The main areas of activity of a teacher-psychologist include:

psychological and pedagogical diagnostics;

correctional and developmental work;

health-saving activities;

psychological and pedagogical counseling;

psychological prevention and education;

methodical work;

psychological support of management processes.

Within the framework of each direction, the teacher-psychologist works with children, educators (other specialists of a preschool institution) and parents of pupils.

Psychological and pedagogical diagnostics

Target this direction activities - psychological and pedagogical study individual features personalities of pupils in order to organize an individual approach in the process of education and upbringing.

The basis for conducting psychodiagnostic measures with children, teachers and parents is the work plan of the preschool institution or the order of the head of the preschool institution.

With kids the following psychodiagnostic measures are taken:

Monitoring the process of adaptation of newly arrived pupils.

Diagnostics of the mental development of pupils in the middle and senior group preschool institution.

AT senior group individual and group psychodiagnostics are carried out twice - at the beginning and at the end of the academic year. At the beginning of the year, the study of mental and personal development in order to form groups for correctional and developmental work, at the end of the school year - diagnostics of children's readiness for schooling, based on the results of which the Graduate Card is filled out.

During diagnostic studies in middle and senior group groups of children are allocated for the organization of subsequent correctional and developmental work: 1) children who exceed the standard indicators in terms of development level (capable, gifted); 2) having peculiarities in communication, behavior, manifestation of emotions (aggressive, shy, anxious, stubborn, hyperactive, etc.); 3) children who do not meet the generally accepted norms of mental development.

If necessary, a teacher-psychologist together with educators can study the degree of emotional well-being of children in groups of a preschool institution (sociometry), observe the behavioral characteristics and play activities of children during the school year in order to identify negative trends in development and family education, participate in monitoring psychophysiological and emotional state of pupils in the educational process.

An approximate list of psychodiagnostic methods recommended for use is attached. (See Appendix 1.)

With teachers psychological and pedagogical diagnostics may include the study of psychological characteristics professional activity educators, diagnostics of the emotional state, the socio-psychological climate of the team, etc. It is carried out only in accordance with the work plan, the order of the head of the preschool institution and with the consent of the teachers.

With parents psychological and pedagogical diagnostics is carried out in order to study the state of parent-child relations, identify children and families in a socially dangerous situation. In order to study the intra-family situation in families of social risk or in families suspected by teachers of trouble (children's behavior indicates possible trouble in the family), family visits are organized at home, raids "Family" are carried out.

Questioning is carried out as part of adaptation measures, surveys of parents and other persons can also be conducted in order to study the personal characteristics of the child, the characteristics of interaction and the social situation of development, as well as surveys related to the implementation of the tasks facing the preschool institution.

Other diagnostic measures can be carried out according to the work plan of the preschool institution, as well as in cases where it is necessary to prepare psychological and pedagogical characteristics for individual children. Some diagnostic measures, such as diagnosing the socio-psychological climate in the group, questioning parents (legal representatives of children) on certain problems, can be carried out by teachers

The results of diagnostic activities should be communicated to the respondents.

All diagnostic measures with children can be carried out only with the consent of the parents or legal representatives of the children. The educational institution determines the form for obtaining consent independently.

Correctional and developmental work

The correctional and developmental work of a teacher-psychologist is an integral part of the educational work of a preschool institution.

The purpose of this area of ​​work is to promote the personal development of children at all age levels of preschool childhood, to organize the safe life of children, to assist in overcoming difficulties in adaptation, development and learning, to create conditions for receiving correctional and developmental support for all children in need.

The priority direction of correctional and developmental activities is the promotion of personal development, the development of the child's emotional-volitional and communicative spheres, and the enhancement of socialization opportunities.

With kids within the framework of this direction, the pedagogue-psychologist, on the basis of data from psychodiagnostic studies, his own observations, observations of teachers and parents, identifies children in need of correctional and developmental work.

As part of the adaptation activities in the nursery and other groups, individual sessions can be held with children who have symptoms of difficult adaptation.

In the middle group, correctional and developmental work is organized with the following groups of children: 1) children who have difficulties in the personal, emotional-volitional and communicative spheres; 2) children who exceed the normative indicators in terms of the level of development (capable, gifted children). For children by the level of development that do not correspond to generally accepted norms of mental development, an individual approach is carried out in the choice of correctional and developmental support.

In the senior group are held under group lessons with all pupils on the development of emotional-volitional and communicative spheres, as well as classes with a group

children with an insufficient level of development of cognitive processes and a group of children whose development indicators are above the norm.

With older children preschool age with a low level of formation of cognitive processes, the teacher-psychologist conducts classes individually.

In groups of integrated education, it carries out activities for the integration of children with special needs of psychophysical development into the children's team, the correction and development of emotional-volitional and communicative spheres, and adaptation to society.

In addition, an educational psychologist can carry out individual or group work with children with emotional and behavioral disorders (hyperactivity, aggressiveness, etc.)

In a situation where a teacher-psychologist, due to his competence, does not have the opportunity to provide corrective support to a pupil, he, having information about institutions, organizations and specialists providing special medical, psychological, psychotherapeutic services, sends children (parents) for consultations to social pedagogical center, center for correctional and developmental education and rehabilitation, etc.

The teacher-psychologist, if possible, collects information on the results of visiting specialists, keeps records, a database. Based on the recommendations received from specialists of centers or polyclinics, he formulates a system of measures for educators in order to support the results of medical rehabilitation or correctional and developmental work with the child.

