in the environmental environment; - the logicality and argument of the presentation of the material in the reporting documentation; - theoretical analysis of specific situations of the state of the environment; - compliance with the requirements of the reporting documentation ; - the timeliness of passing reporting documentation for verification. Summer Practice Preparation

Purpose:

Provide theoretical, methodological and practical readiness of students to work in preschool institutions in the summer and wellness period and to independently mastering the functions of the educator.

Training

Summer training practice is in the form of theoretical, practical classes and business games. In the period of this practice, each student tries himself as an educator.

The proposed tasks are aimed at acquaintance of students with the peculiarities of the educational and health complex preschool institution In the summer and wellness period. Implement management different species educational educational work With students, teachers-methodists, head of pedagogical practice.

The student, guided by the tasks and content of the training year practice program, is perspective planThe abstracts of educational events, prepares the didactic material, attributes.

Holding

For the period of the training seminar, students perform:

Comparative analysis of the day in various age groups;

Eliminate the peculiarities of the life of children in the summer;

Get acquainted with the planning of educational and educational work in the summer and recovery period;

Analyze the conditions necessary in the preschool institution (group rooms and in the site) to organize educational work with preschoolers in the summer; - make sketches of the pedagogically appropriate organization of the development environment of the child preschooler. When analyzing, it is necessary to pay attention to the following points:

What conditions are created to strengthen health and hardening children's body, Enhance the regime motor activity (sports field); - equipment for games and independent activities of preschoolers on the site; - creating conditions for the summer environmental labor of children; - Equipment and equipping of the ecological zone in the preschool institution (ecological trail, corner of the field, forest meadows, pet mains on the plot) ; - the presence and equipment of the "autodroma" and "DPS platforms" to familiarize preschoolers with the rules of the road; - the creation of conditions for therapeutic and preventive procedures in the summer.

These tasks are performed by students in the first two days. educational practices. In the following days, independent development and students of the following forms of work with preschoolers are recommended:

Excursion, Target Walking to the Forest or Park Zone;

Environmental entertainment;

Games such as KVN, "Happy case", "Field of Miracles", "Baby Titles", etc.

Mathematical (natural, artistic) quiz;

Contests of children's drawings on asphalt or construction from sand (clay, stones);

Theatrical ideas.

For the period of educational practice, students acting as educators and children are mastering various techniques for organizing children's activities, planning educational and educational work in summer time in Dow.

Summarizing

The results of the entire training seminar are drawn up in the form of an album and wall newspapers with stories about the most successful events, presentations Dou, viewer of pedagogical piggy banks and orders to caregivers of the next summer season.

Tolerance to summer practice is to perform the tasks of the seminar, the presence of its materials.

Practice observation

Purpose: Formation of students of a holistic presentation of the educational and educational complex of modern pre-school institution and the educator as the main subject educational process In kindergarten.

Practice Tasks:

Interdimensional connections

Reporting documentation:

Didactic game, finger game (start making card files).

2. Pedagogical

Psychological-pedagogical

Purpose of practice: Formation of students of a holistic idea of \u200b\u200bthe educational and educational complex of a modern pre-school institution and an educational complex as the main entity of the educational process in kindergarten, attract the attention of students to the unique personality of each child, to the development of his personality in a group of peers, the influence of the teacher's personality .

Practice Tasks:

1. Formation of professional interest in pedagomic activity of the educator of the preschool institution, the creation of a plant for the formation of a pro-professional position in students.

2. Study of the specifics of the labor of the educator (functions and professional duties of the teacher of preschool institution-Dénia).

3. Stimulate the need for the formation of cultivation of pedagogical activity.

4. Formation of skills to keep observation records, process, generalize the information obtained during observations, fully and correctly reflect it in the diary of practice.

5. Development of the need for self-knowledge and self-self-sinking.

In practice, students perform the following activities:

Acquaintance with various types of preschool institutions: a child's house, Orphanage, speech kindergarten, development center, etc.;

Acquaintance and building a developing environment in the basic DOU;

Study of professional (organizational, communicative, constructive) skills of the educator;

Holding didactic and finger games;

In the process of practice, students must master the following skills. :

Analyze the objective and developing environment in the DOU;

Observe and analyze the professional skills of the teacher in various types of activities;

Organize children for communication;

Plan, conduct and analyze under the guidance of a methodologist in practice various types of activities with children;

Make the necessary didactic visual material;

Methodical reflection of its activities.

Interdimensional connections : preschool pedagogy, preschool psychology, age-related psychology, Private techniques.

