Interaction of all specialists in kindergarten. Publication by a teacher on the topic “Features of interaction between a teacher and preschool educational institution specialists”

Irina Belenko
Interaction between educators and specialists

Our kindergarten has accumulated experience interaction in the work of specialists and educators. System interaction clearly demonstrates professional relationship between all specialists kindergarten in working with children. We all work closely with each other and strive to have a unified approach to education each child and a uniform style of work in general.

We have developed a scheme interaction between specialists kindergarten in working with children.

To ensure such unity in the work of all teachers and specialists in our kindergarten we developed the following tasks:

1. Creating a team of like-minded people from everyone specialists(teacher-speech therapist, teacher-defectologist, educational psychologist, educators, music director, physical education instructor, additional education teacher in visual arts) and improving their professional level.

2. Organization of a developmental environment that stimulates the child’s speech and personal development.

3. Joint study of the content of the program and drawing up a long-term work plan for all types of children’s activities and for all sections of the program.

4. Joint preparation and holding of holidays, entertainment, thematic and integrated activities.

Forms have been determined interaction between specialists: open classes, consultations, conversations, round tables, business games, workshops, teacher councils, work with parents.

In our kindergarten everyone specialist has its own sphere of professional activity, which is aimed at diagnosing, preventing and correcting existing deviations in the development of a child in one or another educational field. Diagnostics allows not only to quickly monitor the process and dynamics of educational activities, but also to promptly correct them in the event of a possible negative impact on the health and mental development of the child.

Musical director together with teacher organize and conduct music classes, literary and musical matinees. They identify musically gifted children and work with them individually and in groups. They conduct morning exercises, physical education and entertainment together, and provide musical accompaniment for organized children's games in the 2nd half of the day. Together with teacher conduct musical, didactic, theatrical and rhythmic games. Consults educators on problems of musical development. Get acquainted with the tasks of the work and the diagnostic results. Together with educators develop and carry out: holidays, entertainment, leisure. Musical director helps teacher in working with parents: prepares consultations upon request teacher, recommendations, reminders.

In our kindergarten, a physical education instructor conducts physical education classes, together with teacher During diagnostics, children’s physical abilities are identified, individual work is planned with lagging children, and children’s physical activity is monitored during the day. Provides consultation educators on the problem of motor development, training through open demonstration of motor activity with children. Talks with educators groups on the organization of physical education classes. Together they develop and participate in physical education holidays, health days, summer recreational activities, and morning exercises. Provides assistance educators in creating conditions in the group for organizing motor activity, the physical development of children, the use of non-traditional equipment, and gives advice. Participates in parent meetings, in the preparation of visual information, and consultations for parents. Together with teacher plan and implement various forms of physical education and recreation work: hikes, excursions, outdoor games, competitions.

An important role in organizing educational educational process is provided by an educational psychologist. The main work of an educational psychologist falls on the adaptation period, when a new team is formed. At this moment it helps educators build relationships with newly arrived children and their parents. Individual work with children is jointly planned and the teacher-psychologist gives recommendations for further correctional and developmental work. Together they participate in organizing and holding various festive events. A teacher-psychologist provides the necessary psychological professional assistance educators in order to prevent their emotional burnout. Provides assistance teacher in the form: consultations, seminars, surveys, design of visual material. Takes direct part in parent meetings.

The speech therapist teacher works closely with educators, attends their classes. Together with teacher They conduct relaxation, breathing, finger, articulation, massage exercises with children, create and automate sounds, and develop phonemic hearing. After noon teacher Conducts individual work with children on the instructions of a speech therapist. Speech therapist teacher consulting educators and parents for use special methods and techniques for providing assistance to children with developmental disabilities. Conditions for the development of various types of activities are jointly created in the group, taking into account the interests and needs of the children themselves.

A teacher of additional education in visual arts identifies and develops the creative abilities of children, together with educators study individual characteristics pupils, plan during the lesson tasks of different levels of complexity, according to the preparation and development of each child. Before art classes teacher conducts preliminary work with children in the form of conversations, observations, excursions, viewing paintings, reading poetry, fairy tales, stories, and also involves children in exploratory experimental work, shaping their creative activity in visual activities. The visual arts teacher takes part in coordinating joint activities in artistic and aesthetic raising children with teachers and parents of pupils.