In agreement with the administration of a preschool institution, on the basis of requests from parents, a psychologist can provide additional educational services to children, guided in their activities by the methodological recommendations of the Ministry of Education of the Republic of Belarus “On the organization of additional educational services in institutions providing preschool education”.

Correctional and developmental work with children is carried out only in agreement with the parents or persons replacing them.

With teachers and parents corrective and developmental activities are not carried out.

Health saving activities

The main goal of this direction is to promote the preservation of the psychological health of preschool children, the formation of attitudes towards a healthy lifestyle and the organization of safe life for children.

With kids the forms of implementation of this direction are participation in monitoring the psycho-physiological and emotional state of pupils in the educational process; informing educators about the characteristics of health, working capacity, type of higher nervous activity of children.

The teacher-psychologist, on the basis of monitoring data, takes part in the formation of a system of measures to preserve and strengthen the psychological health of preschoolers, optimize interpersonal relationships in children's groups.

In the process of corrective and developmental activities, a teacher-psychologist forms self-regulation skills in children, teaches them to recognize their own and others' emotional states, and prevents fatigue.

With teachers - in the process of psychoprophylactic work, she conducts individual and group classes on the prevention of professional stress among teachers, teaching methods of self-regulation, strengthening psychological defense mechanisms, and overcoming bad habits. Assists in creating conditions for the prevention of emotional "burnout" of teachers.

With parents - carries out psychological prevention of bad habits that adversely affect the state of health through the promotion of a healthy lifestyle.

Psychological and pedagogical consultation

The purpose of this area of ​​work is to assist parents and teachers in solving urgent problems of development, adaptation, socialization, and relationship problems.

Psychological and pedagogical counseling is carried out in individual or group form.

With kids consultations are not held.

With teachers psychological and pedagogical consultations are organized on the psychological aspects of the implementation of the Praleska Preschool Education Program, incl. on the issues of ensuring the full, timely, versatile mental development of the child (cognitive, emotional and volitional processes, various types of activities), organizing an individually differentiated approach to children, establishing partnerships with parents, etc.

With parents(legal representatives of children) consultations are organized on issues of development, cognitive and practical activities, children's behavior (for example: discussing the features of the child's adaptation process, explaining the specifics of the age stage experienced by the child, informing about the features of interaction with children in the group, the nature of parental assistance in preparing the child for school, etc.).

In the situation of the appearance of requests for psychotherapeutic and psychological counseling on personal problems from parents or teachers, the educational psychologist performs a dispatching function, referring to other specialists, information about which he has (with the exception of emergency cases).

Psychological prevention and education

The goal is the development of psychological and pedagogical competence (psychological culture) of teachers and parents.

Psychoprophylactic work of a teacher-psychologist is carried out in the process of organizing various forms of educational and methodological activities, incl. at methodological associations of teachers, parent meetings, parent clubs, etc.

Within the framework of this area of ​​activity, the psychologist creates conditions for teachers on mastering the psychological and pedagogical technologies of adaptation and socialization of children at different stages of education and training, techniques and methods for the development of cognitive processes (thinking, memory, attention, imagination, etc.), the skills of conducting psycho-gymnastic exercises (together with the head of physical education), aimed at removing fatigue in children, emotional stress, regulation of the emotional state. Teaches the organization and conduct of pedagogical diagnostic activities, etc.

With parents psychoprophylactic work is expedient in such forms as posting information in the parent's corner (stand, folder, information leaflets, etc.), speaking at parent meetings, organizing the work of the parent club, participating in open events of a preschool institution, recommending literature on the development and education of children . The goal of psycho-prophylactic work with parents should be to protect the rights of children, prevent social orphanhood (avoidance of parental duties, child abuse and domestic violence, etc.), promote a healthy lifestyle, prevent bad habits (smoking, alcohol abuse and etc.), adversely affecting the health, especially of young children.

Methodical work

The purpose of methodological work is to increase the methodological competence of preschool teachers.

The teacher-psychologist accumulates and provides psychological methodological materials, including popular psychological information, psychological and pedagogical technologies, psychological and pedagogical diagnostics, etc. for use by teachers in organizing the educational process.

Methodological work includes cooperation with the deputy head of the preschool institution on the implementation of the tasks set for the preschool institution, including participation in the preparation of the work plan of the preschool institution, with educators - the development of psychologically adequate educational impact programs.

At the request of the administration, it performs a psychological analysis of events, participates in work programs with young professionals, and provides psychological support for experimental and innovative activities.

Description of the results of professional pedagogical activity

in accordance with the main general educational program of the MADOU educational program, kindergarten No. 26 "Rainbow" of the teacher-psychologist Shamsumukhametova Ilsiyar Taipovna, a candidate for the first category.

I have been working as a teacher-psychologist in this institution since 2010. Experience pedagogical work(specialty) 7 years. Work experience in this institution for 7 years.

I know the international convention on the rights of the child, the concept of preschool education, the main programs and technologies of preschool education, which helps to correctly determine the tasks, content and forms of organizing the activities of preschool children, take into account in my work the individual pace of development of each child, his age-related psychological characteristics and build developmental work in DOW.

I own modern technologies correctional and developmental work, as the most important component of the psychological and pedagogical support of the educational process in a preschool institution.

With 27 years of experience in primary school, the direction of my professional interest becameformation of psychological readiness of children for school based on the creation of psychological conditions for achieving their personal educational results in the process of mastering educational areas. To implement this direction, the following goals were set:development and correction of cognitive and communicative abilities of the child, preparation for school, taking into account age features, overcoming the factors of maladaptation by equalizing the starting opportunities of each child, allowing them to successfully master the primary school program in the future.