Main Criteria for Student Practice:

- The quality of the tasks performed;

Level and depth of the analysis of pedagogical activity;

Attitude to activities (discipline, supply retail, responsibility, initiative);

Manifestation of independence in judgments, its own position, creativity;

The ability to communicate in the system "Student - Educator", "Stu-Dent - Children", "Student - Administration", "Student - Group of Leader".

Reporting documentation:

Psychological and pedagogical characteristic that has undergone "protection" in the DOU;

Didactic benefits made by students' hands (for early and preschool age) .

Summer practise

Purpose:

Formation of ideas of ideas about the peculiarities of the pre-school institution in the summer-wellness and independent mastery of the functions of the caregiver.

Practice Tasks:

Studying the peculiarities of the pre-school institution (and educators) in the summer and recreation period; - self-execution students of all the functions of the educator of groups of preschool children; - mastering the main methodological approaches to work with children of preschool age in the summer and wellness period; - the formation of an individual style in pedagogical activities; - mastering the skills to establish business relations with parents and staff of the DOU; - formation of social activity , civilian qualities of personality, creative attitude to working with children.

In practice, students perform the following activities:

Continue to meet with the working conditions, the rules of the internal regulation, the traditions of the preschool institution, to meet the composition of the group;

study the specifics of the manifestation of age and individual features pupils, their health status, living conditions and education;

independently organize educational and educational work in the group (the development of cognitive and creative abilities of children, formation moral representations and aesthetic feelings, upbringing healthy child etc.) .

In the process of practice, students take possession of the following skills:

Spend pedagogical diagnosis The level of education and the educationalness of children of their group according to the method proposed by DOU; - plan educational work with children in the summer; - it is advisable to organize the life of a child throughout the day; - to take care of the protection of the life and health of children, actively apply the hardening procedures; - to deal with children's problems, conflicts, regulate the relationship in the group, pedagogically to manage its life; - combine individual and collective forms of working with children; - organize different forms Work with parents.

Reporting documentation on the results of summer practice:

The report is provided as a portfolio folder in which the following documents must be collected:

calendar planning of educational and educational work for every day;

information about the establishment where the practice and the group was held;

abstracts of various classes, scenarios of holidays and entertainment held for the period of practice, children's work, photographic materials;

characteristic from the place of practice with the signature of the head and printing of the Dow;

self-analysis with a student of his work at the Summer Practice.

The results of summer practice are summarized at the conference, which is organized at the beginning of the 9th semester, where students demonstrate their reports, express their impressions, analyze their activities.

Trial classes on major training

Purpose:

Formation among students of a holistic idea of \u200b\u200bfeatures pedagogical interaction Between the educator and children, mastering the functions of the caregiver in groups of early and preschool age.

Practice Tasks:

1. Formation of students in students of professional knowledge, skills, skills necessary for the educator to perform its functions.

2. Studying the peculiarities of the caregiver in groups of early and preschool age.

3. Creating an installation on personality-oriented communication with children.

4. Mastering the main methodological approaches in working with young children.

5. Development of students ability to choose pedagogical techniques and technologies adequate to the priority tasks of education on this age step and the individual characteristics of a particular child - a preschooler.

6. Improving the culture of pedagogical activities.

7. Formation of pedagogical reflection students.

In practice, students perform the following activities:

Study of the specifics of the labor of the educator in groups of early and preschool age;

Familiarity with the construction of an educational environment in early age groups;

Observation, analysis, planning and conducting regime processes and work on the formation of cultural and hygienic skills in children;

Observation, analysis, planning and conducting gaming activities;

Observation, analysis, planning and work on the physical education and development of children;

Observation, analysis, planning and working work;

Observation, analysis, planning and cognitive activity;

Observation, analysis, planning and holding of aesthetic activity;

Observation, analysis, planning and conducting leisure activities;

Observation, analysis, planning and walking;

Observation, analysis, planning and working with parents;

Conduct psychological and pedagogical studies and drawing up the psychological and pedagogical characteristics to the child;

Holding research work on the course topic and WRC.

In the process of practice, students must master the following skills. :

Observe and analyze the specifics of the labor of the educator and his assistant;

Observe, analyze and plan educational and educational work in Dow;

Define specific educational challenges, taking into account age-related individual characteristics of children;

Organize work with children, parents, choose the most effective forms, methods and techniques of classes;

Develop abstracts of various activities;

Study the identity of the child, the team of children, children's products;

Make a psychological and pedagogical characteristic;

Develop and manufacture visual benefits, didactic material for classes and to work with parents.

Basic evaluation criteria:

Manifestation of responsibility, creativity and independence in pedagogical activities;

Realization of a personally-oriented model of interaction with children, colleagues and parents;

Knowledge of the disciplines of the psychological and pedagogical cycle;

The ability to experience various methodical and didactic approaches in working with preschoolers;

The quality of manufacturing didactic materials.