Teacher choreographer with teacher monitor the development of dance abilities of preschool children, as well as the impact of choreography classes on improving the health of children. Together they teach children musical and rhythmic movements and dances, taking into account their physiological and age characteristics. Educator Together with the choreographer, they draw up scenarios, planned dances, entertainment, holidays, and are responsible for their preparation and implementation. They discuss costumes, dance attributes, and come up with new dances. Together we are preparing children to participate both in village events and at the district level, preparing children for festivals.

The exchange of professional information about the developmental characteristics of a particular child is provided for by the regulations of work meetings and teacher councils, but usually the need mutual exchanges of opinions occur more often. Therefore, each of us informs each other about the characteristics of children, specifying exactly that part of the information that may be useful specialist in solving narrow-profile problems.

An important point in the work is correctly planned activities in working with teacher. Here it is necessary to take into account that specialists must know the content of not only those sections of the program in which he directly conducts classes, but those that he conducts teacher. In its turn educators must know the content of the types of work that are carried out specialists. That is educators or specialists Preliminary work is carried out before the lesson.

Proper planning ensures the necessary repetition and reinforcement of material in different types of children’s activities and in different situations.

For the convenience of work in our kindergarten there were developed:

Notebooks relationships with teachers for organizing correctional educational work.

Based on the results of monitoring, which is carried out at the beginning and end of the school year compiled:

Individual educational routes (for gifted children and children with low levels of development). That is

At the beginning of the school year, based on the results of mastering the program levels, children are identified whose development level differs from the normative level (have a high level). Based on the identified data, it is planned to increase the requirements for mastering the artistic and aesthetic program with these children during the school year. An individual route for accompanying artistic and creative activities is being developed.

At the end of the academic year as a result of planned work (development of an individual route) with children to increase the requirements for mastering the artistic and aesthetic program, the level of children’s knowledge has increased. This means that it is necessary to continue to implement a differentiated approach to these children at ECD in the next school year.

We are all active we interact with specialists. But I would like to note certain groups, individual teachers who are especially closely and in-depth interact with specialists according to your experience work:

Algunova L. M. and Golikova N. G. with an art studio teacher on the topic “Introduction to the origins of Russian folk culture and enrichment of emotional perception children through folklore";

Evdokimova N. S. and Yaroshevich M. S. also with the music director and teacher of the art studio on the topic “Introducing children of senior preschool age to the fundamentals of Orthodox culture”;

Shabashova E. N. and Belenko I. N. with a physical education instructor on the topic “Formation of the foundations of environmental culture in the process of physical education children of preschool age."

Thus, all this activity, interaction of all participants in the pedagogical process successfully helps children easily adapt to society and to school education.

Analyzing the situation that has developed today in the system of raising and educating children, the number of children with deviations in speech development has become very noticeable. A significant portion of these children are 5-6 year olds who have not mastered the sound culture of speech within the required time frame. Such children constitute the main risk group for academic failure, despite the fact that they have full hearing and intelligence. But adequate methods, organizational forms of working with children with severe speech disorders, and targeted influence on children help to overcome the speech defects that children have. That is why today, when talking about working with children who are speech pathologists, we cannot consider only the activities of a speech therapist teacher. In order to eliminate speech disorders and form an oral speech base, deep interaction between all participants in the pedagogical process is necessary, where the leading and coordinating role belongs to the speech therapist teacher.
At this time, the correctional program is being rethought and thoughtfully taking into account new federal government requirements. We determined the success of correctional work in the speech therapy groups of our preschool educational institution by a strict, well-thought-out system, the essence of which is the speech therapy of the entire educational process, the entire life and activity of children. Namely, the creation of a creative union of teachers united by common goals, the development of an integrated correctional and developmental calendar and thematic work plan, built on the basis of comprehensive diagnostics, the organization of a correctional and educational environment that stimulates the development of the child.