Along with the adaptation of ready-made correctional and developmental programsI.L. Artsishevskaya (The work of a psychologist with hyperactive children and children with fears in kindergarten), T.V. Ananyeva(Program of psychological support for a preschooler in preparation for schooling)Ovcharova R.V (Diagnostics of school readiness of children and psychological help in the formation of components of school maturity)developed and implemented the "Basic work program psychological and pedagogical support of children of the preparatory group for school "(2015), where the object of the professional activity of a teacher-psychologist in a preschool educational institution are phenomena inner life a child aged 6 to 7 years, and the subject of activity is the mental health of the child, the protection and strengthening of which takes place in all the main activities of a preschooler.

She also developed and implemented an additional educational program "Preparation for school" (2013), "A set of classes to prepare children for school" (2017). The central idea of ​​the program is to preserve the physical and mental health of children while developing the universal skills necessary for the successful adaptation of children toschool.

I carry out the optimal selection of methods, means and forms of correctional-developing, preventive work of training and education: exercises (creative and imitative-performing), games with rules (verbal, mobile, musical), improvisations, auto-training (using poetry, recording sounds of nature, relaxation music), problem situations, psychological studies. Planned and phased implementationclassesleads to a stable positive result: the personal growth of the child, increasing general awareness while maintaining the psychological health of the preschooler.

I have a close relationship with my parents. Consultations on personal matters for preschool workers and parents are held weekly.The topics of consultations are diverse and cover many aspects of psychological problems: "Children's quarrels, how to reconcile children", "Kindness begins from childhood", "Recommendations for educators and parents to reduce aggressiveness in children""Problems of emotional well-being of children in the family and preschool educational institutions."In my work I use various forms of interaction with parents: training meetings “How to feel confident as a parent of a first grader”, “Love girls, admire boys”; round table“To kindergarten - without tears!”, “The influence of parental attitudes on the development of children”; psychological and pedagogical living rooms “Game therapy at home and in kindergarten”, “Dedicated to Dear Mom”, “Components of readiness for schooling”, a master class “Preparing a hand for writing”, etc.

I successfully implement psychological and pedagogical activities and education thanks to the mastery of information technologies. I accompany the professional development of preschool teachers through the joint design of work programs for teachers and events. I broadcast the experience of the practical results of my activities on the mini-site of the Social Network of Educatorshttps :// nsportal . en / shamsu , page of the intellectual and educational project "Academy of Childhood" ( ), on the blog of the International Educational Portal . I have a certificate of publication of the author's material Psychological and Pedagogical Lounge "Dedicated to Dear Mom" ​​on the page of the intellectual and educational project "Academy of Childhood" (2014).

I have Thanksgiving letters and diplomas for accompanying pupils of preschool educational institutions participating in various competitions: "Orthodox traditions of Russia",IIIIdegree.

Effectively provide psychological support educational program preschool institution, implementing a differentiated selective approach to the child. Qualified and timely help children who have difficulty in mastering the program, spend professional help educators and specialists in the implementation of pedagogical diagnostics.

To optimize the goal of her own professional activity, she compiled a diagnostic toolkit for a teacher-psychologist, the methods of which allow organizing a comprehensive diagnosis of a child at all age stages of development"Methodological recommendations" Organization of the diagnostic work of a teacher-psychologist with children in conditions in a preschool educational institution.In order to obtain reliable data, psychodiagnostics is carried out in the form of gaming sessions, during which two components are implemented: training cognitive activity and conducting a psychodiagnostic minimum. The ongoing diagnostic work is exploratory character. The obtained psychodiagnostic data are necessary: ​​to draw up a socio-psychological portrait of a preschooler (description of his status); to determine ways and forms of assistance to children experiencing difficulties in communication and mental well-being; to choose the means and forms of psychological support for preschoolers in accordance with their inherent personal characteristics. Practical material resulting from psychological research, is clear and significant for the pedagogical activity of educators, specialists and the educational process of parents of kindergarten students. The ongoing work allows you to effectively plan and carry out further corrective, developmental and advisory work.

The created information bank, which contains methodological developments, operates and is constantly replenished. didactic materials. These are screens for parents “Soon to school”, “Crisis of 3 years”, “How to prepare a child for school”, “Children's whims - how to overcome them”, a “Selection of games for parents” was created for development creative imagination children, the folder “Psychologist’s advice” was designed, instructions for parents were developed “My child went to kindergarten”, “How to overcome whims”, “Basic components of readiness for school”, “Gender education”, a card file of games “Igroteka” has been prepared with a selectiongames and exercises that promote the development of self-organization, self-control, emotional tension, muscle relaxation, the development of communication skills, the development of motor skills, memory, attention, correction of the emotional state.

In the successful implementation of psychoprophylactic work, which covers the entire contingent of a preschool institution, the created and equipped office helps, the environment of which allows the adaptation work of newly arrived pupils of all ages, to implement preventive work, to carry out correction and development of the emotional-volitional and personal sphere of preschoolers.

Decorated thematic information stands "Piggy bank of teachers", "Harmless advice" help to raise awareness and general pedagogical awareness of parents and employees, to convey new, useful information to everyone.

According to the annual plan of the DOW spoke at meetings and pedagogical councils of a preschool institution with the topics “Monitoring of graduates according to the Federal State Educational Standard for Preschool Education”, “Creating a successful model of socialization of children with disabilities in the light of the Federal State Educational Standard for Preschool Education”, “Problems of the emotional well-being of children in the family and preschool institution”, etc. Conducted a consultation and developed recommendations for teachers on creation of IEM for the development of gifted children and children with disabilities.