Material from Mespedkol.ru

Preschool education

Preschool education

The diary of the production practice "Summer Practice" was developed on the basis of the Program Module Program PM 01. - Organization of measures aimed at improving the health and physical development of children and the program of practice of trial measures aimed at improving health and physical development Children

A study diary is drawn up in accordance with the requirements of GEF SPO in the specialty 050144 Pre-school education, a program of the professional module PM 04. Interaction with parents and employees of the educational institution and the program of educational practices for the interaction of participants in the educational process in DOU.

The practice diary is developed on the basis of the Program Module Program PM 03. Organization of classes on basic general education programs for pre-school education. The diary is compiled in accordance with the requirements of GEF SPO in the specialty 050144 pre-school education.

Diary of manufacturing practice " Practice of trial classes (entertaining cases) " Designed on the basis of the program of the professional module PM 03. - Organization of classes on the main general educational programs for pre-school education. The diary is compiled in accordance with the requirements of GEF SPO in specialty 050144 pre-school education

The practice diary was developed on the basis of the Program Module Program PM 01. Organization of measures aimed at improving the health and physical development of children and the practice of practicing trial measures aimed at improving the health and physical development of children. The diary is compiled in accordance with the requirements of GEF SPO in the specialty 050144 pre-school education.

Material from the site df.opk1.ru

practice diary 2 zh (3)

Observation of the organization of various types of games in the group and on the site of kindergarten.

In which scene-role games Children play, age matching

Moving games, their feasibility and matching age

Place of wall-printed games in consolidating knowledge of children.

Igara-dramatization, its organization and holding with children.

Appendix No. 9.

Observation of the communion of the teacher with children, the implementation of an individual approach to preschoolers.

Teaching Style Pedagogue with Children

Do children are addressed for help to the teacher and how often. For what questions.

Appendix No. 10.

Appendix No. 1. Acquaintance with Dow

Acquaintance with pre-school institution and its main premises.

In the first and second day of your practice in kindergarten No. 1340, I got acquainted with the device Dow, a team, a group in which I will take practice, documentation, with the arrangement of the internal space of the Dow and the territory adjacent to the room on which the walks of children of the kindergarten will come. The priority direction in the work of the pedagogical team is to preserve the mental and physical health children, intellectual and personal development Each child, adaptation to life in society.

In the territory of the kindergarten there are 6 groups and 2 groups of short stay (I study swimming). Children from 2 to 7 years. On the territory of the kindergarten are:- Group room. All conditions have been created for the full development and upbringing of older children. The group has a dressing room, a play area, a corner of nature, a recreation corner, a corner with didactic materials, a drawing corner, a corner with toys, tables for classes, a bedroom, a buffet where tableware and cutting machines for meals are stored;

- Musical Hall . There is a piano, near - costume with various costumes fabulous heroes, children's musical instruments, various decorations from cardboard, plastic and fabric;

- Gym. The physical center is equipped with Swedish walls, rope, writing, rings, bears, stand for hoars of different sizes, inventory is not enough for classes with all the children's children at the same time, balls different size, kegli, sticks, bags, cubes are available in sufficient quantities for all children, the instructor made massage rugs, tracks, srs and others. Fixtures for physical education;

- Pool. It has a dressing room with tiles in blue shades, mats. It has no greater depth of 60 cm, handrails and non-protruding steps. There are individual hats for each child and swimming circles, towels.

- Methodical Cabinet. Equipped with everything necessary for the implementation of pedagogical activities. There is a computer. The racks are placed folders in all directions of activity of the pre-school institution: regulatory documentation, special methodical literature, benefits.

- Cabinet head. The room is strict on the table envy there is computer equipment, documents, written accessories. In the center of the room is a negotiated table, along the walls wardrobe with documents, folders. Clean and light and light;

-Utility room- There is preparatory materials for classrooms, visual benefits. Economic equipment.

-Adnistrative and economic part. The territory around the kindergarten is landscaped, has an aesthetic t bright look.

At the perimeter of the kindergarten there are children's playgrounds, which contain stationary game equipment: swing, arbors, sandboxes, various rocking chairs, flower beds. On the territory of the preschool institution many trees, shrubs.

In general, kindergarten has aesthetic and well-kept species. Conditions in the group in which I will take practice ( senior group) At first glance, good. To carry out educational and educational work with children, under the leadership of the Senior Educator, Deputy Head and Methodist.

Pedagogical composition:

have higher education: 7 people. (44%);

have a higher qualification category: 1 person. (6%);

they have the first qualifying category: 3 people. (19 %) ;

complies with the position: 1 person. (6%);

Honored Workers: 1 person. (6%);

Honorary Workers: 1 person. (6%);

Appendix number 2.