The interaction of the speech therapist teacher with pre-school specialists is carried out as follows:
teacher-speech therapist and educational psychologist (psychological diagnostics, communication studio, psychological correction, determination of psychological load, preparation of consultations);
teacher-speech therapist and educator (pedagogical diagnostics, preparation and implementation of individual development programs, implementation of educational programs, participation in PMP Consiliums);
speech therapist and deputy teacher head of educational work (assistance in organizing interaction, coordination functioning, monitoring results, analysis);
teacher-speech therapist and medical workers (medical examination of children, determination of the load for each child, recreational massage, preparation of consultations);
teacher-speech therapist and music director (pedagogical diagnostics, logorhythmics, music-speech lesson, music-speech games);
teacher-speech therapist and physical education instructor (pedagogical diagnostics, motor activity, breathing exercises, speech load, fine motor skills, movement coordination).
To this end, our preschool educational institution outlined the main tasks, which included:
1. Creating a team of like-minded people from all specialists (teacher-speech therapist, educational psychologist, educators, music director, physical education instructor) and improving their professional level.
2. Organization of a correctional and developmental environment that stimulates the child’s speech and personal development.
3. Development of an integrated correctional and developmental, calendar and thematic plan, and notebooks for interaction with specialists, built on the basis of comprehensive diagnostics.
Thanks to the integrated approach of all specialists, the following was developed:
1. Long-term plan for interaction with specialists
2. Interaction notebooks - by groups (educators) for organizing educational work and conducting a speech hour with children. They were developed on all current lexical topics in preschool educational institutions and taking into account the age characteristics of children. In each topic, we have selected the main parts and determined an approximate list of games and exercises for development:
- dictionary,
- lexical - grammar and coherent speech,
- mental processes,
- development of fine motor skills and breathing,
- additional development of phonemic hearing.
3. Communication notebooks – with all specialists. Defined:
- tasks of the work of a specialist (music director, teacher-psychologist, physical education instructors) by periods of children’s education,
- recommendations for corrective work,
- a brief overview of diagnoses,
- long-term planning for the formation of phonetic and lexical aspects for the year,
- approximate games and exercises for each specialist
- a list of children with diagnoses and a record of the speech therapist’s work on sound pronunciation,
- long-term planning and individual work.
Analysis of the interaction between the teacher-speech therapist and all kindergarten specialists allows us to draw reasonable conclusions that graduates of preschool educational institutions attending speech therapy groups:
articulatory, fine and gross motor skills are sufficiently developed;
pronunciation and phonemic hearing are formed;
skills of sound-syllable analysis and word synthesis have been consolidated;
phonemic perception, attention, memory, logical thinking are sufficiently developed;
vocabulary is enriched, clarified and activated;
children use simple and complex sentences quite freely;
communication skills are developed, there is no communication barrier.
The relationship between the dynamics of speech development and cognitive processes gives reason to believe that the interaction of all participants in the educational process in speech therapy groups leads to positive results; This interaction is effective due to the coordinating role of the teacher-speech therapist and the developed system for monitoring not only the speech, but also the cognitive development of children-speech therapists.
All this makes it much easier for children to adapt to the next stage of education – primary school.
Our children, graduates of speech therapy groups, successfully study in secondary schools with a gymnasium bias and in gymnasiums. According to the results of diagnostics of speech development, the average level is 63%, the high level is 37%, and there is no low level. According to data for the last five years, 50-67% study at “4” and “5”. There are no underachievers among the graduates of speech therapy groups.
Thus, in our kindergarten, a system of correctional and pedagogical work to eliminate speech defects in speech pathologist children of senior preschool age has been effectively implemented based on the interaction of a speech therapist teacher and preschool specialists.

Prepared

Krinochkina Svetlana Andreevna

Teacher at MADO 50

Sverdlovsk region

City REVDA

Interaction between the teacher and the staff of the preschool educational institution.

A preschool teacher must clearly know the conceptual foundations of organizing the educational process in a preschool institution and the main directions of development of the institution. The teacher must be able to reflect on the reasons for successes and failures, mistakes and difficulties in the educational process in order to make changes in subsequent activities and achieve better results.

The interaction of a teacher with specialists in a preschool educational institution is an integral part of the successful education and upbringing of children.

Interaction between the teacher and the administration of the educational institution.

The interaction of the teacher with the administration of the educational institution is aimed at creating optimal conditions for the full comprehensive development and training of students, protecting and strengthening their health in accordance with the state educational standard and programs implemented in the institution. Also to organize work among parents (persons replacing them) on the issues of raising and educating children in the family, promoting pedagogical and hygienic knowledge, attracting parents (persons replacing them) to participate in the activities of the institution, determined by the charter and parental agreement.