Participated in a master class for teachers: “Games and exercises that help the child in mastering the social forms of expression of emotions". Actively participated in workshops:

Technology of work and support for deviant (gifted) children within the framework of the educational space of the preschool educational institution

Game-quest "Speech carousel"

"Dim fingers - glib speech"

She was a participant in the city seminar "Cognitive - speech direction - one of the main conditions for the development of a child in a preschool educational institution" in 2014, which was conducted by teachers - speech therapists and psychologists for specialists, senior educators and educators of a preschool educational institution in cities and towns, was the moderator of the section of preschool workers at the August conference "Implementation of the Federal State Educational Standard for Preschool Education: Tools for Achieving the Modern Quality of Education”(2016), was a participant in the Great Ural Forum "Teachers of Russia: Innovations in Education" (2017), I actively participate in the work of GMOs on succession: workshop in MAOU secondary school No. 2 "Continuity preschool institutions, schools, and families as one of the conditions for the successful adaptation of first-graders" - 2017, "Pedagogical meetings" MAOU secondary school No. 3 "Continuity in education" - 2017.

I have an effective social experience in my professional activity:

Regional bank expertprofessionals involvedto carry out a comprehensive analysis of the professional activities of teachers;

Member of the Kirovgrad Territorial Psychological-Medical-Pedagogical Commission;

Chairman of the primary trade union organization MADOU Kindergarten No. 26 "Rainbow";

I mentor students of the Nizhny TagilState Social -Pedagogical Academy".

I received letters of thanksfor accompanying pupils of the preschool educational institution participating in various competitions: "Orthodox traditions of Russia",IImunicipal festival "Lego-Fantasy", "Save the Christmas Tree" and others. For participation in the All-Russian Internet competition "Mom's smile" in the nomination "Mom is the main word in our destiny" she was awarded a diplomaIIdegrees (

Question #60 . The content of the work of a psychologist in preschool educational institution.

The psychological service in preschool education has gained a fairly stable position over the past decades.

Preschool age (from 3 to 7) brings the child new potential achievements. This is the period of mastering the social space of human relations through communication with close adults, as well as through gaming and real relationships with peers. Preschool childhood is a period of creativity. The child creatively masters speech, he manifests creative imagination, his own special logic of thinking, subject to the dynamics of figurative representations.

The main tasks of a psychologist working with preschool children are related to psychological support for the natural development of the child, which includes the development of the foundations of arbitrariness mental processes in children and training of mental processes and functions. However, the presence of children with communicative, socio-pedagogical neglect, deficiencies in mental development suggests the organization special correctional and developmental programs both complex and special.

Priorities in the work of a preschool teacher-psychologist:

The psychological health of children and the protection of the rights of the child is the main goal of the psychological service in preschool educational institutions (preschool educational institutions). Maximum assistance to the full mental and personal development of each child. Preventive and propaedeutic work with educators on the development in children of the main personality neoplasms of preschool childhood. Attention to the creation of emotional, psychological comfort in kindergarten as a prevention of psychosomatic diseases. Training of all employees of the preschool educational institution in a full-fledged, developing communication with children. Preparing children for a new social situation of development. The study (diagnosis) of the individual characteristics of the development of children in the unity of the intellectual, emotional and volitional spheres of their manifestation. Assistance to children in need of special educational programs and special forms of organization of their activities. Assistance in improving the psychological competence of employees of preschool educational institutions, parents in the patterns of child development, as well as in matters of education and upbringing of children. Participation in the creation of optimal conditions for the development and life of children in moments of innovative changes in the work of preschool educational institutions.

It is customary to allocate informational, propaedeutic, preventive, diagnostic, corrective functions psychological service in the education system. Based on this, the duties of a psychologist in the organization and implementation of education in kindergarten are determined.

Improving the practice of teaching preschool children is possible with the application of the scientific achievements of psychological science, revealing the main patterns of development of the child's personality, taking into account his individuality. The proclaimed personality-oriented model of education required a fundamental change in the position of the psychologist in the educational process in kindergarten, the complication and versatility of the tasks of his work:

Psychologist introduces educators With psychological theories and research in child education.

Gives a psychological justification for the didactic principles of teaching.

Develops, together with specialists in visual, musical, physical and other activities, developing didactics for teaching children.

Discusses and formulates the psychological requirements for a developing subject learning environment.

Prepares teachers for professional reflection in the process of educational work with children.

Provides educators with the necessary simple diagnostic tools for studying the mental development of children, their personal growth in the process of studying.

Takes part in the development and implementation of new pedagogical technologies, carrying out the design and diagnostic-control function for the development of children in the conditions of the innovation process.

By order of the administration, it monitors the communication of teachers with children in the learning process, develops individual models of developmental interaction with children and trains teachers to them.

It forms a motivational basis for teachers to work creatively, as individually as possible, with children in the classroom.

With the help of trainings for professional and personal growth, educators form a high level of their competence in the implementation educational process in kindergarten.

Working with parents The psychologist provides education on the education of children.

Solves, at their request, the child's private problems in teaching and preparing him for school, develops individualized programs for parents to study with the child at home.

Passes at their request an individual diagnosis of the mental development of the child, his special abilities.

FROM children psychologist conducts developmental group and individual lesson at the request of the educator, who finds it difficult to independently solve any educational problem.

