Nowadays, the organization of a preschool educational institution is a dynamically changing process that has many features. The framework that regulated the organization of preschool educational institutions during the Soviet period has changed greatly over time. Even though the system preschool education has retained some features inherited from Soviet preschool educational institutions; the mere fact that the non-governmental organization preschool educational institution sector has begun to actively develop in Russia leaves a special imprint on the trends in the current development of this area of ​​managerial and organizational activity.

Based on this, we can highlight some practical recommendations designed to help a wide range of people involved in office work and organization of preschool educational institutions.

The following recommendations address such an important aspect as planning culture management activities, and take into account the peculiarities of interaction between two types of specialists who are equally involved in this process. We are talking about administrators and teachers.

• The administration of preschool educational institutions must act in a single information field with teachers.

This means that all decisions made regarding the managerial, educational and other activities of the institution must be carried out with an equal degree of awareness of specialists of the first and second types. Disunity in the activities of teachers and administrators should not be allowed; a special information space should be created between them, in which they will have equal rights and receive simultaneous access to preschool educational plans in various directions.

• The above recommendation implies the need for constantly maintained feedback between teachers and administrators.

Teachers must inform the administration about the results of their work, adhering to their daily plan. By receiving detailed information about the work of teachers in addition to the information prescribed by mandatory reporting documentation, administrators have the opportunity to more accurately adjust teaching activities on site.

• The organization of a preschool educational institution must provide for the standardization and optimization of all processes included in it.

If we are talking about a non-state preschool educational institution, the educational standards adopted in it must be correlated with state educational standards. A system of standards should also be developed to measure the qualities of participants educational process, i.e. teachers and students. This will provide many advantages: the administration will be able to easily and quickly analyze the activities of teachers, and they, in turn, will be able to easily analyze the results of the educational processes in the preschool educational institution.

• The modern organization of a preschool educational institution involves the construction of a jointly interacting model of conducting activities.

Only the use of a model of this type can significantly improve the quality of work of preschool educational institutions in all directions. All participants in the processes occurring in the preschool educational institution, despite their job responsibilities, must actively interact with each other, according to the service hierarchy. And such a system should be adopted both in large state preschool educational institutions and in small private preschool educational institutions.

• Management of the activities of preschool educational institutions must have a clearly substantiated scientific and methodological basis.

All employees must have high competence and professionalism, confirmed by appropriate education and work experience. Preschool employees must be subject to high demands that are consistent with their job rights and responsibilities. For example, administrators employed in the organization of preschool educational institutions, in addition to professional qualities, must also have personal qualities necessary for successful team management. These qualities include the ability to find mutual language with other administrators, subordinates, with parents and children, a high level of responsibility, the ability to react quickly in unforeseen situations and many others.

• As in any other organization, each specific preschool educational institution must develop its own philosophy.

This concept includes the originality of the educational and educational processes, which distinguishes the preschool educational institution from similar institutions, the hierarchy of priorities and values, the creative approach to the work of all participants in the preschool educational institution, some specific customs and traditions characteristic of this preschool educational institution, as well as the successful relationship and cooperation of the preschool educational institution with related organizations.

Topic: Preschool management system

1. The concept of “management” in a modern aspect. The essence, goals, objectives and features of managing a preschool institution at the present stage.

2. Conditions for effective management of a preschool institution, patterns and principles of pedagogical management of a preschool institution.

3. The logic of constructing the management cycle. Contents of management functions, basic management methods.

1. The relationship between the functions of the management cycle during preparation for the Green Light competition

2. Algorithm of management actions on the issue of preparing and holding a pedagogical council in a preschool institution.

List of sources used

Theoretical justification of the topic

1. The concept of “management” in a modern aspect. The essence, goals, objectives and features of managing a preschool institution at the present stage

In pedagogical science and practice, there is an increasing desire to comprehend the holistic pedagogical process from the perspective of management science, to give it a strict, scientifically based character. It is true that many domestic and foreign researchers assert that management is real and necessary not only in the field of technical and production processes, but also in the field of complex social systems, including pedagogical ones.

Management in general refers to activities aimed at making decisions, organizing, controlling, regulating a managed object in accordance with a given goal, analyzing and summing up results based on reliable information.

In the scientific literature, the concept of management is interpreted from the following positions:

1. Management as a purposeful activity of all subjects aimed at ensuring the formation, stabilization, optimal functioning and mandatory development of a certain system.

2. Management as the influence of one system on another.

3. Management - interaction of subjects.

At the present stage, there are many characteristics of management. Control can be positive and negative, desirable and undesirable, have attributive properties or acquired properties.(1)

The preschool institution operates in accordance with the legislation of the Republic of Belarus, the regulations on the institution providing preschool education and operates on the basis of the charter approved by the founder, an agreement between the institution and parents or other legal representatives of children.

The main objectives of the preschool institution are:

Safeguarding, protecting and strengthening the physical and mental health of children, forming the foundations of a healthy lifestyle

Ensuring intellectual, personal and physical development;

Introducing children to universal human values;

Ensuring early socialization of children in a group of peers and adults;

Identification and development of individual inclinations and inclinations of children;

Preparation for basic education at subsequent levels;

Interaction with the family to ensure the full development of the child.

Management of a preschool institution is carried out in accordance with the legislation of the Republic of Belarus, the charter of the institution and is based on a combination of the principles of unity of command and self-government.

Self-government bodies are created in a preschool institution:

Preschool Council;

Board of Trustees;

Parental committee.

Pedagogical Council.

Council of the methodological office

The council of a preschool institution is the highest body of self-government and is created from among the teaching staff of the preschool institution, parents or their legal representatives. The council may include representatives of state educational authorities, public associations and other organizations.

The council carries out its activities in accordance with the legislation of the Republic of Belarus, the charter of the preschool institution and the regulations on the council of the educational institution.

The main tasks of the preschool council:

Creating, together with the head of the preschool institution, conditions to ensure an optimal combination of state and public principles in the management of the preschool institution, involving teaching staff, parents or their legal representatives in the management

Taking part in the development and implementation of intra-garden documents regulating the functioning of the preschool institution, self-government bodies, the rights and responsibilities of participants in the educational process.

Development and implementation, together with the head of the preschool institution, of a system of measures aimed at strengthening and developing the material and technical base of the preschool institution.

Supporting initiatives of participants in the educational process aimed at improving the quality of education and meeting the needs of various social groups interested in this education.

Council decisions are binding on preschool teaching staff, parents or their legal representatives.

The parent committee is a self-government body of a preschool institution and is created from among the legal representatives of the pupils of this preschool institution.

The parent committee carries out its activities in accordance with the legislation of the Republic of Belarus, the charter of the preschool institution and the regulations on the parent committee of the educational institution.

The main tasks of the parent committee of a preschool institution are:

Every possible strengthening of the connection between the family and the preschool institution in order to establish the unity of educational influence on students from the teaching staff and the family.

Involving the parent community in active participation in the life of the preschool institution, in organizing joint work to educate students.

Participation in organizing the promotion of pedagogical knowledge among parents.

To discuss and decide the most important issues the parent committee can convene general meeting. The presence of the head of the preschool institution is mandatory at the general parent meeting.

The board of trustees in a preschool institution is created in accordance with the law of the Republic of Belarus “On Education” and the regulations on the board of trustees.

The Board of Trustees of a preschool institution is a self-government body of a preschool institution and is intended to assist in its activities and development.

The procedure for creating and the competence of the board of trustees is determined by the charter of the preschool institution. The decision to create a board of trustees is made by the council (pedagogical council) of the preschool institution.

Functions of the board of trustees

The board of trustees organizes its work on the basis of the charter of the educational institution and the Regulations on the board of trustees of the educational institution

The board of trustees develops, adopts and organizes the implementation of plans for its activities in the interests of the educational institution, as well as the interests of organizations whose representatives are on the board of trustees.

The Board of Trustees interacts with other self-government bodies of the educational institution on issues of the functioning and development of the educational institution.

A representative of the board of trustees may participate in the work of other self-government bodies of the educational institution with a casting vote in accordance with his powers when considering issues within the competence of the board of trustees.

Decisions of the board of trustees outside its exclusive competence are of an advisory and recommendatory nature.

The purpose and subject of the activities of the board of trustees

The main goal of the board of trustees is to assist the educational institution in the implementation of its statutory functions, to unite the efforts of state and public organizations, labor collectives, and individual citizens aimed at strengthening the educational and material base, protecting health, developing the abilities and talents of those educated and studying in the educational institution, creating favorable conditions for the upbringing, training and recreation of children, teaching staff and other workers.

Board of Trustees:

Helps ensure a combination of state and public principles in the management of an educational institution;

Develops and implements plans for its activities in the interests of the educational institution and in accordance with the areas of work;

Promotes the attraction of extra-budgetary funds to ensure the activities and development of the educational institution;

Promotes the strengthening and improvement of the material and technical base of the educational institution, the improvement of its premises and territory;

Promotes the organization and improvement of working conditions for teaching and other employees of the educational institution, the protection and implementation of the legal rights of members of the staff of the educational institution and the board of trustees;

Determines the directions, forms, amounts and procedure for using funds of the board of trustees, including for the development of educational and material base, for providing assistance to children from low-income families, orphans, for supporting and stimulating gifted children, and also exercises control over their target use;

Promotes the organization and conduct of social and cultural events: concerts, recreational evenings, exhibitions, sales exhibitions, mass sports and other events;

Submits for consideration by the board of the educational institution proposals on changes and additions to its charter, including on the list of educational and other services provided by the educational institution, on the content of the terms of the agreement of the educational institution with parents and (or) students regarding the provision of additional paid educational services;

Considers other issues within the competence of the board of trustees by the charter of the educational institution.

The Board of Trustees operates on the basis of the following principles:

Voluntariness of membership;

Equality of rights of members of the board of trustees;

Collegiality of management;

Publicity of decisions made.

The pedagogical council is the public management body of a preschool institution. The pedagogical council of a preschool institution operates in accordance with paragraph 3 of Article 42 of the Law of the Republic of Belarus “On Education” (9).

Functions of the pedagogical council

The pedagogical council is multifunctional

Its functions can be divided into the following groups:

Managerial

Methodical

Educational

- Social and pedagogical.

The managerial (administrative) functions of the pedagogical council include the following types.

Legislative

Advisory

General - diagnostic

Planned and prognostic

Expert-controlling

Corrective

Legislative:

They are expressed in collective decisions made by open voting and binding on each employee (adoption of recommendations from educational authorities; decisions regarding the implementation of government programs, issues of transfer, awards; certification of teaching staff

Advisory:

discussion of objective information about the state of the educational process, development of recommendations.