Comply with labor protection and fire safety regulations.

Interaction between a teacher and a senior teacher at an educational institution.

The senior teacher organizes current and long-term planning of the activities of the teaching staff of the preschool educational institution. Analyzes the implementation of educational, methodological and educational work in preschool educational institutions and develops proposals to improve its effectiveness. The interaction between a teacher and a senior teacher at an educational institution is continuous throughout the entire educational process. The senior educator assists teaching staff in mastering and developing innovative programs and technologies, and helps prepare for certification. Measures are being taken jointly to equip groups with modern equipment, visual aids and technical teaching aids, and to replenish them with educational, methodological, fiction and periodical literature.

Work is being carried out to comply with the rules and regulations of fire safety, traffic safety, and behavior on the street in the educational process.

Interaction between a teacher and a music worker at an educational institution.

The general and musical-aesthetic development of preschool children in kindergarten is carried out by a music director who has a good command of the theory and methodology of the pedagogical process, and a teacher who has general musical training.

The work of teachers is complex, varied, and must be carried out in close, mutual understanding and contact.

Music classes in kindergarten are the main form of organizing children's musical activities. The music director and the teacher participate in the preparation of music lessons. These activities often start in a group setting where there is something interesting going on for the children. For example, children discovered that some toys were missing and went to look for them. They come to the hall... and the playful music lesson begins. This creates motivation and interest in musical activities in children. Teachers think through all this and carry it out together.

The activities of the music director and teacher also include conducting music and speech classes. These classes are the connecting link in the activities of teachers. The classes are aimed at developing speech through expressive singing and are additional. The teacher actively helps the music director in carrying it out. The content of the lesson includes literary and musical material.

In music classes, children's singing skills are developed, improved and consolidated, and a stereotype of correct pronunciation of words is formed. The emotional basis of musical lessons contributes to better learning of various skills. The teacher, being present at such classes, enriches the methodology of his work on the development of children’s speech and brings it closer to the methodology of the music director.

The teacher and music director create a subject-development environment, which is carefully thought out by them. The subject-development environment is given fundamental importance in the pedagogical process of a children's educational institution.

The essence of the tasks of joint interaction between the music director and the teacher is to awaken the creative activity of children, develop their musical imagination and thinking, and stimulate the desire to independently engage in musical and creative activities.

Together, teachers must develop children’s musicality, educate their moral sphere, mental processes and personal developments. Thus, the music director and teacher must provide for the integrity of music education: training, education, development. All these tasks can be implemented only if the following conditions are met:

Involvement in musical activities brings children only positive emotions;

A humane and personal approach has been thought out to ensure emotional comfort for children;

A comfortable musical and educational environment has been created in all forms of organization.

The music director and educator must keep the development of the entire holistic set of personality qualities at the center of the music education system, and this is the main result. The goal of the humane-personal approach, proclaimed by the pedagogy of cooperation, is an approach to the child’s personality, his inner world, where undeveloped abilities, strengths and possibilities lurk. The task of teachers is to awaken these forces and use them for more complete development.

Close interaction between the teacher and the music director ensures the effectiveness of the tasks of music education and an individually differentiated approach to children.

Teachers must interact with children subjectively. This style of interaction between the teacher and the child gives the child the right to choose (songs, games) for learning. Game motivation, the presence of dialogue and polylogue (i.e. the interaction of the music director with the teacher, the game character and the children) make the lesson very dynamic. During the lesson, when asking a question to a child, the music director (teacher) forms the question in such a way that it contains two answer options. For example: “What mood did the music make you feel, happy or sad? ", "Do chicks sing in a high or low voice? " Children usually always answer correctly.

In the process of subjective interaction, teachers constantly put children in the position of an experimenter, ask them a lot of questions, encourage them to constantly think and look for an answer to the question posed. It is this interaction that has a great effect on the development of intellectual abilities.

The process of music education is long, you should not expect quick results. Only the joint activity of the music director and the teacher leads to the desired results in solving the problems of the general and musical-aesthetic development of preschool children.

Interaction between a teacher and the head of physical education at an educational institution.