Acquaintance with the rights and obligations of the educator of the preschool institution.

In accordance with the Law of the Russian Federation "On Education" of 07/10/1992 No. 3266-1, employees of pre-school institutions have the following rights:

Article 55. Rights of employees of educational institutions and their social support measures (as amended by Federal Law of August 22, 2004 No. 122-FZ)

1. Employees of educational institutions have the right to participate in the management of an educational institution, to protect their professional honor and dignity.

2. Disciplinary investigation of violations by the pedagogical worker of the educational institution of the norms of professional behavior and (or) the charter of this educational institution can be held only on the complaint received by him filed in writing. A copy of the complaints should be transferred to this pedagogical worker.

3. The course of a disciplinary investigation and the decision taken by its results can be given publicity only with the consent of the interested pedagogical worker of the educational institution, except in cases leading to prohibition to engage pedagogical activities, or if necessary to protect the interests of students, pupils.

4. In the performance of professional duties, pedagogical workers are entitled to freedom of choice and the use of learning and education techniques, tutorials and materials, textbooks in accordance with the educational program approved by the educational institution, methods for assessing knowledge of students, pupils. The choice of textbooks and training benefits used in the educational process in having state accreditation and implementing educational programs general Education Educational institutions are carried out in accordance with the list of textbooks and training aids defined by the educational institution.

5. For pedagogical workers of educational institutions, an abbreviated duration of working time is established - no more than 36 hours a week.

Depending on the post and (or) specialty, pedagogical workers of educational institutions, taking into account the peculiarities of their labor, the duration of working time, as well as the minimum duration of the annual paid leave is established by the Code of Labor Laws Russian Federation and other regulatory legal acts Russian Federation.

Pedagogical workers of educational institutions in the manner prescribed by the legislation of the Russian Federation enjoy the right to receive a retirement retirement pension until they reach the retirement age, the free living area with heating and lighting in countryside, workers' settlements (urban-type settlements), on the priority provision of residential area. The size, conditions and procedure for reimbursement of expenses related to the provision of these measures of social support are established by legislative acts of the constituent entities of the Russian Federation.

Pedagogical workers of the educational institution no less often than every 10 years of continuous teaching work have the right to a long vacation for a period of up to one year, the procedure and conditions, the provision of which is determined by the founder and (or) the charter of this educational institution.

6. The training load of the pedagogical employee of the educational institution, negotiated in the employment contract (contract), is limited to the top limit determined by the standard regulations on the educational institution of the appropriate type and type.

6.1. For employees involved in solving authorized executive authorities to conduct a single state exam during working hours and exempted from the main work for the period of a single state exam, guarantees established by labor legislation and other provisions labor law acts.

Employees involved in carrying out a single state exam may be paid compensation for the preparation and conduct of a single state exam. The size and procedure for payment of compensation is established by the subject of the Russian Federation within the budget of the subject of the Russian Federation allocated for a single state exam.

7. Pedagogical worker of the educational institution of higher professional education, which has a scientific degree in the relevant specialty, has the right to freely read the training course parallel to the existing one. The management of the educational institution is obliged to create the necessary conditions for this.

8. Pedagogical workers of federal state educational institutions (including managers whose activities are associated with the educational process) in order to facilitate their provision of book publishing and periodic publications paid monthly financial compensation In the amount of 150 rubles in the federal state educational institutions of higher vocational education and the corresponding additional professional education, in the amount of 100 rubles - in other federal state educational institutions.

Neighboring files in the subject

Source www.studfiles.ru.

Characteristic to a student of the 5th year of the group No. 504 s / about the defectological faculty of MPGU Budyukin Lyudmila Viktorovna Budyukina L. in Pedagogical practice in the speech therapy group No. 3 GOU DS No. 1338 Yuvao Moscow for four weeks. During the passage of practice in the speech therapy group No. 3 of Budyukina L. V. showed itself as an executive, conscientious and responsible student; Present on the frontal, subgroups and individual classes conducted by the speech the top of N. A. Preobrazhenskaya. Student Budyukina L. V. managed to easily establish contact with the children's children and ped. team; He conducted the diagnosis of speech and psychological - pedagogical development of two with the subsequent writing of the conclusion. Lyudmila Viktorovna analyzed promising and calendar plan speech therapy occupation, individual promising plans; Prepared and conducted individual and frontal classes, which were perceived by children with interest. All work carried out by Student Budyukina L. V., revealed her high professional preparedness and deserves an excellent assessment. 21.02.2007

