Questionnaire for preschool teachers “Style of pedagogical communication. Questionnaires for teachers and educators in kindergarten Questionnaires for teachers

One of the ways to monitor the quality of education is through questionnaires. It allows you not only to collect the necessary information and determine the qualifications of a specialist, but also to track the effectiveness of using various pedagogical techniques. The questionnaire for kindergarten teachers is a list of thematically related and ordered questions that provide an opportunity to study educational strategies in preschool organizations, draw up a plan for the school year, or take stock.

Each institution can use its own questionnaires for preschool teachers. Thanks to them, it is possible to analyze information on the work of the kindergarten, as well as adjust the direction of activity.

Questionnaires for preschool teachers: types and structure

A questionnaire for kindergarten teachers usually has a classic structure, which allows respondents to understand the purpose of the survey and answer the questions as honestly as possible.

The introduction includes information about which institution is conducting the survey, an appeal to educators, and a discussion of the problems that are planned to be solved with the help of a particular survey. If necessary, it is clarified whether the teacher’s questionnaire is anonymous, or whether the survey is conducted in an open way. This section may include a passport, that is, a block of information about age, gender, marital status, etc.

The basic block is the questions themselves, with the help of which the problem will be studied. The questionnaire for kindergarten teachers is structured in such a way that the survey goes from simple to complex. The first questions are simple and neutral in nature. They help start a conversation, put the interlocutor at ease and encourage him to open up. In the middle are objects that require thought and concentration.

The final part is formal and contains a thank you for participating in the survey.

A questionnaire for kindergarten teachers can have different purposes. It could be:

• questionnaire for teachers according to the Federal State Educational Standard;
• questionnaire for teachers before the start of the school year;
• a questionnaire on the attitude of educators to the formation of a professional image;
• a survey aimed at studying economic relations in educational organizations;
• survey of preschool teachers at the end of the year;
• a questionnaire revealing the child’s social and personal development;
• a survey to help draw up an optimal annual work plan for a preschool educational institution and others.

The number of surveys conducted and the topics of the questionnaires can be arbitrary and determined by the management of the preschool educational institution. Standard surveys include a survey of kindergarten teachers aimed at identifying children at risk. It may contain questions such as:

1. What difficulties does the teacher experience during classes on adaptation days?
2. How has the situation changed after a certain period?
3. Which of the children in the group is the most developed?
4. Which pupils are developmentally delayed and how does this manifest itself?
5. Are there children in the group whose behavior can be called aggressive?
6. Which child is the most emotional or anxious?
7. How fully does the children's team fulfill the teacher's requirements and which of the children refuses to follow the general rules?
8. Who is included in the list of slow children, and who, on the contrary, is active?
9. Name the leaders of the group, and those who can be called unpopular?

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Such a questionnaire for kindergarten teachers does not have answer options and requires personal analysis from the teacher. Other versions of questionnaires may contain a list of answers from which you can choose the most optimal one. Each of the questionnaires helps in solving various problems, which together form the educational policy of a preschool institution.

Questionnaire for kindergarten teachers at the beginning and end of the year

The most important is the questionnaire for kindergarten teachers, which is filled out at the end of the year. It shows how fully the current plan was implemented, what difficulties teachers had to face during this period, and how the interaction with children, parents and management took place.

A survey of preschool teachers at the end of the year helps to understand what new experience the teacher gained while working with students. It may include vocational pedagogical, communication and other skills. By answering the questionnaire, preschool employees can indicate what prospects they set for themselves for the next year, based on the experience gained, and what they plan to repeat or change in their approach. Such a questionnaire for kindergarten teachers allows you to improve the level of education and correct mistakes.

A sample questionnaire for a teacher at the end of the year can be aimed at assessing one’s own activities and look like this:

Teacher’s questionnaire for analyzing the implementation of annual tasks (sample)

Dear ____________ (full name), please fill out the table of the degree of completion of the assigned tasks, assessing your teaching skills and activity on a scale from 1 to 5, where:

1 – no activity

2 – appeared extremely rarely

3 – average level

4 – activity is very frequent

5 – mastery is demonstrated in every case

Such a questionnaire for kindergarten teachers can be supplemented with questions that require more detailed answers:

• What events have you held for students, parents or teachers this year?
• Which activity do you find most interesting/productive and why?
• Which teacher, in your opinion, showed himself most professionally during the year and in what area?
• How would you like to express yourself in the coming year? What open events could you hold for your colleagues?
• What could you suggest to improve the educational process next year?

By compiling questionnaires for preschool teachers, management can set themselves the goal of identifying the effectiveness of organizing methodological work in a preschool institution, as well as identifying prospects for the next year. By listing the activities that caregivers participated in throughout the year, they can indicate which ones they found most effective. Based on this, management can increase the number of courses, seminars or training master classes in the future, eliminating the least popular ones.

A questionnaire for kindergarten teachers, which aims to involve teachers in planning when planning the institution’s events in the next school period, may look like this:

Survey of preschool teachers at the end of the year: assessment of results

By analyzing various surveys, it is possible to determine the degree to which students have mastered the proposed program and assess the level of development of various skills. Also, the questionnaire for kindergarten teachers allows you to indicate the professional level of teachers and analyze their participation in methodological work.