General-diagnostic:

conducting experimental work, social, psychological and medical examinations.

Planned and prognostic:

discussion of prospects for the development of team activity planning, selection curricula programs.

Supervising experts:

hearing reports, conclusions on the activities of teaching staff, on the implementation by the staff of the Charter of the preschool institution, uniform requirements for children, on working with families, etc.

Corrective:

making changes and amendments to the work plans of a preschool institution in connection with changes in the social situation and social order...

Social and pedagogical functions consist of:

in communication between the teaching staff and parents, teachers, teaching staff of other preschool institutions;

Coordination and integration of the efforts of all subjects of education: family preschool institutions, the public, public organizations:

Coordination, establishment of appropriate connections, sequence of actions;

Protection of children and teaching staff compliance with legal norms in relation to participants in the pedagogical process (healthy working conditions, nutrition, social security,

hiring and dismissal.)

The management of an educational institution is carried out by a head appointed in the manner established by legislative acts.

The competence of the educational institution includes:

Selection, hiring and placement of personnel, increasing their qualification level;

Monitoring the fulfillment of their duties by teaching staff and students;

Material and technical support of the educational process in accordance with state regulations;

Attracting additional sources of financial and material resources to carry out the activities provided for by the charter of this educational institution in the manner prescribed by law;

Organization and improvement of methodological support of the educational process;

Development and organization of approval of curricula and training programs;

Carrying out ongoing monitoring of academic performance and intermediate certification of students (pupils) of an educational institution, as well as analysis of the results of the educational process;

Verifying the authenticity of education documents upon admission to study at an educational institution and if there are doubts about their authenticity - sending requests to the Ministry of Education of the Republic of Belarus to confirm the fact of their issuance;

Carrying out other activities not prohibited by law and provided for by the charter of this educational institution.

An educational institution, regardless of its subordination and forms of ownership, is obliged to:

Carry out its activities in accordance with the norms of this Law, regulatory legal acts of state bodies regulating relations in the field of education;

Carry out the educational process in accordance with the requirements educational standards, standard curricula and training programs;

Promote the activities of pedagogical and methodological associations;

To promote the creation in the educational institution of the necessary conditions for the work of departments of institutions Catering and healthcare.

An educational institution bears responsibility in accordance with the procedure established by law for: failure to perform functions within its competence;

Inconsistency of the quality of education provided with the established requirements;

Actions that resulted in violations of standards for the protection of health and life safety of students (pupils) and employees of educational institutions, norms and rules of protection environment during the educational process;

Failure to comply with sanitary legislation;

Violation of the rights and freedoms of students (pupils) and employees of educational institutions.

In modern society you can often hear the word “management”. In scientific and methodological literature this concept interpreted as a set of principles, methods, means and forms of managing social, including educational processes, management is also called the art of management. “Pedagogical management is a set of principles, methods, organizational forms and technological methods of managing the educational process, aimed at increasing its efficiency.”(2)

We consider the organization of the pedagogical process as a complex system, consisting of certain interconnected elements. Such elements are goals, objectives, means, forms and methods, subject, object of management, principles and functions that determine its activities.

A preschool educational institution has its own distinct specifics: goals, team structure, types and content of information and communication processes. Therefore, today it is impossible to provide favorable conditions for the creative work of the remote control team without targeted and scientifically based management.

Such requirements are imposed on a modern preschool institution that increasing the level of management of the educational institution becomes an objective necessity and an essential aspect of its further development. Leaders are obliged to respond flexibly and quickly to the demands of society, and in a constantly changing difficult economic situation, find ways to survive, stabilize and develop. L.V. Pozdnyak notes that with proper management of the institution, it is important for the manager to constantly analyze the modern situation, this will allow teachers of educational institutions to be oriented towards an active perception of the achievements of society in the field of democracy, openness, and the development of self-awareness.

L.M. Denyakina believes that it is important for the leader to think through the development strategy of a preschool educational institution, determining the purpose of the preschool educational institution, its place in the education system, its main goals, objectives and functions.

The goal of managing a preschool educational institution is to ensure its optimal functioning in achieving the effectiveness of the educational process with the least amount of time and effort.

Researchers identify the main goals of management activities.

1. Formation, creation of controlled and control systems(creation of a holistic, original, original pedagogical system that is optimal for specific circumstances and conditions).

2. Maintaining all properties of the system, its ordering and stabilization.

3. Ensuring optimal functioning of the system.

4. Development of the system, transferring it from an existing one to a new, qualitatively higher state (involves the relevance of functions: forecasting, long-term planning, special activities to introduce innovations into the life of the control center, the creation of experimental sites on its basis).

The properties of management include: purposefulness, openness, awareness, planning, cyclicality, a combination of science and art.

At the present stage, a person-oriented approach in managing a preschool institution is very important. The essence of this approach is that for the coordinated work of the entire institution it is necessary to respect each member of the team, to strive to ensure that each employee feels like an important part of a common integral organism, the main task of which is to educate and train the citizens of our country as a healthy, versatile developed, creative, capable of transformative activities, personality

2. Conditions for effective management of a preschool institution, patterns and principles of pedagogical management of a preschool institution

The managerial activity of the head of a preschool educational institution is multifaceted, permeates all processes occurring in a preschool institution and is characterized by great complexity and dynamism. Management involves the skillful use of existing patterns, the creation of a well-thought-out system of relationships and requires that processes dependent on the manager do not proceed without his intervention. Managing a preschool institution means purposefully influencing the teaching staff (and through it the educational process) to achieve maximum results in the education of preschool children.

To successfully carry out activities, the manager, first of all, must have certain theoretical knowledge and corresponding practical skills.

Professional knowledge in management presupposes awareness of three fundamental principles: various instruments management.

The first is an organization, a management hierarchy, where the main means is influencing a person from above (using the basic functions of motivation, planning, organizing and controlling activities, as well as the distribution of material goods, etc.).

The second is management culture, i.e. values ​​developed and recognized by society, organization, group of people, social norms, attitudes, behavioral features.

The third is the market, market relations, i.e. based on the purchase and sale of products and services, on the balance of interests of the seller and the buyer. (White, Preschool education)

Management, like any activity, is based on compliance with a number of principles. “Management principles are the fundamental idea for the implementation of management functions. The principles are a concrete manifestation, a reflection of the laws of management.”(1)

Management principles:

1. Loyalty to workers.

2. Responsibility as a prerequisite for successful management,

3. Communications that permeate the organization from bottom to top, top to bottom, horizontally.

4. An atmosphere in the organization that promotes the development of employees’ abilities.

5. Mandatory establishment of the share of each employee in the overall results.

6. Timely response to changes in the environment.

7. Methods of working with people to ensure their job satisfaction.

8. The ability to listen to everyone the manager encounters in his work.

9. Honesty and trust in people.

10. Reliance on the fundamental principles of management: quality, costs, service, innovation, control of forces and capabilities, personnel.

11. The vision of the organization, i.e. a clear idea of ​​what it should be.

12. Quality of personal work and its continuous improvement.(6)

Leadership culture is the ability to correctly, deeply and comprehensively evaluate the results of the activities of the entire preschool institution and each teacher, the ability to understand and draw practical conclusions. This understanding includes both personal culture and the culture of the management process. A leader who knows how to be bigger and better than others and at the same time be a highly cultured, educated and modest person enjoys great authority. Success in leading people is determined not by the power of power, but by the power of authority, the power of energy, versatility, and talent. A manager who enjoys authority is endearing and his influence on the team is very strong. The manager needs to cultivate politeness, sensitivity and attentiveness to people. All these qualities strengthen his position among employees and make him a respected person. All this helps make team work harmonious and successful. Considering the high qualifications modern teacher, the manager cannot limit himself to only a shallow analysis of his work and orders regarding the conduct of classes and other routine issues. His task is to delve into the content of the teacher’s work, to identify his strengths and weak sides, help correct shortcomings, correctly comprehend the content of the program, and direct them to improve the methods of the educational process. Here special meaning acquires individual approach, the ability to understand each person. Organizational skills are a necessary quality for a manager, especially in a preschool institution. The manager develops annual and calendar plans; defines responsibilities between team members; uses more effective measures to stimulate employee work; controls and analyzes the work of teachers, draws up documentation correctly and in a timely manner. The leading line of a manager in managing a remote control is the presence of his own concept, professional thinking, and individual style of management activity.

The manager’s work style, his business and personal qualities have a significant impact on the mode and order of work of the preschool institution, on the efficiency and effectiveness of its activities. Therefore, management in this institution should be based on the personal principle, since the final results of management activities are achieved not by the leader himself, but by all members of the team.

3. Contents of management functions, basic management methods. The logic of constructing the management cycle

The managerial activity of the head of a preschool educational institution requires efficiency in solving a variety of issues, brevity and accuracy in the presentation of thoughts, a creative, deep and flexible approach to the implementation of numerous tasks facing a preschool institution. All this predetermines the need for its constant improvement and increase in efficiency, which depends on the interaction of various factors.

Planning and forecasting function, providing a combination of long-term forecasting and current planning;

Information and analytical function? involves increasing the efficiency of management activities in conditions of democratization based on the selection of information, which must be complete in scope and specific; as a result of pedagogical analysis of information about the activities of each link of the educational institution, managerial actions of the leader are formed;

Motivational-goal function, which involves the desire to achieve the desired result (this function helps ensure that all team members perform work in accordance with the responsibilities delegated to them and the plan, correlating the needs to achieve their own and collective goals);

The organizational-executive function, which relates to each management cycle and involves the implementation of a person-oriented model for organizing activities in the management department; practical distribution of responsibilities, rational organization of work;

A control and diagnostic function, which involves a combination of administrative and public control within the educational institution with self-analysis of members of the teaching staff (mutual visits when organizing various types of children's activities among teachers, Open Day, questioning of parents, etc.);

Regulatory-corrective function, which involves making adjustments to the management of institutions using operational lines.

All these functions are characteristic of the management system of a preschool institution, but each of them has its own characteristics arising from the specific content of the institution’s work.

Planning is one of the most important functions of a leader. Mandatory and important integral part The function of planning is to select and determine the parameters by which the results of education will be assessed, determining the educational capabilities of each child in the zone of his potential development. Planning also involves a detailed description of ways and means to achieve goals. Based on the annual plan, work plans for all officials are drawn up. In a preschool educational institution, there are the following forms of plan: text and graphic.

The text form of the plan reflects a system of activities that provides for the order, sequence and timing of implementation.

The stages of organizational, social, propaganda, pedagogical work, those responsible, deadlines and prospects are determined.