Exemplary questions for drawing up the characteristics of the student on the results of pre-diploma practice 1. The number of preschool institutions, the time of practice, the age group, the specificity of the group. 2. Pedagogical skills and students' skills in the organization of everything pedagogical process In planning and accounting for educational work with children: - Types of work carried out with children most successfully; - Types of work to which you need to pay attention. 3. Knowledge educational program Doe and skill work in accordance with it. 4. The ability to plan an educational and educational work in the 1st and 2nd half of the day. 5. The ability to exercise in the process of activity of children of the task of education, to influence their consciousness, feelings and will. 6... Organize children in various activities. Attract their attention and intensify their mental activity, cause interest in it. The ability to exercise individual work with children. Prevent negative forms of behavior. 7. The degree of mastering by travelers of various techniques, including the latest modern technical training and other visual funds. 8. The ability to carry out differentiated work with children and cultural and educational work with parents. 9. The ability to combine front and individual forms of work. 10. Ability to take into account the features of the state of health and in common, planning and conducting various types of children's activities. The ability to practice in practice theoretical knowledge. 11. The nature of the student's communication with children, colleagues, parents, fellow students. 12. Possession of the children's team, what difficulties were and how they were overcome. 13. The nature of the implementation of social and useful work. 14. Positive parties and basic problems arising during pedagogical practice in student student. 15. Conclusions for student readiness for independent work with children and a mark for the entire period of pre-diploma practice. 16. Proposals and wishes for the further independent work of the student. 17. Attitude to work and discipline. 18. Wishes for training specialists. The characteristic is drawn up by an educator or senior tutor, it is assigned to the Printing Dow.

Characteristic on student

Pedagogical practice in kindergarten for children with impaired re-chosen for this student was an important link in preparing for work as a speech therapist with children of the Russian Academy of Sciences and Preschool. In the process of practice, educational tasks were solved, the student worked as an artist-tutor.

The speech therapy practice in a special kindergarten allowed this stu-dance to consolidate, expand and specify theoretical knowledge of the speech theoretia and other disciplines obtained in the learning process, from learning organization and content speech therapy work In kindergarten, form the skills and skills of professional-practical speech therapy work to overcome violations of speech activity in children.

The main purpose of the practice was mastered by the system of special pedagogical knowledge, skills and skills that allow differential diagnosis of speech violations, plan and pro-lead correctional speech therapy work in a special kindergarten.

Through all practical activities much attention It was paid to children with violations of speech, work with parents was carried out, a close connection was established. The weekend proposed homework for the child to secure the result obtained during the correction exercise. Pre-parents received advice on completing the homework.

Summing up the foregoing, we suggest evaluating the work of the student on excellent.

Report on speech therapy practice

Pedagogical practice in kindergarten for children with violations of speech was held for 8 weeks.

The leadership and control of students in the period of pedagogical practice was carried out by the head of the pedagogical practice of students or the methodologist in the specialty, the speech the hearts of the kindergarten.

The practice took place in kindergarten in accordance with the schedule of the working day of the speech therapist and individual plans for 4 hours daily.

Pedagogical practice In kindergarten included four main stages: at the first stage, an installation conference was held (acquaintance with a special pre-school institution, examination of children), in the following three stages, the work was sequentially in groups of children with phonetic and phonmematic disorders, with Development of speech and for stuttering children. The duration of each stage is one and a half or two weeks.

Group and individual speech therapy classes in relevant special groups were conducted.

At each of the stages (II-II), 8-9 classes with a group or subgroups of children were held, of which one - the test (total - three outlines in the main specialized groups of kindergarten).

For individual sessions were fixed in 2-4 preschooler. Individual classes were conducted in accordance with the schedule of speech therapist, to work with each child took 10-20 minutes, depending on its age and individual characteristics, as well as from the state of speech. One of the individual classes is credited.

In addition, classes of speakers and their classmates were visited, in the analysis of Ak-Tivno participated. Analysis of classes, consultation of speech therapists and methods of practice was carried out depending on the schedule of classes and the regime of the day of this group of children.

In the process of passing practice, the organization carried out a creative approach.

The installation conference took place in the first two weeks:

familiarization with the dachas, the organization, stages of practice, with the norms of behavior in a must-school institution, reporting documentation;
fastening for meto-dysters and distribution of preschool institutions.

After the conference, the Methodist was keen-told the main content of practice, reported specific requirements for students when implementing the practice program. The Methodist said how to prepare for the upcoming practice: I introduced the form of a pedagogical practice diary, recommended visual and didactic material for examining the children of early and preschool age and conducting correctional speech therapy work, proposed a list of special logo and methodical literature.