Provides assistance to children in mastering educational skills and abilities, in the development of their self-regulation and self-control in the classroom.

Passes diagnostics of the level of their achievements in learning activities and based on it builds a system of assistance to the child.

Prepares children of preparatory groups for school according to a specially developed diagnostic program.

Protects the child's psyche from didactogenic negative influences, ensures control over the observance of the rights of the child in a full-fledged, emotionally comfortable learning impact, creates intolerance in the kindergarten staff towards violence and coercion of children in the learning process.

The authors: Pichizhe Yulia Olegovna, Rastorgueva Ekaterina Sergeevna
Job title: teacher-psychologist, senior educator
Educational institution: MDOU "TsRR - d / s No. 134 "Notka", Magnitogorsk
Locality: city ​​of Magnitogorsk, Chelyabinsk region
Material name: article
Topic:"Features of the activity of a teacher-psychologist in a preschool educational institution"
Publication date: 25.02.2018
Chapter: preschool education

Features of the activity of a teacher-psychologist in a preschool educational institution

The activity of a teacher-psychologist in a preschool educational institution is multifaceted. Often parents

bringing the child to kindergarten, they ask the question: “Why in kindergarten

psychologist?”, “What does a teacher-psychologist do in kindergarten?” and others.

To answer these and other questions, we present to your attention

the main activities of a teacher-psychologist in a preschool educational institution, we will share

practical

psychologist teacher

Municipal

preschool

educational

institutions

development

kindergarten No. 134 "Notka" of the city of Magnitogorsk.

So, specific educational activities MDOU "TsRR - d / s

gifted

means

art.

defines

activities of a teacher-psychologist at MDOU.

MDOU is a propaedeutic structure in the system of continuous

music education, which is based on the integration of preschool and

professional

education.

factors

providing

efficiency

education,

are

continuity

continuity

learning,

Adoption

direction and content of education throughout the training.

Established

interaction

institutions

education

culture

Magnitogorsk

library

Mikhalkov,

Magnitogorsk

state

conservatory

philharmonic,

Dramatic

Pushkin, Puppet and Actor Theater "Pinocchio", Children's Art Gallery,

MSTU im. G.I. Nosov).

It is important that close interaction with school No. 25 allows

psychological and pedagogical

escort

first-graders on high level. Continuity is facilitated by close

interaction of pedagogues-psychologists of the preschool educational institution and the school, which allows, including

including, to effectively use the data of diagnostics of the child's readiness for

learning at school as the basis for the organization of education at the primary level.

built

psychological and pedagogical

accompanying preschool children. The main purpose of the activity

psychologist teacher

is

creation

organizational,

educational, developmental activities aimed at ensuring

optimal conditions for the development of each child, self-realization and development

participants

educational

relations.

Necessary

Mark,

systematic

psychologist teacher

junior

age

are accompanied in the process of adaptation to the conditions of the kindergarten. Parents

consulted upon request, if necessary.

MDOU is a resource center for working with gifted children, in

activities

whom

carried out

psychological

pedagogical support for preschool children.

The system of psychological and pedagogical support for gifted children

is aimed at ensuring harmonious emotional and social

development

education

parents

issues

development

gifted

children, as well as increasing the professional competence of teachers.

psychological and pedagogical

escorts

gifted

is

security

complex

organizational,

teaching,

developing

events,

directed

promotion

efficiency

educational process of MDOU, the development of each gifted child with

taking into account his individual characteristics and abilities.

psychological and pedagogical

escort

gifted children are grouped into the following thematic blocks:

awareness

own

uniqueness,

originality.

"Social

reality" - children's awareness of themselves as

h a s t i c s

human

development

aspiration

p o n a n i u,

improvement.

can! » –

formation

primary

planning

activities,

capabilities

overcome

difficulties,

believe in their own strengths and abilities, creating a situation for children to succeed.

The main activities of a teacher-psychologist are:

Psychological diagnostics.

Psychological correction.

Psychological counseling.

Psychological prevention.

Psychological education.

Organizational and methodological work.

Let's consider in more detail each of the directions.

1. The purpose of psychodiagnostics is to give an opportunity to form an idea

objective

able

person.

maybe,

holding

diagnostics

adults

use

use

Psychologist

ask

preschooler

draw,

tell,

reply

play an interesting game with him - but in fact, with the help of these

actions will collect the data necessary for work. The child psychologist has

There are a lot of psychodiagnostic tools and techniques in service.

main

methods,

used

diagnostics creativity preschool children.

Psychodiagnostic work in kindergarten is carried out according to the following

directions:

diagnostics of the cognitive sphere (thinking, memory, attention,

perception, imagination, fine motor skills);

diagnostics

emotional-volitional

(manifestations

aggressive behavior, fears, anxiety, readiness for school);

diagnostics

communicative

(difficulties

peers and adults).

Separately

necessary

designate

activity

diagnostics

abilities in order to identify gifted children, which includes:

Identification of interests, abilities for a particular activity.

Identification of prerequisites for general giftedness.

Revealing

development

creativity

(creative

abilities) of the child.

Early diagnosis of abilities is very important, because.

allows

define

outstanding

abilities of the child and correctly build further work.

2. Psychological correction.

Main

corrective

used

practice of working with children: individual play therapy; fairy tale therapy;

doll therapy; art therapy; psycho-gymnastics; relaxation exercises.

The emphasis in my practice is on the use of the method of art therapy.

At the same time, elements of other techniques are used in a complex manner based on the task.