The graphic form guarantees clarity of planning, helps ensure uniformity of work, helps to see the connection between activities, and facilitates control over the implementation of the plan.

The combination of two forms (graphic and text plan), according to practicing teachers, is the optimal planning option for the purpose of distributing all work in time and space.

Organization in the management system of a preschool institution is aimed at forming not only a controlled, but also a management subsystem, the division and cooperation of labor in which should be carried out at a more high level.

A clear, well-thought-out division and cooperation of the work of preschool leaders prevents specialists from duplicating each other’s activities and makes it possible to cover all levels of the management organization.

Knowledge of the level of education, work experience, theoretical and methodological training, business and personal qualities of deputies allows the head of a preschool educational institution to correctly distribute functional responsibilities, carry out division, resolve the issue of labor cooperation and create the necessary microclimate in the management apparatus, manage the activities of deputies, taking into account the capabilities of each of them .The most important goal of the organization as a management function of a preschool institution is to achieve organizational unity of the team. To do this, it is necessary to clearly define who, when and how carries out their activities, while interacting with other members of the team. The organization in the management system determines the place and role of each team member in achieving the set goal (“who and what?”), ensures their effective interaction in the process of achieving goals (“with what and how?”) and (“where and when?”), creates a system of necessary organizational relationships and thereby determines the solution to such questions as “who and with whom?” and “who and where?” The correct organization of work determines the specifics of the management activities of the leaders of a preschool institution, with the help of which it is carried out in practice.

Leadership is a management action that involves, first of all, motivational work with all participants in the educational process based on studying their needs, influencing these needs in order to change them (M.M. Potashnik). Checking the results of activities includes control and correction.

One of the functions of the manager is to monitor the state of the educational process and its implementation. Control is an assessment of the activities of employees or the entire preschool institution. After verification, correction is made. M.V. Pozdnyak, L.M. Denikina note that the ability to control is the same art as the ability to make decisions. Control must be planned; this helps to control all areas of the preschool institution’s activities.

Correction is a type of regulation based on the results of feedback during the management process. Any control should be organized in order to help employees organize the educational process.

In his work, any manager must use a variety of management methods. Let's look at the main ones.

There are four main groups of management methods:

Economic;

Organizational and administrative;

Social-psychological;

Organizational and pedagogical methods.

Economic methods help the manager to implement economic activity, solution economic issues work of a preschool institution.

Organizational and administrative methods of management are implemented in the development and approval of annual plans, the long-term Development Program for educational institutions, decisions of the pedagogical council, and when instructing performers in the form of instructions, instructions, orders. With the help of this group of management methods, the internal regulations provided for by the Charter are maintained in the management department, personnel are selected and placed, conditions are created for the rational organization of affairs, the exactingness and personal responsibility of each employee.

Socio-psychological methods guide the DU team to creatively solve problems; based on these methods, design is carried out social development team, a favorable psychological climate is established, positive, socially significant motives for teaching activities are formed.

Organizational and pedagogical methods are characterized by the participation of teachers in the management of educational institutions on the basis of healthy competition, cooperation, the organization of methodological work and the development of democratic principles in management.

When choosing management methods, the following factors must be taken into account:

Strategic and tactical objectives;

Features of people (teachers, parents, children) in relation to whom the method is applied (managerial influence);

Comparative effectiveness of various management methods;

The measure in the use of certain methods and their relationship;

The peculiarity of the situation, the exhaustion of other means; availability of time to solve the problem using the selected set of controls;

Moral, psychological, material and other conditions;

Opportunities, skills of subordinates; traditions, the attitude of a given team to a particular management style.

For competent management, the manager uses a variety of forms of work with personnel: individual (visits to groups with subsequent analysis, mutual visits, consultations, personal demonstration of methods and techniques of work, etc.) and collective (pedagogical councils, seminars, workshops, open viewings of games, classes, walks etc.). They help ensure the optimal solution to the tasks assigned to the preschool institution in the most possible way. short term, bring the work started to completion, see the future and captivate the team with it. The manager must remember that the leader is responsible not only for how he leads, but also for what those led by him do.

It is important to correctly construct a control algorithm in a preschool institution. Management in a preschool institution is a certain structure. In order to characterize the management structure, it is necessary, first of all, to name its composition, list all the parts that make up this or that system, identify the connections between them, i.e. show who obeys whom (relationships, subordination, coordination).

The structure is always dynamic, i.e. in real, existing, changing and developing education.

Types of structures:

1. Invariant - (the most general, typical, the same for everyone) structure.

It distinguishes four levels of management:

• manager level;
• the level of his deputies and other members of the administration;
• the level of educators and other teachers;
• children's level.

Let's consider the listed levels of management structure.

First level.

The manager is the main administrative person, elected by the team or appointed by a government agency, who bears personal responsibility for everything that is done in the management department by all subjects of management.

The Board of Educational Institutions, the Pedagogical Council, the Board of Trustees - ensure the unity of the management system as a whole, determine the strategic direction of development of the educational institution and all its divisions.

Second level - deputy heads, psychologists and teachers additional education, head of physical education, music director.

Through them, the head indirectly manages the preschool system in accordance with the given goals, program and expectation of results, and achieves the implementation of the assigned tasks.

The third level is educators, parents. The functions of any person at this level of management are not limited to legal regulation; his powers are inextricably linked with his personality.

The fourth level is children.

1. Optimal structure.

It is necessary to create a model of the management structure of a preschool educational institution, where each subject has its own purpose, specific goals, and must clearly know its functionality.

Rational distribution of functional responsibilities in remote control management:

1. It is necessary to make maximum use of the strengths of teachers who this moment work in the institution.
2. Management of vacant areas must be temporarily taken over by the manager or his deputies, urgently looking for the right person.
3. Clear definition of functionality. Record in writing all functional, job responsibilities performed for pay or on a voluntary basis by each person. Responsibilities must be approved by order. A written list of responsibilities of management subjects mobilizes them and organizes everyone. A clear distribution of functional responsibilities prevents conflicts and confusion. Strict fulfillment of their functional responsibilities by each management entity. Everyone should perform only their functionality.
4. The efficiency and quality of management requires division of labor and cooperation of all management subjects.
5. Designing various options for the distribution of functional responsibilities, comparing their effectiveness and choosing the optimal one.

The specifics and features of the activities of the management staff of a preschool institution in modern conditions require not only knowledge of regulatory, legal and other local documents, but also the ability to organize successful work teaching staff, parent community for the upbringing and education of children. Without this, it is impossible to fulfill the tasks set for the preschool education system of the Republic of Belarus in general and in preschool institutions in particular. Effective and efficient work of the entire teaching staff

DM depends on the coordinated actions of the manager and deputy manager for main activities. Their managerial functions are determined in accordance with the requirements of job descriptions, which clearly indicate and define functional and job responsibilities. One of the main functions of a preschool institution is the organization of the educational process.

Thus, the functional responsibilities of the head of a preschool institution include developing and making decisions to ensure the system of educational and administrative work of the preschool institution. It is the manager who finally determines the goals and objectives of the development of the management team, plans its work in order to implement measures to implement the tasks facing the team. The functional responsibilities of the head of a preschool institution include recording and monitoring the implementation of decisions of the pedagogical council and the economic activities of the school, and regulates the constant maintenance of the required level of organization of the activities of the school. The head of the department develops, in accordance with the goals of the department, based on the program of its development, specific job responsibilities of the employees of the department, as well as staffing table. Selects and hires employees. Encourages and stimulates the creative initiative of employees, maintains a favorable moral and psychological climate in the team. Pays primary attention to creating a positive image, the image of the control center in his area. Ensures accounting, safety and replenishment of the educational and material base, compliance with the rules and regulations of labor protection and fire safety. Responsible for the implementation of educational programs in accordance with the curriculum.

Uses modern control technologies, predictive type of control.

The deputy head for main activities, together with the head of the department, manages the department. Her functional responsibilities include managing the organization of educational, educational and methodological work in a preschool institution. Organization of current and future planning of this work. Coordinates the educational, methodological and educational work of all teaching staff to implement curricula, programs and ensures their complete and high-quality execution. Monitors the quality of the educational process. Organizes educational work for parents on issues of training and education of pupils. Organizes work to study best teaching practices. The duties of the deputy head include assisting teaching staff in mastering and developing innovative programs and technologies. Draws up a schedule of training sessions, participates in the selection and placement of teaching staff, provides assistance in conducting events, makes proposals for improving the educational and educational processes. Takes part in the preparation of the pedagogical council, organizes and monitors the implementation of its decisions. Responsible for organization and equipment issues group premises modern equipment, visual aids, organizes the work of the methodological room. Monitors the work of educators, ensures interaction in the work of kindergartens, families, and schools.

Practice-oriented task

1. Algorithm of management actions based on a functional approach on the issue of preparing and holding a pedagogical council in a preschool institution

The deputy head for main activities, based on his professional functions, prepares for the pedagogical council.

The diagnostic-analytical function allows you to competently prepare and organize the pedagogical council, organize the development and preparation stage.

Projective-constructive allows you to plan a pedagogical council, determine its prospects, outline the course and difficulties that may arise and the stages of their resolution. Goals, topics, problems are outlined.

The research and innovation function directs the deputy head to search and select new progressive psychological and pedagogical ideas, effective methods and techniques for organizing a pedagogical council in order to arouse interest among teachers and make this form of work more useful and expedient.

The organizational and regulatory function is aimed at organizing the activities of the teaching staff, uniting them, and creating a favorable socio-psychological climate. Finding the best practical use of the abilities of each member of the teaching team to achieve common goals. This function is implemented at the stage of organizing the meeting itself.

The stimulating function is aimed at activating and stimulating the activities of teachers. Teachers should be interested in solving the problem put up for discussion at the pedagogical council and see possible options for solving it.

An important role in the preparation and conduct of the pedagogical council is played by the information and normative function of the teacher’s activities. It manifests itself in promptly informing the teaching staff about new achievements in the field of psychology and pedagogy of preschool education, best practices in public and family education; on documents related to the protection of children’s rights, changes in the functional responsibilities of teachers.

A special role in the preparation and conduct of the pedagogical council is assigned to the supervisory function. The head and deputy head for main activities exercise control over the criteria for assessing the activities of teachers on the topic of the pedagogical council, monitor the implementation of the decisions of the pedagogical council.

The administration of the preschool institution is entrusted with the function of making decisions. The decision-making process goes through 4 stages. First of all, this is a careful preparation of the decision, which includes comprehensive thinking and study of the conditions in which it is given. This is followed by the development and adoption of the decision itself, and the organization of execution. The final stage in this process is verification of execution, pedagogical assessment of results.