Then there was a conversation with the head, Methodist and the speech therapist of a special pre-school institution, which organizes practice. Information was received on the structure of a special kindergarten and the organization of work of his staff for training and education of preschool children with speech violations, the procedure for admission of children and acquisition of groups, "Regulations on Psi-Holly-Medical-Pedagogical Consultation" were studied, other regulatory up-to-kaena governing the work of a special kindergarten. The head of the preschool institution was told about the coordination of the work of doctors, speech therapists, a psychologist, educators, leaders in the musical and physical education of children, introduced to the pedagogical team of the preschool and children in different groupsah kindergarten, a day regimen in separate age groups, with documentation, with traditions of institution.

At this stage, the main content of the practice was the formation of the ability to independently carry out the psychological and pedagogical and speech therapy examination of preschool children, analyze and draw it out of its results, and also to make a promising plan correctional work.

First got acquainted with the specifics of the examination of children of different age groups and with different speech violations, analyzed the corresponding schemes conducted by the spent surveys. Then we were observed how the procedure was carried out by the procedure for the survey of a child with a violation of speech (order, techniques and forms of survey, used visual and didactic material, the types of in-structures of the teacher, types of assistance, etc.).

Then the speech therapist secured for each travelers of children from different groups for conducting a survey and indie visual speech therapy (2 children).

At this stage, the psychological and pedagogical examination of these children was carried out by the psychological and pedagogical examination, and the data were considered. pedagogical examinationconducted by educators. The results of the survey were discussed with the Logopa Dami and the methodology of the Department. The survey data was introduced into re-inclination, then a detailed conclusion on the state of speech and other functions of the surveyed children was drawn up a promising plan of correctional work.

Within 3 and 4 weeks, work was carried out in a group for children with phonetic and phonumatic disorders. The active observation of children during various classes was conducted, in the process of individual work with them, as well as out of occupation.

The program of learning this contingent of children, methodical manuals and recommendations for working with children with phonetic and phonderatic violations, as well as a promising work plan of the speech therapist and the educator, were actively studied.

Then the front-altitude-nits of the speech therapist were analyzed in detail, fixing their observations in the practice diary. During the analysis, the speech therapist paid attention to the need to allocate the main tasks of classes, subordination to them forms and work techniques. Then the front-tal classes were developed and conducted. At the same time, the speech therapists and the methodology of the department conducted consultations in the process of preparing for classes, gradually producing the ability to draw up a plan and an abstract of classes, accurately formulate the topic, goal and task, select software content, schedule stages of occupation in a specific logical sequence, methods-ski competently select Speech material, visual and didactic in Sobia.

At the end of this period, practice was carried out in even occupation, i.e. All students visited open classes And participated in their analytical analysis. Observations on the course of classes and the results of its analysis were recorded in the diary of practice. The course of the negotiation was noted, the methods, forms and techniques were noted, the activity and behavior of children in the classroom, the positive aspects of the classes were evaluated, the wishes for its improvement were evaluated. Posy-Penanly acquired the ability to independently analyze logo-pedigals, make the right and reasoned conclusions, critically evaluate their classes and classmates, to search for optimal and most effective ways and methods of correctional speech therapy.

In addition to classes with the whole group of children, individual speech therapy classes with attached children from each speech group were held. Preparation for individual occupation was carried out, while the date of its holding, theme, objectives, plan, lexico-grammar material, was indicated, necessary equipment. After the end of the individual classes, its results were assessed.

In practice, learned to coordinate and coordinate the work of teachers working with children (speakers, educators, leadership and physical education) in terms of their correctional or assistance in solving correctional learning tasks, interacted regularly in working with educators, discussing possible paths Fastening the right spectacle children's skills in the process of classes and outside them, and also participated in the preparation and holding of educational events. Methodist of kindergartens and educators of groups advised on the issues of containing and methods of conducting the occupations of the cognitive cycle, in picturesque activities and design, educational activities in different age groups.

Was also included in the work pedagogical Council kindergarten, acted with scientific and methodological reports. In preparing reports, the necessary consultation of the department's methodologist was previously obtained. At the measurement topics of the reports, taking into account the work in the group for children with FFN:

"Use in the work of the teacher of the reception system for the fastening of the correct pronunciation of preschoolers", "the development of phonetic hearing in children with speech violations", "preparations for the school of children with phonetic-phonumatic violations of speech" and others.

In the process of pedagogical practice, he worked with parents of children visiting a special kindergarten. They participated in the preparation and holding of parental meetings, at which parents reported the results of the child's survey, was rated about the tasks and content of the main stages of corrective training, explained the role of parents in correcting speech defects and fastening at home the right speech skills, received "Logopedic classes were given recommendations for complying with the speech and speech regime during the child's stay at home.

Weekly, in the evening, there were meetings with the parents of those children with whom individual classes were held, as well as concentrations for parents: the homework was clarified, they studied with some correctional techniques.