For example,

aggression

development

self-control

directed

the following

exercises:

offered

put

pencil and at the command “started” with eyes closed involuntarily drive

pencil on paper. Then it is proposed to paint in different colors

what happened, at this time the child calms down.

To work on overcoming fears, you can also use

drawing. A piece of paper, pencils are given and the child is invited to draw something

drawing

cross out, tear up, throw away. For children with low self-esteem

I do group relaxation classes. I will also bring

example of one anchoring exercise. For example, asking a child what

he knows how to do, invite him to answer in this way: stand in front of everyone

and hitting his chest to say "I can ski." Then ask

that you are good at doing and answering not from the spot, but going out in front of everyone.

Psychological

education is carried out

next

thematic

Exhibitions

psychological

literature,

talks, seminars, parent clubs, etc.

For example, always a hot topic for parents of preparatory

school groups - adaptation to learning at school.

To work with parents within the framework of this topic, such

forms of work as a round table during which a task is set. And to her

psychologist

guides

parents

auxiliary

questions;

performance

parental

assembly,

parents

offered

information

psychological

readiness

(intellectual

readiness,

motivational

readiness,

prerequisites);

adaptation

child to school for parents.

At the same time, parents see me as an ally, an assistant in solving

embarrassing

situations

which

face

education

teachers

are used

somewhat different direction. So, for example, during the seminar

professional

favorably

further

adapt

preparation

parent meeting.

4. Psychological prevention.

Continuous work is carried out not only with children, but also with teachers and

parents.

teachers

turns out

consulting

support.

Trying

significant

Attention

creation

psychological comfort against the background of emotional overload.

are used

relaxation

psychological

trainings,

master classes,

individual

psychological consultations. For example, a training on the topic "Conflict", where

each participant can see and understand the mechanism of their actions in

conflict, after which, if necessary, correct it. Development training

trusting and supportive relationships in the team. training where

the teacher receives techniques for possessing self-control in unforeseen

circumstances, as well as the development of the inner core.

Organizational and methodological

Work:

filling

magazines

correctional and developmental

diagnostics,

counseling;

filling

individual

development;

programs.

the same direction in my practice includes participation in methodological

associations

practical

psychologists

Magnitogorsk

"Multitherapy

development

creative

communicative

abilities

preschool

age",

result

methodical

manual on the use of the method of multitherapy for educational psychologists

Systematic

promotion

professional

competence

necessary

successful

activities.

today's

passed:

"Skill

psychological

counseling", "Basic training course for fairy tale therapists", "Bodily

oriented

psychotherapy»»

Mastery

group

counseling and training.

educational psychologist

activity

various

directions

participants

educational process.

Assistance

strengthening

mental

health

revealing the creative potential of children and teachers, creating the necessary

psychologically

favorable

atmosphere,

partnership

parents

issues of upbringing and development of children, competent psychological and pedagogical

escort

educational

process

promotes

comprehensive

harmonious development of the personality of each child. creative child,

free child, happy child! And for us, this is the main result!

Raisa Kuznetsova
Characteristics of the professional activity of a teacher-psychologist

Information about vocational education

and additional education

I, Kuznetsova Raisa Vladimirovna, have a higher Teacher Education. In 2012 she graduated from the Tyumen State University, where I was qualified as a teacher-psychologist with a degree in Pedagogy and Psychology. The total work experience is 6 years, 6 months. Professional experience: September-October 2011 - research laboratory assistant at Tyumen State University; June-August 2011, July 2010 - a teacher-psychologist at ANO DOOTs "Scarlet Sails"; October 2012 - August 2013 - a teacher-psychologist at the MAOU secondary school No. 4 of the city of Ishim; September 2013 - November 2016 - teacher-defectologist at MAOU secondary school No. 4 of the city of Ishim; December 2016 - to the present - a teacher-psychologist at MADOU d / s No. 3 of the city of Tyumen. Thus, the length of service in this institution is 2 years and 2 months. Since December 2018 I have the first qualification category.

Psychological and pedagogical support of the educational process, the requirements for which are established by the federal state educational standard preschool education, provides for the active participation of a teacher-psychologist in solving the problems of development and education of various categories of children in various periods of preschool childhood, which, in turn, implies a constant increase in the level vocational training teacher - psychologist. I implement this requirement through advanced training courses: in 2014 at the State Educational Institution of Higher Professional Education of the city of Moscow "Moscow City Pedagogical University" on the topic: "Organization of inclusive education for disabled children with disabilities in educational organizations» (72 hours); in 2017 at SAEI TO DPO "TOGIRRO" on the topic: "Actual issues of psychological and pedagogical support in an educational organization (DOE)" (28 hours).

Also, I regularly attend seminars, conferences, master classes according to the plan of the Municipal Autonomous Educational Institution "Information and Methodological Center" of the city of Tyumen to increase my knowledge and gain additional work experience, get acquainted with new techniques, methods, techniques in the work of a teacher-psychologist. Such meetings, obtaining the information I need, mastering new skills in my work have a positive effect on the productivity of my work.

List of developed local or methodological documents, media products, programs, projects, etc. .d.

According to the requirements of the Federal State Educational Standard for Preschool Education, for the successful implementation of the Basic Educational Program in a preschool educational institution, appropriate psychological and pedagogical conditions must be created, taking into account the opportunities, developmental characteristics of each child and the social situation of his development. These requirements are implemented by me through the creation of an appropriate educational environment during corrective work, active interaction with educators and parents of pupils.