Teaching Council Scheme

1. Development stage

defining the goal, topic, problem

development of a teacher council plan

distribution of teaching staff into problem groups

publication of the general plan

developing study questions

2. Preparation stage

theory study

questionnaire, interview

study

attending classes

preparation of proposals for solutions

studying documentation

theoretical seminars

visualization

3. Meeting stage

problem group performance

decision-making

4. Aftereffect stage

design of methodological bulletins

analysis and reflection

implementation of decisions.

PREPARATION FOR THE TEACHING COUNCIL

1. The deputy head for main activities prepares a list of questions that help reveal the depth of this topic. This helps educators actively participate in the discussion, make suggestions, and develop thoughtful solutions.

2. In the methodological office it is necessary to arrange a special stand “Preparing for the teachers’ council”:

the date, agenda, f. And. O. speakers;

instructive and directive documents on this issue;

list of methodological literature, articles from magazines;

announcements of consultations, open classes, seminars in connection with preparation for the teachers' council;

the decision of the previous teachers' council is posted and information is provided on the progress of its implementation;

materials from the work experience of teachers,

questions to the topic under discussion.

3. Taking into account the topic of the nearest teachers' council, the head and deputy head for main activities conduct observations of the pedagogical process and survey teachers. Analysis of the results (drawing diagrams, drawing up certificates, conclusions and recommendations) gives the manager a specific idea of ​​​​the work of the team and the ability to navigate the issues under discussion.

4. The deputy head for main activities advises the speaking teacher in choosing literature, drawing up a plan for the report, and using his personal experience as an illustration of theoretical conclusions. The speaker studies instructional documents, methodological literature, gets acquainted with best practices, looks at children's works that will be used by him to illustrate certain provisions of the report, analyzes his own experience and the experience of his comrades. The supervisor helps the teacher analyze the work and highlight the main directions in working with children.

When preparing for a teacher council, it is useful for novice teachers to see how this or that issue is resolved by an experienced teacher. The head helps master teachers summarize their experience. The head reviews the abstracts of the report before the teachers' council.

5. Work of the analytical group (this group provides an analysis: what shortcomings were discovered during the teachers’ meeting, what helped during the teachers’ meeting).

6. Development of a draft solution.

7. Rational placement of participants. The room must be prepared: large tables, chairs must be placed, a board must be placed to illustrate the material for the report.

CONDUCT OF THE TEACHERS' COUNCIL

1. The teachers' council begins with information about how decisions made earlier are being implemented.

2. A short introductory speech should focus the team’s attention on the importance of the issue being discussed and show the main directions of the discussion.

3. During the teachers' meeting, the head listens carefully to the speakers, tactfully directing the speeches in the right direction in order to make the debate businesslike and principled.

4. The leader sets the tone in creating an atmosphere of goodwill, integrity, and the ability to correctly perceive criticism.

5. When holding a teachers' meeting, it is necessary to follow clear rules and not allow deviations from the topic.

6. The teacher gives an analysis of his activities, notes not only achievements, but also failures, illustrates his message with examples of successfully found methods and techniques that helped him achieve his intended goal, and shows effective ways of pedagogical influence on them.

7. All present educators take part in the discussion of the speaker’s work.

8. Each issue is discussed in a businesslike manner, adhering to the rules. All council members must learn to speak briefly and only to the essence of the issue, and not allow deviations from the topic.

9. The chairman’s final speech contains an assessment of the activities of the teachers’ council, shows the direction of work to resolve the issues raised, and summarizes the speeches

The relationship between the functions of the management cycle during preparation for the Green Light review competition

Goals of management Planning of management Organization of team activities Current control and pedagogical analysis Regulation of management based on control data Final control and adoption of new management decisions Checking the implementation of decisions Organize and conduct a review competition on the theme “Green Light” according to the rules traffic. Replenish the subject-developmental environment of groups with didactic aids and developments on traffic rules. Develop Regulations on the review-competition, which includes criteria for assessing the activities of teachers in the following areas: organization of a subject-developmental environment; working with children on the problem, children’s knowledge of traffic rules in accordance with age, organizing cooperation with parents. Stipulate the conditions for awarding prizes and incentives. Terms of preparation and holding of the competition Methodological hours, consulting, individual forms of work with personnel, open screenings. Organization of a PPE school Carrying out control based on criteria for assessing the activities of teachers. Summing up the control results, analyzing the results obtained. Methodological assistance. Organization of a review-competition with the participation of the declared groups. Development of decisions, recommendations and proposals. ControlConclusions

Based on the analysis of scientific and methodological literature, the following conclusions can be drawn:

1. Management is an integral part of any educational process.

2. Management has its own goals, objectives, principles and functions.

3. Successful management of a preschool institution requires coordinated work of the entire team under the guidance of competent managers who base their activities on the basis of the legislation of the Republic of Belarus, on a personal approach to each participant in the educational process. Managers must correspond to modern society: be highly cultural, educated, have business skills, and the ability to manage the economic mechanism of a preschool institution

4. In their work, managers must use a variety of methods and forms of working with the team, based on the principles of leadership.

List of sources used

1. Pronina, A.N. Fundamentals of the course “Management of a modern preschool educational institution” / A. N. Pronina. Elets: Yerevan State University named after. I.A. Bunina, 2005.- 162 p.

2. Belaya, K.Yu. 300 answers to the manager’s questions / K.Yu. White. - M: “Sphere”, 1996.?56 p.

3. Bondarenko, A.K. Head of preschool institution / A.K. Bondarenko, L.V. Pozdnyak, V.I. Shkatulla. ? M.: Education, 1984.? 234 p.

4. Denyakina, L.M. New approaches to management activities in a preschool educational institution / L.M. Denyakina. - M: New School, 1997 - 48 p.

5. Kolodyazhnaya, T.P. Management of a modern preschool educational institution: practical. A manual for heads of preschool educational institutions and students of pedagogy. textbook institutions, IPK students: in 2 parts/ T.P. Kolodyazhnaya. - Rostov-n/D: Uchitel Publishing House, 2002.-Part 1.- 128 p.

6. Pozdnyak, L.V. Management of preschool education: a textbook for students. ped. universities/ L.V. Pozdnyak, N.N. Lyashchenko. - M.: Publishing center "Academy", 2000.? 432 p.

7. Falyushina, L.I. Management of a preschool educational institution. Modern aspect / L.I. Falyushina. - M.: Pedagogical Society of Russia, 2003. - 80 p.

8. Law of the Republic of Belarus on education in the Republic of Belarus

9. Resolution of the Ministry of Education of the Republic of Belarus November 9, 2004 No. 66 “On approval of the regulations on the institution providing preschool education”

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Now we move from the essence of management as a process to the essence of management activities in a preschool educational institution. Let us consider in detail the activities of management.

As S.A. Ezopova notes, management is increasingly viewed as a nonlinear interactive multifunctional activity of participants in the social process, who are equally interested in both obtaining high results from the organization’s work and in preserving and developing the people participating in this process, their relationships and unique subjectivity. Modern researchers define management as follows:

specialized activities aimed at streamlining relationships between people in the process of their joint work and achieving goals (A.V. Tikhonov);

activities to coordinate complex hierarchical relationships between the manager and the managed (V.Yu. Tikhonov);

active interaction between the heads of the educational institution and other participants in the educational process to streamline it and transfer it to a new qualitative state that is more consistent with the fulfillment of the assigned tasks (T.I. Shamova).

What is common in various definitions is that management is an activity to achieve certain goals, which is based on the interaction of people and the coordination of their actions.

Activity is a specific human form of relationship to the surrounding world, the content of which is its purposeful change and transformation in the interests of people. It has its own structure: motive - goal - object - action - result.

A.F. Pelenev gives the following definition of activity:

Activity- this is an active interaction with the realities of the world, during which a person acts as a subject who purposefully interacts with an object and in this way satisfies his needs.

The subject here is the head, the object, as mentioned above, is the entire system of life activity of a preschool educational institution (the educational process, interpersonal relationships of all its participants, advanced training of teachers, creation of the necessary material and technical conditions). The “realities of the world,” most likely, will be the state of affairs in the functioning of a preschool educational institution, knowledge about which was obtained by the head during the collection of information (observations, control, analysis). As for satisfying his needs, the manager really satisfies his material, social, and professional needs. How significant the professional needs are depends on the educational and professional level leader. L.V. Pozdnyak and L.M. Volobueva note that the current state of preschool education calls for the need to transfer the management of a preschool educational institution to a new paradigm, constituting a “managerial philosophy”, which is based on a motivational-systemic approach and personality-oriented goals for its implementation. The priority in it is the focus on the person and his needs, the creation of conditions that ensure the comprehensive development of the personality of each child and teacher, the motivation of collective and individual activities of all participants in the educational process in a preschool educational institution.

The main directions of work of the head (head) of a preschool educational institution are determined by four components of management activity (according to Kuzmin):

organizational;

constructive and design;

communicative;

gnostic.

The organizational component is both administrative activity and organizational activity itself.

The administrative activities of the modern head of a preschool educational institution must provide material, organizational, legal and socio-psychological conditions for the functioning of the kindergarten, and in accordance with current regulations and the Charter of the preschool educational institution.

To implement this component of the activity, using his powers, the manager:

together with employees, develops and implements personnel policies, i.e. staffs, selects, places, moves personnel, prepares their certification;

establishes, in accordance with the labor law of the Russian Federation, internal regulations and qualification requirements, the range of responsibilities of employees;

ensures compliance with the labor law, internal labor regulations, job descriptions, sanitary and hygienic regime, instructions for protecting the life and health of children, labor protection and safety regulations;

organizes the promotion of pedagogical knowledge among parents, manages the work of the parent committee;

acts on behalf of the preschool educational institution, representing it in all organizations and institutions, is the manager of loans and property of the preschool educational institution, resolves issues regarding the creation and liquidation of divisions and various services under it;

issues orders within the competence of the preschool educational institution, gives instructions that are mandatory for execution by all employees of his preschool educational institution;

reports on the work of the kindergarten to the staff and authorities (RUO).

All this work of the manager in this direction should ensure the creation of conditions necessary for joint activities, for purposeful and coordinated actions of subordinates to establish a normal educational process, establish normal relationships in the team, a favorable moral and psychological climate, proper labor discipline, and a creative atmosphere. The manager is a spokesman for the interests of the team of employees, a defender of the rights of each child, i.e. All organizational and administrative activities are directly aimed at ensuring the comprehensive development of the personality of each child.