On the V - VI of the week, a correctional work was carried out in a group of children with a general underdevelopment of speech. The study of the children's children was in the form of observations during the class of speech therapist and other lagogs of the group, as well as in the process of various activities of children outside classes and during quality moments. The pro-gram documents for training and education of children of this group, the methodological benefits on the sections of the training program were analyzed, analyzed the spectacle maps of children. The speech therapist conducted demonstrative subgroup classes with children. Together with the speech therapist and methodologist, the analyzed was analyzed, comparing them with the classes carried out in the group for de-tees with phonetic-phonmematic disorders, the general and different features were detected.

Then the preparation and conduct of independent subgroups were trained. The speech therapists and the methodology of the department conducted consultations when performing this work as necessary. As in the previous stage, at the end of this stage, credit classes were held, participation in the discussion of which are taken by all students of the Group.

Also continues to provide speech therapy assistance to children with underdevelopment of speech on individual speech therapy classes.

In practice, participation in the psychological and medical and pedagogical counseling of children with complex speech disrupted, which is carried out by a psychoneurologist, a methodologist of the department, a psychologist and speech therapists. Of the students of a special kindergarten, children were selected with the most severe violations of speech, representing certain diagnostic difficulties. When conducting individual classes with them, medical and pedagogical documentation was prepared, a detailed psychological and pedagogical characteristic was compiled on the basis of a survey conducted and dynamic observation In the process of occupying and outside them, analyzing the effectiveness of spent speech therapy.

Along with the correction of speaking defects in the group of children with the underdevelopment of the speech, work was carried out on the general mental Development Children. Si-statenly conducted a variety of games and exercises aimed at developing and improving the shallow motility fingers.

Under the leadership of the speech therapist and the methodologist, the department learned how to analyze more complex forms of interaction in the work of the speech therapist and psychonev-rolop, speech therapist and educators, other pediators of the kindergarten. The sign of the touch base is carried out with how the sensory base is prepared for the development of the right speech in children with its underdevelopment in the occupations of educators, how the lexico-grammatical topics of speech therapy occupations are consistent with the topics of the teacher, in which channel and with the help of which techniques are solved correctional tasks (on the development of motility, perception, arbitrary forms of attention, memorization, etc.) on general education and out of them. Gradually, the skills of cooperation with educators and other employees of a special kindergarten are prior.

During this stage of practice, participated in the work of the pedagogical council of the kindergarten.

Working with the parents of children was carried out at different directions. The conditions for the education of a child in the family, the features of the time-personal species of its activities and the behavior of the house, were analyzed, the employment of learning was analyzed and the reasons for preventing the correction of speech and non-ejector defects were established. In conversations with parents, deviations in the general mental and speech times of the child were analyzed in detail, concrete recommendations on their overcoming were given, parents were invited to individual classes, taught them to adopt the fastening of the skills received by the child on speech therapy classes.

At stage VII - VIII, the practice of practice worked in a group for driving children. As in the previous stages, working with this group of children began with studying it. The methodologist of the department and speech therapists paid attention to the possible options for the occurrence of stuttering, the bodies of the speech behavior of children in various situations, folding in the conditions of the presence of preschoolers in kindergarten and at home when communicating with their peers and adults, were studied speech cards Children. The speech therapist informed about the methodology for the correction of stuttering in preschoolers, clarified the peculiarities of its application in working with these children. Under the leadership of the Ka-Fedra methodist and the speech therapists, the programs of corrective training of stuttering children in different age groups (medium, senior, preparatory) were studied and analyzed and analyzed the classes of a speech therapist with stunting children. Then a subgroup classes were held, referring to the consultation to the speech therapist and the methodist of the department. In the process of practice, various aspects of the relationship between the correctional work of the speech therapist and other pedagogues of the kindergarten were carefully analyzed in the process of raising the right speech from custody.

In this period, individual classes with children of different groups of specialized kindergarten continued. The speech therapist and the Methodist attracted attention to the peculiarities of individual classes with children suffering from stuttering. Details analyzed the speech mode necessary for a stuttering child under the conditions of a children's garden and at home. She took possession of practical skills of psycho-therapeutic impact not only for a child, but also on the people around him in order to form a favorable speech environment for a child's defect correction. The speech therapist demonstrated how to talk with the parents of stuttering children, to teach them some correctional techniques. Next independently continued to work with the parent-mi, applying a variety of working methods with them.

After several studies with stunting children, test subgroups were prepared and conducted.

As practice in this group (together with a psychoneurologist, methodologist, the department and speech therapists) took part in the time of children with complex speech defects (for example, cases underdeveloped speech complicated by stuttering) for more accurate diagnosis of violation and determination of the content Methods of correctional-pedagogical influences.