For this purpose, such short-term projects as: “Week of Kindness”, “Family Traditions”, “In the World of Feelings and Emotions” were developed and implemented. This form of work in my kindergarten has a positive response from both teachers and parents of pupils.

I regularly create booklets and memos for the psychological education of teachers and parents on such topics as: Psychological features age", "Development of attention, memory, thinking in preschoolers", "Development of fine motor skills in preschoolers", "Aggressive children", "Hyperactive child", "Anxious children", "The importance of family education", and much more.

For the emotional development of preschoolers, I independently prepared a number of didactic aids: “Guess the emotion”, “Show the emotion”, “Mood cube”, “Where emotions live!”.

In building correctional and developmental work with children, I take into account the peculiarities of age-related and psychophysical development, analyze the possibilities and limitations of the pedagogical technologies, methods and teaching aids used. I actively practice sand therapy techniques in my work. In this regard, I have developed and this moment the author's modified program "Sand Fantasy" is being tested. The expected result is an increase in self-confidence among pupils, a decrease in anxiety and psychophysical stress, an improvement in relationships in the “child-child” system, an improvement in the emotional state, and the development of fine motor skills.

Generalized results of professional activity

for the last 3 years Oh yeah

The implementation of the model of psychological and pedagogical support for all participants in the educational process makes it possible to build work in such a way as to not only correct violations in the development of pupils, but also reveal their potential, which is confirmed by positive dynamics at the end of the academic year and following the completion of correctional and developmental classes. My work is carried out in three directions: correction of negative emotional manifestations, correction of behavioral disorders, development of mental processes: memory, attention, thinking, imagination.

The work efficiency is presented in the table.

Every month, I organize meetings with the parents of pupils to address emerging issues of education, psychological and pedagogical education, and gain experience in interacting with children. I select meeting topics that are quite relevant, selected from the most frequently asked requests by parents.

Thus, in 2017, the following events were held with the parents of pupils:

Practical lesson on the topic: "Fears are serious."

Practical lesson on the topic: "The world of feelings - the world of harmony".

Group consultation on the topic: "Issues of adaptation of the child to the conditions of the preschool educational institution."

Workshop on the topic: "Psychological safety of preschoolers."

Training lesson on the topic: "The joy of education."

Practical lesson on the topic: "Let's go hand in hand along the path to school."

Mini-training on the topic: "Soon, soon in the first grade!".

In 2018, the number of such meetings increased. Activities have been carried out:

Workshop on the topic: "Children's aggression: causes, consequences, ways of correction."

Consultation on the topic: "Why does a child need independence!".

Practical lesson on the topic: "My child is my value."

Training lesson on the topic: "The school is waiting for us ahead!".

Practical lesson on the topic: "Emotions in the life of a child."

Workshop on the topic: "Children's whims and tantrums."

Seminar-workshop on the topic: "Everyone has his own family!".

Group consultation on the topic: "Adaptation to the conditions of kindergarten: problems and ways to solve them."

Workshop on the topic: "How to help an anxious child."

Training lesson on the topic: "Encouragement and punishment in the process of education."

I am very pleased that parents willingly attend my events, actively ask questions, receive answers and recommendations. The number of parents in the classroom is also increasing. The number of individual consultations is increasing. If in 2017 there were 57 of them, then in 2018 I conducted 73 individual consultations. The main topics of requests are: aggressiveness, hyperactivity, anxiety, fears, behavioral disorders, development of thought processes. The data are presented without taking into account consultations based on the results of diagnostics.

I try to contribute to the active psychological education of kindergarten teachers. I pay special attention in my work to the psychological health of the teachers themselves and the team as a whole. I hold group meetings with teachers once a month. In 2017, I organized the following events:

Round table on the topic: "Learning to feel and understand."

Workshop on the topic: "Sand therapy - a means of strengthening the psychological health of a preschooler."

Practical lesson on the topic: "Learning to manage ourselves - techniques for self-regulation of behavior in stressful situations."

Mini-training on the topic: "Paths to your Self."

Mini-training on the topic: "How to do a lot."

Mini-training on the topic: “Emotional burnout. How to deal with it?

Workshop on the topic: "Psychological health of teachers as the basis of a favorable microclimate for preschool educational institutions."

Consultation on the topic: "If there is an aggressive child in the group."

Training lesson on the topic: " emotional development preschooler."

School of communication on the topic: “What an adult should know for effective communication with baby".

The following activities were carried out in 2018:

Workshop on the topic: "Hyperactive child in the group."

Consultation on the topic: "The influence of stereotypes and attitudes on the personality of the teacher."

Training lesson on the topic: "In the country of gifted children."

School of communication on the topic: "Conflicts in the educational environment."

Practical lesson on the topic: "Day of psychological unloading."

Consultation on the topic: “Emotionally positive attitude towards children. The development of empathy.

Consultation on the topic: "Peculiarities of working with anxious children."

Practical lesson on the topic: "Healthy teacher - healthy children."

Workshop on the topic: "Emotional overload of preschoolers: signs and methods of correction."

School of communication on the topic: "Teacher and child: barriers in communication."

In my work with teachers, I often provide the necessary information in the form of booklets, memos, brochures, and written recommendations.

Teachers actively attend individual consultations. The most common topics of inquiry are: how to work with children with disabilities, behavioral disorders, issues of development of pupils, work with their emotional state.

I am happy to share my work experience with colleagues at city and regional level events:

Master class for teachers on the topic: “Formation of communication skills in younger preschoolers through games of a social and personal orientation” as part of the internship platform for the implementation of the Federal State Educational Standard for Education on the topic: “Integration of educational areas in the context of implementing tasks for the formation of a vocabulary of children 3-4 years old” on the basis of MADOU d / s No. 3, January 2017.