The actual organizational activity of the manager is the ability to find different kinds interaction of employees of a preschool educational institution with each other so that the results of their joint activities correspond to the goals and objectives facing the preschool institution, notes L.V. Pozdnyak. The director, focusing on the social order and the implementation of the functions of a preschool educational institution, together with the teaching staff, selects programs for working with children, controls the work of teachers and medical staff in their implementation, and organizes advanced training for teachers.

The constructive and design component in the work of the head of a preschool educational institution includes an analysis of the state of functioning of the kindergarten, which is preceded by the collection of information, planning of the organizational and pedagogical activities of the entire team, planning of the manager’s own activities, drawing up estimates, tariff lists and other financial planning documents, distribution of work in time and between team members, taking into account the experience, level of qualifications and interpersonal relationships of employees. This includes the work of the manager in self-education, developing a leadership style and planning educational influences on the team.

The communicative component in the activities of the head of a preschool educational institution involves the establishment of correct relationships between employees in the team, taking into account their individual and age characteristics (character, type of temperament, work experience, style of teaching, communication). It is worth noting that the manager herself must correlate her activities with the requirements that are presented to the manager (reflection is a very necessary quality for a manager).

The gnostic component includes the study of the content and methods of influencing other people, taking into account their and individual characteristics, various styles of management activities, communication, characteristics of the educational process and the results of one’s own activities, its advantages and disadvantages, the study of literature on management, on management theory. Based on this, work on adjusting and improving the individual style of activity.

So, the modern head of a preschool educational institution:

defines goals;

forms the organizational structure;

carries out distribution function;

manages financial resources;

makes management decisions;

selects personnel;

controls the execution of management decisions, orders, instructions.

Like any activity, management activity in a preschool educational institution has its own goal, methods, means and end result.

V.Yu. Krichevsky emphasizes that management goal is to agree subject-subject relations and actions of participants in the management process that ensure the achievement of the organization’s performance results.

With this definition of the goal, the managerial activity of the leader is to establish agreement in the institution, create an atmosphere of cooperation as the key to successful activities and the achievement of quality results.

The goal of management activities in preschool educational institutions is to ensure the optimal functioning of all systems, high efficiency of the educational process with the least expenditure of time and effort.

This is a complex process consisting of the correct choice of goals and objectives, study and in-depth analysis of the available level of educational work, a system of rational planning; identifying and disseminating advanced pedagogical experience and using the achievements of pedagogical science in preparing teachers to work with children; implementation of organic unity in the upbringing and teaching of children in the classroom and in everyday life; effective control and verification of the implementation of decisions.

When the purpose of management is indicated, it is necessary to clarify its subject. In various approaches to management, the subject is a person, or a management process, or information, or the relationship of management subjects. According to V.Yu. Krichevsky, the subject of management is complex hierarchical relationships between management subjects. Such an understanding of the subject, on the one hand, removes a certain impersonality from management (which happens when information is considered as a subject), and on the other hand, management activity does not turn into manipulation of people (when a person is identified as the subject of management). Thus, this subject allows you to build an algorithm for management activities in the following form: “person - information - relationships - person”.

The next component of management activities in preschool educational institutions is content, i.e. actions, operations, thanks to which the subject of control and a certain result are transformed.

In modern theory, there are still no unified approaches to determining the content of a manager’s activity, but three approaches can be traced - functional, substantive, and integrative.

The functional approach assumes that the management process is the performance by the subject of an activity of a number of sequential operations.

Proponents of this approach (V.G. Afanasyev, A.I. Kitov, B.F. Lomov, M. Meskon, G.H. Popov, A.M. Omarov, P.I. Tretyakov, etc.) emphasize the interdependence of functions management and the focus of their consistent implementation to achieve management goals.

More details about management functions as a type of activity will be described below. It should be noted here that when defining the content of management from the perspective of a functional approach, one may encounter a number of difficulties.

These difficulties lie in the fact that the endless fragmentation of the management process (in some classifications up to 15-20 management functions are distinguished) does not provide a holistic perception of the management process, and exaggeration of the importance of a particular function for achieving the results of management activities leads to a distorted perception.

The substantive approach is based on the classification of the main areas of activity of the manager (objects of management). The content of the manager’s activities can be structured in the following areas: technical (production management), personnel (institutional personnel management), financial (financial resource management), legal (legal support management), etc., depending on the specifics of the institution’s activities. M.I. Kondakov identified the following areas in the activities of a school leader from the perspective of a substantive approach: political, pedagogical, administrative and economic. This approach is also implemented in structuring the management process in preschool educational institutions. So, S.V. Savinova in her research defines the main areas of activity of the head of a preschool educational institution as: protection and promotion of children’s health, staffing, methodological support for pedagogical DOW process, information and logistics support.

The advantage of this approach is the ability to clearly define the specifics of the institution.

An integrative approach is a combination of functional and substantive approaches. This approach allows us to consider the activities of a manager multidimensionally, revealing its diversity and complexity. First time use this method A. Fapol tried at the beginning of the 20th century. He outlined the main substantive directions (operations) of the manager’s activities and the management functions that ensure their implementation.

The integrative approach is revealed in the description of the managerial activities of the head in the education system E.P. Tonkonogovoi, V.Yu. Krichevsky (1977), A.K. Bondarenko, L.V. Pozdnyak, V.I. Shkatulla (1980), V.I. Bondarem (1987), Yu.V. Vasiliev (1990), T.I. Shamova (1991), M.M. Potashnik (1991).

Considering the activities of the head of a preschool educational institution, A.K. Bondarenko and co-authors highlight the areas of activity of the head of a preschool educational institution (ideological and political, methodological, administrative and economic, work with parents and the public) and designate the procedural functions (stages) of management: decision-making and planning, organization, regulation and control.

Method (from the Greek methodos - path of research, theory, teaching) - a way to achieve a goal; a set of certain rules and techniques.

Each manager in a preschool educational institution uses certain methods in his management activities.

Management methods are ways of implementing goals and principles in the process of interaction between the control and managed systems. The methods perform different functions, for example, stimulating. The manager must be able to create a work spirit that would facilitate the work of each team member with full dedication.

In studies (V.I. Zvereva, K.A. Nefedova, V.S. Pikelnaya, T.I. Shamova), methods of managing an educational institution are divided depending on the nature of the relationships that determine the essence and level of interrelation between the managed and control systems. There are five groups of methods: administrative, organizational, legal regulation, economic, psychological.

In the group of organizational methods, three independent groups are distinguished: organizational-stabilizing methods, methods of administrative influence, methods of disciplinary influence.

A system of various methods, their various combinations, and their complex application is one of the elements of the control mechanism.

Management methods organize, mobilize, coordinate and coordinate the actions of the team. The task of the leader is to include each teacher in active activities.

Having considered the principles, purpose, subject and content of the managerial activities of the head of the preschool educational institution, it is necessary to determine its result.

As a result of managing any organization or institution, it is legitimate to consider profit, the desire of employees to work, their loyalty, the quality of management decisions made, and consumer satisfaction with the results of the work (of the organization or institution).

However, as noted by S.A. Ezopov, when defining the subject of management activity - the relationships of participants in the management process, it is advisable to designate as its key result - the consistency of these relationships. It is this result that will lead to the creation of a favorable socio-psychological microclimate in the preschool educational institution; to the development of the team, its cohesion, organization; to effective communication both within the preschool educational institution and with its environment; to the successful coordination of the activities of teachers and other employees in achieving goals.

Management activities in a preschool educational institution must be considered as a communication activity, as a purposeful interaction between the leader and all participants in the educational process to streamline it and transfer it to a new qualitative state.

Democratization of management in a preschool educational institution, as a method, involves:

pedagogical cooperation at all levels of management in kindergarten;

creating a team of like-minded people;

delegation of powers by the manager to subordinates, reserving the functions of the main coordinator;

issuing a task in the form of an idea (without excessive detail);

providing subordinates with the opportunity to prove themselves, etc.

The effectiveness of management activities in a preschool educational institution is largely determined by the compliance of the individual traits of the leader with the social roles and functions that he is called upon to perform. It is also necessary to include such important means of successful management activities as professional ethics and management style (communication style).

Ethics is, as we know, a set of principles of behavior. Extending this definition to the activities of the head of a preschool educational institution, it can be argued that professional ethics is a set of principles of behavior in the process of communicating with one’s colleagues and subordinates, or, more precisely, in the process of managing a preschool educational institution.

One of the indicators that determines the degree of professionalism of the head of a preschool educational institution is the style of his management activities.

Some researchers believe that the management style includes features of methods and techniques of working with the entire team and its individual members, features of the behavior of the leader himself, and the organization of his activities. At the same time, R.Kh. Shakurov emphasizes that the personality traits of a leader should be considered in their unity with style, although there are significant differences between them. The main thing is that “qualities are only individual facets of a personality, while style is a characteristic of activity, acts as a synthetic expression of the entire personality, its qualities, knowledge, skills. Thus, the style of management activity is manifested through a system of the most characteristic and stable traits (qualities) of behavior of the head of a preschool educational institution.

The management style of the leader in a preschool educational institution significantly influences the creation of a psychological microclimate in the team. One can endlessly list the qualities that distinguish a good leader from a “just” leader. Performing his functions (organizational, planning, expert, arbitration, innovative, controlling, buffer, etc.), the head of a preschool educational institution realizes his personal qualities through the style of management activities, and it is in this (style) that his relationship with employees and subordinates.

We can talk about several styles of management activities.

K. Levin identifies three management styles:

democratic;

liberal;

Blake, Mouton a few more:

task orientation,

people-oriented;

people- and task-oriented;

administration protégé;

conformist style;

destructive.

As noted by R.H. Shakurov, in domestic and foreign social psychology there are various options for multi-parameter classifications of management style. Shakurov identifies five groups of personality traits necessary for such a classification.

The democratic style of management activities is most consistent with the performance of the functions of the head of a preschool educational institution. The leader provides an atmosphere in which each team member feels involved in solving the main tasks. The main business qualities of a leader of this style of activity (conditionally the first group) “consults with teachers, relying on their experience and knowledge”, listens to critical comments and suggestions”, “makes sure that his demands find support in the team”, “can admit his mistake , apologize." Business traits are complemented by the personality traits of the leader, which determine relationships in the team: objectivity, fairness towards subordinates, the ability to notice their achievements. Practice shows: where the head of a preschool educational institution properly evaluates the work of teachers, the kindergarten staff is more active in discussing current problems of preschool education, the life of the kindergarten, and is more likely to find mutual understanding with the administration.

The second group of properties that determine relationships in a team includes: “sensitive human attitude leader to teachers, i.e. what is called “respect for a person.”