Currently, one of the most important problems is the state of population health. Children's health is the wealth of the nation. The most accessible means of increasing health potential is physical education and physical activity.

In a preschool institution, physical education and health activities are organized by the teacher and the head of physical education. The effectiveness of physical culture and educational work in a preschool institution is largely determined by their interaction. Each of them performs work in accordance with their job responsibilities. The requirements for the activities of these specialists differ depending on the tasks being solved: general physical training of children, motor rehabilitation. Pedagogical activities are aimed at the child, so their actions must be coordinated with each other. Planning of their joint activities is carried out on the basis of the annual plan of the preschool institution and is formalized in the form of plans: consultations for educators, speeches at pedagogical councils and medical-pedagogical meetings

They are equally:

They know the program according to which the physical improvement of children is put into practice (goals, objectives, predicted results);

Conduct diagnostics of the physical condition of children according to the program implemented by the preschool institution;

Know the characteristics of the health status of pupils and plan physical exercises in accordance with these characteristics;

Form in children ideas about the hygiene and aesthetics of physical exercise (posture, exemplary display of physical exercises, conducting classes in sportswear and shoes, etc.);

Use the means of physical education to educate moral

(moral - volitional) qualities of pupils;

Monitor physical activity based on external signs of fatigue;

Use physical education tools to develop normal gender-role behavior in children;

Hardening is carried out during physical exercises;

Ensure the safety of children during physical exercise;

Provide children with first aid in case of accidents;

Plan, conduct and analyze physical education and health activities during the day (morning exercises, physical education, outdoor games between classes and on the street, invigorating gymnastics);

Inform parents about the level of physical condition of their children and success in physical activity.

The life of every child in a preschool educational institution is built on the basis of a thoughtful alternation of physical activity, different types and forms of activity.

Interaction between a teacher and a medical worker at an educational institution.

The interaction between the teacher and the medical worker is aimed at:

control of the sanitary condition of the premises and area of ​​the kindergarten;

compliance with the sanitary regime as prescribed by the doctor, organizing activities to harden children;

ensuring the organization of recreational activities, adherence to the daily routine, proper conduct of morning exercises, physical education classes and children’s walks;

accounting for sickness absence, isolation of sick children;

There is a joint daily morning reception of children;

participation in pedagogical councils devoted to the problem of physical development and health of children;

health education work of parents;

compliance with the group's food schedule;

maintaining food tables for children in the group;

organizing meals in a group.

Interaction between a teacher and a junior teacher at an educational institution.

The interaction between the teacher and the junior teacher occurs daily, throughout the entire day of the children’s stay in kindergarten, and includes:

participation in planning and organizing the life activities of pupils, in conducting classes organized by the teacher;

creating conditions for socio-psychological rehabilitation, social and labor adaptation of pupils;

together with medical workers and under the guidance of a teacher, ensuring the preservation and strengthening of the health of pupils, carrying out activities that contribute to their psychophysical development, and their adherence to the daily routine;

organization, taking into account the age of pupils, their work on self-care, compliance with labor protection requirements, providing them with the necessary assistance;

participation in work to prevent deviant behavior and bad habits among students;

bearing responsibility for their lives and the health of children;

dressing and undressing children, conducting hardening activities;

ensuring the protection of life and health of students during the educational process;

compliance with labor protection and fire safety rules;

ensuring the protection of children's lives, maintaining and strengthening their health;

working together with children;

interaction in work to improve the efficiency of the educational process and to create a favorable emotional climate for students in the group during their stay in a preschool institution.

To summarize the above, I would like to note once again that the modern goals and objectives of preschool education cannot be realized by each participant in the pedagogical process individually. All specialists should strive to have a unified approach to raising each child and a unified style of work in general. To ensure such unity in the work of all teachers and specialists, their close interaction is necessary.

(Experience in implementing an information and pedagogical project)

Educational programs of modern preschool institutions are aimed at the formation and harmonious development of the child’s personality, preparing him for a successful transition to a new social status - the status of a schoolchild. Speaking about the comprehensive development of children, it is impossible not to touch upon the most important, in our opinion, issue of mastering their native language, since speech is the basis of general intellectual development. All mental processes - perception, memory, thinking, imagination, purposeful behavior - develop with the direct participation of speech (L.S. Vygotsky, A.R. Luria, A.V. Zaporozhets, etc.), which means a violation in the formation of one function will inevitably entail a disruption in the development of the other. Therefore, it is extremely important to identify difficulties that have arisen in a timely manner, take all possible measures to eliminate them and prevent the occurrence of deeper deviations.