Developing lesson for older children on the topic "Journey to the sandy country", a workshop for teachers on the topic: "Fear has big eyes" within the framework of the GNOD "Healthy summer in kindergarten" on the basis of MADOU d / s No. 3, July 2017 of the year.

A correctional and developmental lesson for older children on the topic: “Visiting the mood fairy”, a workshop for teachers on the topic: “The development of the volitional sphere of preschoolers as a guarantee of successful schooling” as part of the educational session “Modern pedagogical technologies social and personal development of older preschoolers "on the basis of MADOU d / s No. 3, September 2017.

Master class on the topic: “I future mom”as part of the city master class “I am a mother” on the basis of MAOU secondary school No. 5 of the city of Tyumen, February 2018.

Educational lesson for middle-aged children on the topic: "Trip of a droplet" as part of the GNOD "Healthy Summer in Kindergarten" on the basis of MADOU d / s No. 3, July 2018.

Training for teachers on the topic: "Mandala therapy in work with teachers, as a way to optimize the pedagogical process in the context of the introduction of the Federal State Educational Standard" within the framework of the practice-oriented seminar "Improving the psychological competence of teachers. Training for the teaching staff, aimed at optimizing the pedagogical process in the context of the implementation of the Federal State Educational Standard "on the basis of MAOU secondary school No. 25, November 2019.

Conducting a master class on the topic: ““ Emotions in colors ” as part of the V Regional Forum“ Big Change ”, 2017.

Analyzing the work done over the past two years, we can conclude that I manage to quite successfully raise the level of psychological and pedagogical education of teachers and parents. Timely notice, diagnose violations in the development, behavior of pupils, select the necessary methods, forms, techniques for working with such children and carry out appropriate corrective and developmental activities.

List of applied psychological and pedagogical technologies,

methods, programs mm.

Psychological support involves a holistic and continuous set of measures, providing for the use of adequate forms, methods, and techniques for the interaction of all participants in the educational process. In my work I use the following methods: observation, questioning, psychodiagnostic tests, methods of correction and development. Diagnostics for me is a means of monitoring the mental development of children in order to timely assist them in the correction or formation of skills, abilities, personality traits. For psychological diagnostics standardized diagnostic techniques in directions:

1. The study of mental processes.

Perception: the technique of "Cut pictures" (A. N. Bernstein, "Inclusion in a row", "Pyramid" by A. L. Wenger.

Attention: "Correction test" (Bourdon's test); technique "House" (D. B. Elkonin, N. I. Gudkina).

Memory: techniques "10 pictures" and "10 words" (A. R. Luria); technique "Know the figure" (A. N. Bernshtein).

Thinking: the technique of "Designing according to the model" (T.V. Lavrentyeva); technique "The fourth extra" (Savinkova); methodology "Sequence of events" (A. N. Bernshtein); method "Free classification" (A. L. Wenger).

2. Study of the emotional sphere of children:

"Non-existent animal" Dukarevich; "M. Luscher's color test" in the modification of A. I. Yuryev; technique "Ladder" (study of self-esteem) - V. G. Shchur, S. G. Yakobson; technique "Interview" (the study of fears) A. I. Zakharova.

3. Study of interpersonal relationships of children with peers and family relationships:

Methodology "Houses" (Ya. L Kolominsky, N. A Berezovina); "The kinetic drawing of the family" (R. Burns, S. Kaufman, S. D. Reindols, G. Khamentauskas).

In my work with teachers I use the following diagnostic methods: the method of diagnosing the level of emotional burnout (V. V. Boyko); questionnaire "Mental burnout" (N. E. Vodopyanova, K. S. Starchenkova); "Style pedagogical communication"(R. V. Ovcharova); technique " General level sociability” (V. F. Ryakhovsky).

The main goal of corrective work is to contribute to the successful mental development child. In working with children, I single out game technology and sand therapy methods for myself. Play and toys are a natural, habitual environment for the development, upbringing, and learning of a child. Often what the child finds difficult to put into words, he expresses it through his own play. That allows you to solve the following tasks: psychocorrection, psychoprophylaxis, development and harmonization of the child's personality, contributing to the improvement of the psychological climate in the family.

When constructing correctional and developmental work, I rely on the program of social and personal development "I, You, We" Knyazeva O. L., Sterkina R. B. Since educational process MADOU d / s No. 3 is based precisely on this program. I also use the following programs in my work: “Correctional and developmental classes for children of senior preschool age” Alyabyeva E. A.; "In the world of children's emotions" T. A. Danilina, V. E. Zedgenidze, M. M. Stepin; "Correctional-developing classes in preparatory group» L. I. Kataeva; “Programs for the correction of anxiety by the method of directive game therapy” by L. M. Kostina; "Tsvetik - seven-tsvetik" program of psychological studies with preschoolers N. Yu. Kurazheva, N. V. Varaeva; "Solve the mystery of the sand country" correctional and developmental program for preschoolers using didactic games on the sand Y. Shimanovich.

Working as a teacher-psychologist in a preschool educational institution, I undoubtedly get great pleasure. I have the opportunity to help people, to see a positive result of my activities, to open new frontiers in knowledge and development. My profession is interesting, multifaceted and unique. I have many options for self-development, self-realization. It is especially important that I have never doubted the correctness of the choice of my kind of activity, for me pedagogy and psychology is not just a job, it is a way of life.