The third group of traits of a humane and democratic leader combines those business qualities that characterize his personal pedagogical skills. This is the ability to understand the weak and strengths pedagogical activity of the teacher, advise, suggest, show; the ability to clearly set a task for each teacher and the entire team.

The fourth group of qualities also characterizes the business orientation and pedagogical skills of the leader. This includes creativity (creative attitude to work), interest in the achievements of pedagogical science and advanced pedagogical experience, the ability to evaluate and adopt something new from other people’s experience for implementation in one’s preschool institution. It is this group of traits that determines the degree of innovation. A leader with such qualities is able to organize innovative activities in a preschool institution, create an atmosphere of cooperation and co-creation in a team, which is practically impossible with an authoritarian style of management.

The fifth group of qualities or the emotional-volitional aspect of communication between a leader and subordinates is demandingness, the ability to control the implementation of tasks and management decisions made, confidence, determination when necessary.

All these groups of qualities are interconnected, but in the management activities of each leader they are refracted through the properties of his temperament and individual character traits.

Authoritarian style management activities. Its signs: the leader makes decisions himself, sets tasks and controls their implementation; For instructions and tasks, he mainly uses directive form. Orders and prohibitions sound laconic and sometimes threatening. He shows disrespect for people, indifference to their needs and interests. Moreover, these are not episodic signs of a leader’s activity, but constant ones.

of a rigid nature, which are used constantly. This style of management is incompatible with the principles of humanism, although the directive method of instruction is not a feature of the authoritarian style only. Sometimes such a method may turn out to be an appropriate, disciplinary means within the framework of a democratic style, occasionally and under certain circumstances.

A.F. Pelenev, as a result of his research, identified the main signs of the influence of authoritarian and democratic heads of educational institutions on subordinates.

Table. The main signs of the influence of authoritarian and democratic heads of educational institutions on subordinates

	DEMOCRATIC
Leadership Focus	Maintaining discipline and order, understood as strict adherence to management requirements	Creating favorable conditions for the productive activities of the institution’s staff and each teacher
Separation of powers in the organization	Autonomy, concentration of all power in the hands of the director, subordinates only fulfill his demands	Possession by all employees and collegial bodies of power sufficient to independently perform their functions
Use of administrative power	Monitoring the fulfillment of the requirements by subordinates. Imposition of penalties for non-fulfillment	Organization of joint activities of teachers. Delegation of power to subordinates for the development of self-government
Leading methods of influencing subordinates	Orders, instructions. Criticism at teacher councils, meetings, weekly planning meetings	Convincing the business need to meet requirements. Encouraging success, supporting teacher initiative and independence

Preferred forms of business interaction with subordinates	Official, general collective: weekly planning meetings, teachers' councils, meetings with the director	Individual and group: discussion of issues and coordination of actions in a working manner and in an informal setting
The nature of interpersonal relationships with subordinates	Demonstration of the superiority of the leader’s position in all positions, suppression of attempts to discuss one’s actions	Collaboration in solving complex problems of managing the activities of the team and individual teachers. Respect for the dignity of people
Advantages of style	Efficiency of decision making. Quickly restore order, strengthen executive discipline	Ensuring the development of a system of interpersonal relationships in the team, the formation of conscious discipline and cooperation
Style Disadvantages	Blocking team development. Unresolved strategic management problems. Manager overload	Low efficiency of decision-making, remoteness of results. Contradiction with the existing “traditional” management system
Necessary personality traits of a leader	Developed will and strength of character, high performance and self-esteem	High pedagogical and managerial qualifications, moral and communicative culture

Liberal style and close to him laissez faire style management activity is that the manager tries to interfere as little as possible with the socio-psychological processes in the team of the preschool educational institution. In this way, he supposedly creates conditions for employees to demonstrate independence. As research shows, a leader with a liberal operating style does not demand responsibility from subordinates for failure to complete tasks and lets the work take its course. He tries to avoid performing the organizational, expert, buffer functions of management activities; he prefers to work in an office. Under such conditions, the psychological climate and the level of the educational process depend on the culture, professionalism and responsibility of the team members.

This is how three traditional management styles are characterized, but in practice, most often we are dealing with the so-called mixed leadership style. And this is understandable. After all, becoming a leader is a rather complex process.

What influences the formation of the management style of the head of a preschool educational institution? What determines his leadership style?

Research has shown that the formation of a manager’s management style is influenced by:

Properties of the nervous system and temperament. If we take the components of management activity according to Kuzmin (gnostic, communicative, organizational, constructive-oriented), then a pronounced choleric person has an organizational component, he becomes an enthusiastic leader and this affects the style of his management activity. A melancholic person has a constructive and communicative component; phlegmatic is constructive and organizational, but somewhat inert; sanguine - organizational and communicative.

Accentuation of character.

Dominant motives of behavior, worldview, value orientation (to oneself, to a task, to other people, etc.). The motives of a positive attitude towards a person, acceptance by the group, and the need for self-realization have a positive influence on the formation of the management style of the head of a preschool educational institution.

Intelligence. If a leader’s creative thinking prevails, he produces a fountain of ideas and approaches many issues creatively.

Situational component. Situations are different. This includes emotional state, well-being and much more.

The effectiveness of management activities in a preschool educational institution is largely determined by the compliance of the individual traits of the leader with the social roles and functions that he is called upon to perform.

L.V. Pozdnyak, L.M. Volobueva give an overview of publications on management theory, which highlight the social roles and functions inherent in the head of a preschool educational institution.

I. Ansoff, G. Kunz, S. O'Donnell and others identify four social roles of a leader: leader, administrator, planner, entrepreneur.

The role of a leader is seen as the ability to be an informal leader with high authority and the ability to influence other people. The head of a preschool educational institution in his management activities must be not only a manager, capable of basically optimizing the existing situation, but also a leader, capable of making decisions about significant changes, being a strategist, a person with ideas. According to the classification of other authors, the roles of a thinker, a staff worker, and an organizer are similar to the role of a leader.

Administrator role. In this role, the head of the preschool educational institution, through his activities, ensures the functioning of the preschool institution in accordance with current regulations, develops and implements personnel policies, the Charter, controls the educational process, implementation educational program, brings the team together and much more. (According to another classification: personnel officer, organizer, diplomat, controller).

The role of the planner. In this role, the activities of the management of the head of a preschool educational institution are aimed at the development strategy of the preschool institution, at developing a concept and development program, at creating plans for organizing the activities of the team for the short and long term (improving the educational process, advanced training, etc.). the planner has an analytical mind, is methodical in his work, and is focused on the future (innovator, educator).

The leader plays the role of an entrepreneur in his activities by being an experimenter who finds new types of activities, non-standard solutions. He is ready to take risks and is capable of bringing about decisive changes in a preschool educational institution. A reformer is essentially aimed at success, stubborn, persistent.

The social roles of the leader are detailed and manifested in his specific functions.

In the literature, there are various classifications of managerial functions. V. Pugachev, based on the developments of E.P. Hollander, P. Schetgen, I. Heintze and others highlight the functions of a leader that are inherent in the head of a preschool educational institution. These include:

assessment of the situation, development, justification (finding out how realistic, understandable and controllable the goals are) and setting goals;

identifying and preparing activities to achieve goals;

coordinating the activities of employees in accordance with common goals;

control of personnel and compliance of the results of their activities with general objectives;

organization of employee activities, i.e. use of existing and creation of new organizational structures to manage personnel and their activities;

informing employees;

interactive, contact interaction (communication) - business conversation to obtain information, advice, assistance, etc.;

formation of a system of employee incentives and their motivation;

delegation of tasks, competence, responsibility;

conflict prevention and resolution;

distribution of values ​​and norms specific to a preschool educational institution;

caring for subordinates and ensuring their loyalty;

forming a cohesive team and maintaining its capacity;

reducing the feeling of uncertainty in the actions of personnel and ensuring organizational stability.

The head of a modern preschool educational institution in his management activities must not only put forward ideas, but also constantly strive for their implementation, believe in success and achieve results, leaving the focus of his activities on the person (child or adult), focusing on respect and trust in people.

Thus, the essence of the activity of managing a preschool educational institution is expressed through its functions, its content, types (styles), purpose and role. She is characterized by such essential features as purposefulness, planning, and systematicity. Like any activity, preschool management has all its components. It has motives, purpose, subject, action (content) and result.

Preschool is the first stage of the system continuing education and is designed to create the necessary psychological and pedagogical conditions for the development of the child’s personality, while satisfying both the needs of society and the needs of the child himself.

The problem of the effectiveness of preschool education management is based on the following principles of scientific management: goal setting, cooperation and division, complexity, systematic self-improvement.

The first and most important is the principle of goal setting as the basis for the content of all management activities.

Managing a preschool educational institution means purposefully influencing the teaching staff, and through them the educational process in order to achieve maximum results in the development of preschool children.

The purpose of managing a preschool institution is to ensure optimal conditions for the development of the child's personality. The implementation of this goal involves solving such problems as studying and in-depth analysis of achieving the level of educational educational work, creation of a system of rational planning, identification and dissemination of advanced pedagogical experience and the use of achievements of pedagogical science in preparing educators to work with children, implementation of the organic unity of teaching and upbringing of children in the classroom and in everyday life, implementation of effective control over the educational process.

The principle of goal-setting management reflects the requirement to set goals taking into account their optimality and reality, social significance and prospects.

The principle of cooperation and division of teaching labor presupposes the desire of the leader to coordinate the activities of all performers in accordance with their functional responsibilities. The organizational structure of management in a preschool educational institution can be presented in the form of two main substructures: administrative and public.

In turn, in the structure administrative management Preschool educational institutions can distinguish several levels of linear management. The highest level is provided by the manager. Its dominant position is legally enshrined in “Model regulations on a preschool institution.”

Head of preschool educational institution exercises full administrative leadership. He bears personal responsibility for the work of the institution entrusted to him.

The head manages all activities of the preschool institution, bears personal responsibility for the selection, placement and training of personnel, for the results of the organizational, pedagogical, financial, economic and other activities of the preschool institution. At the same time, he is obliged to apply democratic forms of governance. The manager cannot ignore the participation of the team and public organizations in management matters. The manager has the authority to make decisions. He decides what to do, how to do it and is responsible for it. Possessing real power, the manager influences the workforce, and through it, the nature and results of the work of the preschool institution.

In the role of administrator, the manager uses his powers to carry out the functioning of his institution in accordance with current regulations. Together with employees, it develops and implements personnel policies - staffing, recruiting, training, placing and relocating personnel, certifying them, and developing the Charter of the preschool educational institution.

Performing the functions of an organizer, the manager creates the conditions necessary for joint work, purposeful and coordinated actions of subordinates.