Our analysis of data from diagnostic examinations of pupils of our preschool educational institution over the past few years has shown that the number of children with a low level of speech development is growing every year. This is also proven by the fact that the number of speech therapy groups exceeds the established norms.

Talking with educators and parents who have children with speech disorders, we found out that in many cases, difficulties in mastering the sound culture of speech and mastering the norms and rules of the Russian language were noted in children already under the age of 4 years. The activities of a teacher, no matter how highly qualified he was, in this case were not enough. And parents followed the popular belief that you need to see a specialist after 5 years and patiently waited for the child to reach this age. Other mothers simply did not notice any difficulties in their baby, and if they did notice, they believed that over time “everything will pass.”

Thus, having summarized long-term observations and studied the literature, we came to the conclusion that the main reasons for the increase in the number of children with speech disorders and, accordingly, mental processes are the following:

Insufficient level of parental competence in matters of child development: norms and pathologies, their causes and prevention;

An imbalance of family education in matters of speech and intelligence development, manifested either in its intensification (advancement) or in an indifferent attitude towards it.

Significant reduction in the volume of “live” communication between adults and children;

Inconsistency of uniform requirements for the speech of children in kindergarten and family.

In this regard, the teaching staff of preschool educational institutions is faced with the problem of organizing close cooperation of all adults surrounding the child, and creating such psychological and pedagogical conditions that would contribute to his full intellectual development. One of the options for solving this problem was the implementation of the project we developed “System of interaction between specialists, educators and parents in preschool educational institutions.” Implementation period - one academic year, participants - teaching staff , parents, children 4-5 years old, since this age is the most sensitive for pedagogical influence.

Target of this project - the creation of a unified educational environment that promotes maximum disclosure of children's potential, as well as the prevention and overcoming of identified violations.

We assign a particularly important role in this project to the family, since this is the natural space (speech, educational, developmental) that surrounds the baby from the moment of his birth and has a decisive influence on his comprehensive development.

Involving parents as allies, we organized a parent club “Growing and Developing Together.” We interact with families within the framework of the club’s work in the following areas (add.1):

We introduce parents to the results of diagnostics of the child’s psychophysical development;

We study parental social and psychological attitudes, form an adequate position in relation to the child’s problems;

We introduce parents to the content of the events;

We teach parents specific methods and techniques for conducting correctional classes with their child, adequate ways of behavior and communication with him;

We provide practical assistance in case of difficulties;

We monitor the results of the activities carried out and determine future prospects.

When organizing meetings, we use various forms: seminars - workshops, trainings, round tables, interviews with the participation of specialists (physical education instructor, music director, medical specialists). At the final meeting we discuss the results of the club’s work and its effectiveness in addressing issues of child upbringing and development.

We provide feedback from the “teacher-parent” system through keeping individual diaries called “Mom’s Cheat Sheet.” This is a practical guide for parents, which contains theoretical information about the characteristics of the child’s development, offers games and exercises for the child’s development and correction of identified deficiencies. While studying at home with the baby, the mother notes in her diary the difficulties or, conversely, his successes. Next, we analyze the records, discuss them with parents, and write down specific recommendations for further work. Experience shows that this form of relationship is accessible, interesting to parents and, most importantly, effective in solving common problems.

The performance criteria, in our opinion, are:

High attendance by parents at all planned meetings,

Parents' use of the proposed materials when working with children,

Positive assessment from the family and feedback on further cooperation with the preschool institution.

Thanks to the establishment of trusting partnerships between all participants in the process during the implementation of the project in the 2009-2010 academic year, we received the following results: we were able to successfully contribute not only to the improvement of overall speech development, but also to overcome disorders of attention, memory, thinking, motor skills, and behavior in the child , solve many intrapersonal conflicts and problems of parents, create a favorable psycho-emotional climate in families of children with speech disorders, and form friendly child-parent relationships.