At the end of the pedagogical practice, she reported on the conduct of individual speech therapy classes, she passed the speech to the spectacle cards of the children with whom they were engaged in (in the maps there must be a letter about the number of classes conducted, their content, the analysis of the results of the correctional work) was made.

The results of the practice were summarized at the pedagogical conference in kindergarten together with the head of the kindergarten, speakers, a psychologist, a method, educators.

Thus, in the process of pedagogical practice in a specialty kindergarten for children with violations of speech, all major aspects of the activities of the speech therapist of preschool studies were practically mastered.

Guseva Anna Vladimirovna

Terms of practice

Practice place

1. PC 4.1. Define goals, tasks and planning work with parents (by persons replacing them).

2. PC 4.2. Conduct individual advice on family education, social, mental and physical development of the child.

3. PC 4.3. Spend parental meetings, attract parents

4. PC 4.4. Evaluate and analyze the results of working with parents, to adjust the process of interaction with them.

5. PC 4.5. Coordinate the activities of employees of the educational institution working with the group.

6. Understand the essence and social significance of your future profession, to show sustainable interest.

7. Organize your own activities, identify methods for solving professional tasks, evaluate their effectiveness and quality.

8. Evaluate risks and make decisions in non-standard situations.

9. Implement the search, analysis and evaluation of information necessary for setting and solving professional tasks, professional and personal development. .

10. Work in the team and team, interact with management, colleagues and social partners.

Characteristics of student student

by PM.04. Interaction with parents and employees of the educational institution

Troshina Elena Vyacheslavovna

Terms of practicefrom 10.03.2014. to 04/19/2014

Practice placeMadou "Kindergarten No. 81" of the general developmental species of the city district of Sterlitamak of the Republic of Bashkortostan, St. Ibrahimova, 12.

During the pedagogical practice, the student showed professionally significant personal qualities: responsibility, knowledge of theoretical and methodological foundations of the interaction of an educator with parents and staff of a pre-school educational institution, scrupulusity in preparing for practice and interaction with the pedagogical team to implement practitioners' tasks.

The following professional and general competencies were mastered during production practices:

11. PC 4.1. Define goals, tasks and planning work with parents (by persons replacing them).

12. PC 4.2. Conduct individual advice on family education, social, mental and physical development of the child.

13. PC 4.3. Hold parental meetings, attract parents
To the organization and conduct of events in the group and in an educational institution.

14. PC 4.4. Evaluate and analyze the results of working with parents, to adjust the process of interaction with them.

15. PC 4.5. Coordinate the activities of employees of the educational institution working with the group.

16. Understand the essence and social significance of your future profession, to show sustainable interest.

17. Organize your own activities, identify methods for solving professional tasks, evaluate their effectiveness and quality.

18. Estimate the risks and make decisions in non-standard situations.

19. To search, analyze and evaluate the information necessary for setting and solving professional tasks, professional and personal development. .

20. Work in the team and team, interact with management, colleagues and social partners.

Establish data and general competencies during production practices are in full.

Head of MBDOU "Kindergarten No. 81": _____________ LB. Sufenian

Manager of Production Practice: ___________ I.V. Fedorov

Characteristics of student student

by PM.04. Interaction with parents and employees of the educational institution

Bayazitova Gulgen

Terms of practicefrom 10.03.2014. to 04/19/2014

Practice placeMadou "Kindergarten No. 81" of the general developmental species of the city district of Sterlitamak of the Republic of Bashkortostan, St. Ibrahimova, 12.

The following professional and general competencies were mastered during production practices:

21. PC 4.1. Define goals, tasks and planning work with parents (by persons replacing them).

22. PC 4.2. Conduct individual advice on family education, social, mental and physical development of the child.

23. PC 4.3. Hold parental meetings, attract parents
To the organization and conduct of events in the group and in an educational institution.

24. PC 4.4. Evaluate and analyze the results of working with parents, to adjust the process of interaction with them.

25. PC 4.5. Coordinate the activities of employees of the educational institution working with the group.

26. Understand the essence and social significance of your future profession, to show sustainable interest.

27. Organize your own activities, identify methods for solving professional tasks, evaluate their effectiveness and quality.

28. Evaluate risks and make decisions in non-standard situations.

29. Implement the search, analysis and assessment of the information necessary for setting and solving professional tasks, professional and personal development. .

30. Work in the team and team, interact with management, colleagues and social partners.

Establish data and general competencies during production practices are in full.

Head of MBDOU "Kindergarten No. 81": _____________ LB. Sufenian

Manager of Production Practice: ___________ I.V. Fedorov