In accordance with the “Regulations on a preschool institution,” the head performs a wide range of responsibilities:

Establishes rules in accordance with labor legislation
internal labor regulations and in accordance with qualification
characteristics of the duties of preschool employees;

Ensures compliance with labor legislation, the Charter, parental
agreement, internal labor regulations, sanitary and hygienic regime,
instructions for organizing occupational health and safety, as well as serviceability
sanitary, heating, gas and energy systems;

Provides safety training and instruction;

Organizes the promotion of pedagogical and hygienic knowledge among
parents, directs the work of the parent committee, communicates with the school,
management of the department or sponsoring enterprise;

Reports on the work of the institution to educational authorities;

Ensures the creation of the necessary conditions for promoting health,
effective work on the upbringing and comprehensive development of children bears
responsibility for protecting their life and health, for organizing a balanced diet,
quality of educational work, staffing of the institution with children, financial
economic activity and sanitary and hygienic condition of the institution;

Organizes additional services aimed at improving care,
supervision, health improvement, education and training of children; carries out quality control
educational work.

At the second level, management is carried out by the senior educator, the head of the household, and the head nurse, who interact with the corresponding management objects. At this level, the head carries out direct and indirect implementation of management decisions through the distribution of responsibilities between administrative employees, taking into account their training, experience, and the structure of the preschool institution.

Senior teacher manages the educational work of the preschool institution. In addition, the senior teacher takes part in organizing the activities of the Council of Teachers and implementing its decisions, analyzes modern programs, proposes promising directions for the development of pedagogical activities for consideration by the Council of Teachers, organizes and coordinates work on the basis of the methodological office of a preschool institution, organizes methodological equipment for the educational process, provides assistance to teachers in the development of innovative pedagogical technologies, organizes educational work for parents, and creates conditions for parents to develop their needs for competent educational services for their children.

Head of the household is responsible for the preservation of the preschool building and property, organizes material and technical support for the pedagogical process, creates conditions for ensuring cleanliness and order in the premises of the kindergarten and on the site, fire protection and organization of work for service personnel.

The head nurse monitors the sanitary condition of the premises and area of ​​the preschool institution, compliance with the sanitary and anti-epidemic regime, the quality of the delivered products, the organization of catering and the quality of food preparation, ensures medical service children, conducts health education work among employees of the institution and parents.

The third level of management is carried out by educators, psychologists, a physical education instructor, a music director, medical and service personnel. At this level, the objects of control are children and their parents.

The principle of complexity involves a combination of targeted, functional and linear management of a preschool educational institution. Having determined the goals and objectives of management activities, preschool educational institutions employees plan their work at one or another level of line management (for example, the head develops a plan for the activities of the entire team, the senior educator - a plan for methodological work, educators - a plan for the educational process in age groups), the head makes necessary changes in the functional responsibilities of subordinates, distributing new responsibilities, creates conditions for the implementation of the plan, periodically monitors and coordinates its implementation by teams of the second and third levels of line management.

Effective management also involves the implementation of the principle of systematic self-improvement based on the achievements of management theory and practice.

Based on management theory, the following main functions of management activities in preschool educational institutions can be identified:

1. Decision making. A management decision is a program of action
expressed in directive form. Every decision determines the goal to achieve
which the leader and the team strive for; means to achieve this goal
(material, labor, financial, moral); ways to coordinate all
performers involved in the implementation of the solution.

Management decisions, in turn, perform a number of functions:

Guide (setting goals and objectives development of preschool educational institutions);

Providing (determining ways and means effective development
pedagogical process);

Coordinating and organizing (determining the order and mode of operation
preschool educational institution, distribution of functional responsibilities of subordinates);

Stimulating (search and use of measures of material and moral
incentives for achieving goals and objectives).

In the management activities of preschool educational institutions, the following forms of decision-making are used: orders, instructions, recommendations, plans, decisions of the Council of Teachers, instructions, directives, instructions, etc.

There are four stages in developing a management decision:

a) identifying problems and defining goals;

b) formulating the goals and objectives of the solution;

c) familiarizing the team with the draft decision;

d) oral or written correction of decisions.

2. Organization of implementation of decisions and plans. Includes
bringing the decision (plan) to the executor, creating conditions (material-
technical, moral) to fulfill this decision(plan), approval of this
decisions (plan) with the values ​​and personal needs of the performer.

3. Current and final control. It serves as a means of implementation feedback between subjects of the management process. The main object of control in a preschool educational institution is the educational process and its results - the level of development of the child’s personality, the amount of his knowledge and skills.

IN management of preschool educational institutions stand out the following types control: preventive, frontal, thematic, comparative, final.

The task of preventive control is to prevent all kinds of errors and select the most rational means of increasing management efficiency.

Frontal control includes checking the entire educational process in one age group within a few days. This form of control allows you to obtain information about the features of the educational process in the group, the personality-oriented educational process in the group, and the personal development of children.

Thematic control is carried out to study the work of preschool educational institutions on the tasks of the annual plan.

Comparative control is carried out in order to compare the results of the work of educators in various areas educational activities DOW.

With the help of final control, you can summarize the work of the teaching staff for a certain period of time.

Operational control is aimed at studying the state of work of both the team as a whole and its individual members at any particular stage and may include the following:

Evaluation of the teacher’s work for the day;

Analysis of the child’s development in one direction or another;

Analysis of psychological and pedagogical conditions in a group for working with children;

Analysis of sanitary conditions.

In the management activities of preschool educational institutions, management methods are used, which act as ways to achieve set goals and objectives. Four main groups of methods can be distinguished:

1. Economic methods or methods of economic stimulation.
They require additional payment for categories and titles.

2. Administrative methods. Allows you to select, arrange and
personnel training.

3. Methods of psychological and pedagogical influence. Using these methods
planning of the social development of the team is carried out,
a favorable psychological climate in the team, a creative environment is formed.

4. Methods of social influence. Aimed at broad involvement
of all personnel in the management of the preschool educational institution.

Literature

1. Law of the Russian Federation “On Education” (Article 18) / Preschool
education in Russia. Collection of current regulatory documents and
scientific and methodological materials. -M., 1995.

2. Model regulations on a preschool educational institution.

3. Andreeva V., Spirkina R. Problems of updating the preschool system
education at the present stage // Preschool education. 1991. -№4. pp. 33-37.

4. Bondarenko A., Pozdnyak L., Shkatulla V. Head of preschool
institution. -M., 1984.

5. Vasiliev Yu. New approaches to school management // Soviet pedagogy.
-1989, No. 8. pp. 57-63.

6. Genov F. Psychology of management. -M., 1982.

7. Mikhailenko V., Korotkova N. Guidelines and requirements for updating
content of preschool education // Preschool education. -1992.

8. Panko E. Study of the activities of a preschool teacher:
guidelines. -M., 1985.

9. Pozdnyak L. Head of the management system of a preschool institution //
Preschool education. - 1993. -№1.

10. Pozdnyak L. How I see the activities of a senior teacher // Preschool
upbringing. -1990. -No. 6.

11. Pozdnyak L. Special course. Fundamentals of preschool educational management
institution. -M., 1994.

12. Krasovsky Yu. If I am a leader. -M., 1982.

13. Tikhomirov A. Management decision. -M., 1979.

14. Simonov V. Pedagogical management. -M., 1997.

15. Potashnik M.M., Lazarev V.S. School development management. -M., 1995.

16. Komarov E. Woman - leader. -M., 1989.

17. Sterkina R., Knyazeva O., Yuzina E. New legal framework for increasing
quality of preschool education // Preschool education. -1993, -No. 1.

18. Barsukova L. Improving the management of preschool
educational institution // Preschool education. 1996, -№4.

19. Lazarev V. Educational management on the threshold of a new era // Pedagogy,
-1995,-№5.

Test tasks

Details

Kozyreva Natalia Vladimirovna, senior teacher of MADOU CRR Kindergarten No. 1 “Success”, Moscow,Troitsk, master's studentIIcourse of the correspondence department of the master's program "Management in Education" of Moscow State University for the Humanities. M.A. Sholokhov, Moscow.E- mail: kozyreva. [email protected]

One of them the most important areas activity, in the context of modernization in the education system, is the development of human resources. The priority of this direction of education development is also fixed in the Development Strategy Russian education until 2020, the National Educational Initiative “Our New School”, the Federal State Educational Standard for Preschool Education.

The social order for the training of new generation specialists is formulated in the report of the State Council of the Russian Federation “On educational policy Russia at the present stage": "A developing society needs modernly educated, moral, enterprising people who can make independent decisions, are capable of cooperation, are characterized by mobility, dynamism, constructiveness, are ready for intercultural interaction, have a sense of responsibility for the fate of the country, for its socio-economic prosperity."

Modern processes of modernization of preschool education highlight not the formal affiliation of the teacher to the profession, but the personal position he occupies, which ensures his attitude towards teaching work. It is this position that guides the teacher towards understanding modern realities, motives and ways of interacting with a child (E.V. Bondarevskaya, L.I. Bozhovich, M.I. Lisina, V.S. Mukhina). Only the maturity of the teacher’s personal and professional position ensures the replacement of traditional teaching values ​​with the values ​​of preschooler’s personality development and, consequently, improving the quality of his education.

Pedagogical competence is an evaluation category that characterizes a teacher as a subject of educational activities in the education system, presupposing the presence of professional, psychological and pedagogical knowledge, skills, professional positions and attitudes of a teacher required of him by his profession.

It can be stated that there is a specific contradiction between the requirements for professional competence teachers of a preschool educational institution, manifested in the formation of professional consciousness, which determines the choice of a certain professional position, and insufficiently developed technology for facilitating the necessary (in connection with the new “Teacher Standard”) personal and professional restructuring of preschool teachers.

A feature of methodological support at the present stage is the satisfaction of the current professional needs of the teacher and the provision of conditions for the inclusion of the teacher in the creative search. Methodical activity, implemented at all levels in accordance with modern requirements, will allow each teacher to successfully transition to the implementation of the Federal State Educational Standard.

The system for assessing professional competence in the modern world is the certification of management and teaching staff. Advanced training is a process that involves maintaining the acquired qualifications, as well as bringing them in connection with a changing situation, bringing them to a level that corresponds to the activities of the institution. The systematic and comprehensive nature of advanced training is ensured by the structure of its organization, which is reflected in the corresponding work plan of the kindergarten.

However, in modern system advanced training, the possibilities of theory and practice are insufficiently used in determining the content and principles of forming the professional position of a teacher.