Thus, we were convinced that no pedagogical system can be effective if the family is not involved in it, and, taking into account the positive experience in this direction, we decided to use this form of work permanently.

Annex 1

Work plan of the parent club “Growing and developing together”

About The problem of raising and teaching preschool children with special educational needs is very acute and relevant today. As research by scientists shows, this process must be comprehensive and take place with the participation of specialists. cialists of various profiles.

Successful overcoming of various mental disorders in children is possible by creating person-oriented interaction among all specialists of a preschool institution on an integrative basis. Around the child, through the joint actions of various specialists, a single correctional and educational space and a specific subject-development environment are created.

The following specialists work in our institution for this purpose:

Teacher-speech therapist, Tsalko Olga Pavlovna, specialist of the first category; 21 years of work experience;

Teacher-psychologist Nadezhda Andreevna Zorkaltseva, specialist of the highest category, 17 years of work experience;

Musical director Maogarita Mikhailovna Medvedeva; specialist of the highest category; work experience 28 years.

Musical director Tatyana Nikolaevna Volkova; specialist of the first category; 21 years of work experience;

Musical director Anastasia Aleksandrovna Kozintseva; young specialist, 4 years of work experience.

Physical education instructor, Elena Vladimirovna Afonasyeva, specialist of the highest category, work experience 24 years;

Senior nurse Anastasia Aleksandrovna Shandrygina.

To coordinate the work of specialized teachers and educators in order to organize their joint activities in order to improve the quality of education, coordinators for the interaction of all specialists are needed - this is the deputy head of educational work and the senior educator.

Organizing a system of methodological work with personnel in kindergarten is one of the important tasks of preschool education. In teaching teams, the role of the teacher - the main person closest to the child, if there are different specialists in the kindergarten, should remain leading. The problem of organizing interaction between a teacher and specialists to create conditions for the personality-oriented development of a child is relevant.

Why is this problem relevant? Working with children requires a lot of effort and energy from the entire teaching staff, so the main goal is to create a group of like-minded people. To do this you need to clearly know:

• which teacher is the main one in solving this or that problem in the upbringing and development of children;
• with whom he interacts;
• what is the share of participation of everyone else.

The deputy head of education and management and the senior teacher take an active part in clarifying the job responsibilities of narrow specialists, determining the forms and methods of their interaction with each other, taking into account the age characteristics of children. Thus, the performer is assigned very specific tasks and responsibilities, which are under the control of the methodological service. There must be certainty: who is doing what and by when, and interacting with whom. It is the interaction of all specialists that is considered as a condition for the development of a kindergarten.

Subject specialists, professionally engaged in one of the areas of preschool education, experimenting, finding and implementing new teaching technologies, have a greater opportunity than educators to study in specialized courses. Therefore, a specialist can methodologically competently advise educators on his section of the program.

The purpose of the work is to create a model of interaction between teachers, parents and medical personnel in the process of correctional and developmental educational activities, to remove contradictions, change parental attitudes, increase the professional competence of teachers and train parents in new forms of communication and support for the child, organize a subject-based correctional and developmental environment that stimulates child development.

The content and structure of pedagogical support largely depends on the diagnosis, structure of the defect, compensatory capabilities of the child, “the zone of his current and immediate development,” and a person-oriented approach.

Therefore, the model of correctional and developmental activity is an integral system. Its goal is to organize the educational activities of an educational institution as a system that includes diagnostic, correctional, developmental and preventive aspects that ensure a normal level of intellectual and mental development of the child.

The content of correctional and developmental activities is built taking into account the leading lines of the child’s development and ensures the integration of the child’s speech, cognitive, environmental, artistic, aesthetic and physical development. The implementation of this goal is ensured by the flexible use of traditional and non-traditional means of development.

The system of correctional and developmental activities provides for individual, subgroup and frontal classes, as well as independent activity of the child in a specially organized spatial environment.

Achieving effectiveness in correctional and developmental work is possible through the interaction of all participants in the pedagogical process and in the joint solution of educational, educational and correctional tasks.

Uniformity of approaches to working with children, continuity in requirements, as well as in the content and methods of correctional, educational and educational work, complexity and diversity of means for developing children and eliminating their deficiencies, using the leading type of activity is the key to success in work.

The material was prepared by the deputy head of educational work, T.V. Koreneva.