In advanced training courses, no tasks are set to form the integrity of the teacher’s position; the priority remains the approach in which, in the majority, knowledge is more educational in nature, which in turn does not mean its application in practice. In-depth research into the issues of adaptation of scientific and theoretical knowledge is required in order to create a preschool educational institution on the basis of a set of conditions that contribute to the restructuring of the pedagogical consciousness of educators, which will, in turn, lead to the development of new personal and professional positions.

An active search for ways to solve this problem in terms of improving the content and forms of advanced training for preschool education specialists leads to the understanding that the system of additional vocational education preschool institutions may be “included.” The educational environment of the kindergarten, in the best possible way, ensures the transfer of acquired knowledge into the field of practical actions, the integration of personal and professional components, which contributes to the formation of the integrity of the professional position as a system-forming factor in the process of advanced training. Training teachers in a preschool educational institution allows you to effectively restructure teaching activities, from the point of view of the formed position of a specialist. Educational activity is the process of expedient, planned and systematic cognitive activity of the teacher, problem solver education and personal development in accordance with modern requirements in a particular area.

We assume that educational activities in the context of the transition of preschool educational institutions to the implementation of the Federal State Educational Standard should be focused on the development of the following pedagogical skills, namely:

• Research: the ability to evaluate an educational event from the perspective of the requirements of the Federal State Educational Standard ( Parent meeting, mass event, seminar, etc.); study the individual psychological characteristics of the child’s personality; conduct an analysis of the effectiveness of the educational process, methodological work, etc. at the end of the year or in a separate area; the ability to conduct self-analysis of work from the perspective of the requirements of the Federal State Educational Standard;
• Design: the ability to develop a scenario for conducting an educational event, etc., in accordance with existing problems, age characteristics, modern requirements in the field of education in the conditions of transition and implementation of the Federal State Educational Standard; develop a plan, program of activities for a specific period of time in accordance with the goals and objectives of the upbringing and development of children;
• Organizational: the ability to apply modern technologies in teaching practice educational technology; modern approaches to educational activities; the ability to include children in various activities that correspond to their psychological characteristics and needs;
• Communicative: the ability to build and manage communicative interaction;
• Constructive: the ability to select optimal forms, methods and techniques of educational work; comply with the principles (activity approach) of implementing the educational process.

Despite advances in theory and practice in the region Part of solving the problem of forming a teacher’s professionalism, it must be stated that the problem of developing pedagogical and organizational and managerial conditions for the formation and improvement of professional competence requires special attention. Especially in the field of developing mechanisms for introducing and managing the model of educational activity in the pedagogical process.

Under model We understand a system of interrelated components, including the development of (objectively necessary) professional pedagogical knowledge and pedagogical position, management of teachers’ professional competencies. The work of preschool educational institutions in the development mode forces us to rethink and build a management system in a new way, involving teachers in the development, application and implementation of management decisions. It requires an active restructuring of previously established work experience in the direction of changing the main content of activities and the approaches used, building a new model of interaction. A pedagogical find for the team was the article by Honored Teacher of the Russian Federation E.F. Kupetsky “Organization of the work of a preschool institution in the development mode,” which presents a new approach to organization in the form of medical and pedagogical associations - centers. Implementing the main priority areas, the preschool educational institution changes its mode of activity and experiences additional difficulties, since in addition to traditional work, which is carried out in operating mode, is still implementing a development program. To facilitate the task of management in two modes, the author proposes to organize work through centers that contribute to the restructuring of the content component of the activities of preschool educational institutions. Having studied the theoretical and methodological basis activities of the center (association of teachers according to a jointly interacting model, L.I. Umansky), their effectiveness (work experience of teachers in the city of Angarsk, Irkutsk region), they decided to introduce development centers into the work.

The first thing that was done at the preschool educational institution was to create regulatory and legal conditions that allowed teachers to clearly interpret the priorities in the organization innovation activity and advanced training. The package of regulatory documents included not only documents at the federal, regional and municipal levels, but also documents developed by preschool educational institutions, which reflect the content and main priorities in the professional development of teachers. This local acts DOW, provisions were developed. Regulations on the creative group for the development of the basic general education program for preschool education, Regulations on comprehensive thematic planning, Regulations on mentoring. The developed provisions, as practice has shown, made it possible to bring clarity and orderliness to the organization and implementation of various aspects of advanced training for teachers in preschool educational institutions.

It is noteworthy that the involvement of employees in the management process helps to increase their professional excellence, development of innovative activities of preschool educational institutions. Secondly, Centers were created - a voluntary association of employees interested in mutual activities and willing to participate in the development of one direction or another, giving young, beginning teachers the opportunity to express themselves in teaching activities. The main activities of the centers are the improvement of the educational process in areas, reflection on the quality of work to improve the professional skills of teachers, and most importantly, the professional advancement of the entire team. Goals and objectives of the centers:

1. Implementation of state policy in the field of education.
2. Involving employees and parents in solving management problems.

3. Development and implementation into the practice of preschool educational institutions of new pedagogical ideas, technologies, programs that ensure the development of a preschool educational institution.

4. Improving professional skills, enhancing innovation and creative potential of preschool educational institutions employees.

Each center has its own structural and functional diagram, a built-in model for organizing the pedagogical process, and a work plan in its own direction. Their activities are supervised by preschool education specialists from among the creative initiative group, who are responsible for the final result. The centers perform methodological and control functions. At pedagogical councils, problematic issues in the areas are considered, the results of the work are heard, and the materials developed are presented.

Work in the centers is organized:

• on theoretical basis– awareness of the idea, comprehension of advanced systems; increasing the level of teacher training in the field;
• diagnostic – collecting the necessary information;
• methodological - studying existing experience in the field, identifying advanced pedagogical experience of a preschool educational institution, increasing the level of methodological training of teachers;
• practical – development and implementation of new technologies, projects, programs, methodological support in areas;
• analytical - analysis of problems, generalization of the results obtained in areas, formulation of conclusions.

When organizing activities in the centers, various forms of active interaction are used: work in a single educational space; problem seminars, workshops, relay races of pedagogical skills, creative workshops, trainings, discussions, master classes, project activities, competitions and others.

Speaking about the activities of the centers, one cannot help but touch upon the issue of assessing the effectiveness of their activities in three areas, which we have identified based on the work of K.Yu. Belaya:

• effectiveness for the child - positive dynamics in the quality of education and training; individual, differentiated approach, success;
• effectiveness for parents - positive assessment of teachers by parents, assessment of the activities of the preschool educational institution as a whole. Cooperation and interaction with preschool educational institutions;
• effectiveness for teachers - activity, identification of their style of activity, teachers’ interest in creativity and innovation, desire to improve their teaching skills, success and satisfaction of teachers with their own, new trajectory professional growth.

As work was implemented in the centers, the following range of tasks arose:

• Determining the content, forms and methods, timing of implementation of educational activities and methodological assistance for the effective management of professional competence of teachers.
• Determining the conditions for using the portfolio system in the existing practice of assessing the professional growth of a teacher.

To solve problems to increase the level professional competence were used various shapes improving teaching skills, for example:

1) Pedagogical Council “Quality of pedagogical planning of educational work in preschool educational institutions”;

2) consultations of an informational nature “Design of components of educational activities based on the complex thematic principle of organizing the educational process”, “Organization of monitoring in preschool educational institutions” “Comprehensive support for a child in the conditions of the Federal State Educational Standard”;

3) seminar on planning educational activities in groups of preschool educational institutions under the conditions of the Federal State Educational Standard. A system of requirements for portfolio content was developed. We create a portfolio with each teacher. The content varies depending on the age and qualification level of the teacher, and the specifics of the group in which he works. The presence of such an information bank not only contributes to the growth of intellectual potential, but also stimulates the teacher to carry out innovative activities, contributes to the improvement of the teacher’s qualifications, and teaches the presentation of his activities.

The portfolio of a preschool teacher consists of the following sections:

• Teacher's business card;
• Professionogram is a qualification characteristic that includes a set of professionally significant qualities, abilities, knowledge, abilities, skills;
• Regulatory and legal framework for the activities of a preschool teacher (list of documents, local acts);
• Self-diagnosis (study of difficulties and interests in the professional activities of teachers);
• Work on self-education (topic, stages of work);
• Pedagogical collection (articles, consultations, lesson notes, methods, descriptions of pedagogical technologies, abstracts, quotes, etc.);
• Materials for summarizing best pedagogical experience (creating educational and methodological, teaching aids, giving a report, creating a photo album, etc.);
• Teacher rating (certificate of advanced training; reviews from the administration of a preschool institution, parents, students; results of a survey of participants in the educational process, certificates, diplomas).

During the implementation of an exemplary basic program, young teachers gain access to the most progressive ideas of education and upbringing, information about new pedagogical technologies. By attending master classes by experienced educators, open events, educational activities, they can see in practice pedagogical techniques and the application of active methods of education and training. The special structure of the methodological support model includes the “Young Teacher Center” (young teachers after graduating from university, as well as specialists with no experience working in preschool educational institutions), which is part of the advanced training of beginning teachers. Most young educators need help, the need to receive methodological, psychological, pedagogical, and other information. The main objectives of the “Young Teacher Center” are:

• formation and nurturing of young teachers’ need for continuous self-education;
• assistance to the teacher based on the achievements of pedagogical science and advanced pedagogical experience; interaction within the framework of this association makes it possible to study the theoretical and practical aspects of educational activities in preschool educational institutions. Specialists from preschool educational institutions are involved in conducting the theoretical block, and experienced teachers are involved in the practical block.

Unfortunately, not all teachers are ready for the changes taking place. Practice shows that in a number of cases, while formally declaring the transition to new standards, the educator retains the same content of the educational process, mechanically applying technologies of new content, which causes even greater emotional rejection of innovations by some teachers. It turned out to be difficult for a number of teachers to motivate themselves to accept and participate in the implementation of the changes taking place. A major role in this is played by the educational psychologist, whose priorities in activity have undergone significant changes.

As part of the transition to the new Federal State Educational Standards for preschool education, the psychologist focused on the formation of the motivational sphere of the teacher. For productive interaction with the teaching staff, the psychologist must become a full member, have sufficient knowledge in the field of organization and implementation of the pedagogical process, and take an active part in all aspects of the life of the kindergarten.

In an era of global changes in all education, the country is undergoing a change in the status of the teacher himself, therefore, improving the qualifications of teachers is associated not only with the development, expansion, deepening of knowledge and skills acquired early, but also with the revision of previously learned facts, concepts, patterns, determined by the development of science , the emergence of new scientific concepts.

Today, it can be noted that the preschool educational institution has developed a system of advanced training for teaching staff, created the necessary conditions, which are conducive to the development of the pedagogical position of teachers.

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