Based on the results of the survey, the management of preschool institutions plans activities that will help:

1. Create prerequisites for improving self-education of teachers. Questionnaires for preschool teachers will help you understand what methodological literature needs to be purchased and what subscription publications to focus on in order to meet the needs of educators for self-development.
2. Encourage teachers to collect and analyze information aimed at solving learning problems. Each questionnaire for kindergarten teachers asks you to evaluate the children's team as a whole, the individual characteristics of the pupils individually, and also analyze your approach to the learning process.
3. Teachers will be directed to draw up a career plan, the goal of which will be to achieve professional achievements.

Thus, a questionnaire for kindergarten teachers is an important methodological tool that helps to form the image of a teacher, learn to objectively assess the level of one’s professionalism and strive to improve one’s qualifications. Teacher participation in surveys also provides the opportunity for optimal planning for the future.

“PEDAGOGICAL COMMUNICATION STYLE”

Read the question carefully. Select your most preferred answer.

1. Do you think that a child should:

shares his thoughts and feelings with you

only tells you what he wants

keeps his thoughts and experiences to himself.

2. If a child took a toy or pencil from another child without asking, then you:

talk to him confidentially and give him the opportunity to make his own decision

Children will figure out their own problems

notify all children about this and force them to return what they took with an apology

3. An active, fussy, sometimes undisciplined child during the lesson was focused, careful and completed the task well, as you would do:

praise him and show all the children his work

show interest, find out why it turned out so well today

tell him “I would always do this.”

4. The child did not say hello upon entering the group. What you will do:

make him say hello

don't pay attention to him

immediately enter into communication with him without mentioning his mistake.

5. Children study quietly. You have a free minute. What would you rather do:

calmly, without interfering, observe how they communicate and work

help, suggest, make a comment

mind your own business (recording, preparing)

6. Which point of view seems correct to you:

the child’s feelings and experiences are still superficial, passing quickly, and should not be paid attention to

a child’s emotions and experiences are important factors, with their help you can effectively teach and educate

a child’s feelings are amazing, his experiences are significant, they need to be treated with care, with great tact

7. Your starting position in working with children:

the child is weak, unreasonable, inexperienced, and only an adult can and should teach and educate him

The child has many opportunities for self-development; the adult should maximize the child’s activity

the child develops uncontrollably, is influenced by heredity and family, so the main task is for him to be healthy, fed, and not violate discipline.

8. How do you feel about your child’s activity:

positive - without it, full development is impossible

negatively - it often interferes with purposeful and planned training and education

positively, but only when the activity is controlled by the teacher.

9. The child did not want to complete the task under the pretext that he had already done it at home, your actions:

they would say “well, no need”

would force you to do the work

They would offer to complete the task

10. Which position do you think is correct:

a child should be grateful to adults for taking care of him

if a child does not realize the care of adults for him, does not appreciate him, then that is his business, he will regret it someday

The teacher should be grateful to the children for their trust and love

TOTAL: ______

25-30 points - tends towards a democratic style

20-24 points - authoritarian style predominates

10-19 points - liberal style is typical

QUESTIONNAIRE FOR PARENTS OF FUTURE FIRST-GRADE CHILDREN

1. What, in your opinion, is the child’s readiness for school (underline as appropriate):

Ability to think logically

Psychological readiness

Responsibility and independence

Ability to communicate among peers and with adults

2. What kind of help can a kindergarten provide to your child?_________________

3. What do you see as your role in preparing children for school?____________________

4. Do you tell your child about your work: yes, no, sometimes (underline as appropriate)

5. What kind of work does your child participate in with adults?

Systematically ____________________

From time to time _________________

6. Does the child have any permanent small responsibilities: if so, what?

______

7. What do you see as the greatest difficulties: the child does not want to carry out work assignments; forgets adult assignments; does not finish what he starts; does not show itself when performing work; ready to quit if difficult; doubts (underline, fill in what is missing)

___________________

8. Do you think the following is work for a child (underline as necessary)

Wash the dishes

Making paper crafts

Water plants

Wash socks

Put away toys

Build a house out of cubes

Embroidery

Table setting

9. Your questions and suggestions for teachers and kindergarten administration

____________________

Questions for children

Do you like working or not so much? Why?

Please tell us how you work at home? What are you doing?

If a friend comes to your house who doesn’t know how to do anything, what kind of work would you teach him? Why this one?

“You did a very good job!” - what does this mean, do you think?

If you are unable to do some work, or you are tired, what will you do, what will you do?

Memo for parents

Give your children tasks that are part of the family's daily routine.

Present uniform and constant requirements for the child’s work.

Explain to children the meaning of work and its importance for family members.

Help your child only if he really needs help.

Work together with your children, organize children to work together.

treat child labor as a serious matter, do not turn it into a game. At the same time, use playful forms of organizing work to maintain the child’s interest in it.

Never use labor as a means of punishment.

Sample speech text.

I. Our children will go to school soon. And each of you would like his child to be as well prepared for school as possible. What does it mean that a child is ready for school?

We offer you a short test where you will determine the main indicators of your child’s readiness for school. This is something that must be formed and developed in a child, something that will help him study well at school.

II. Pyramid test.

Parents are divided into several working groups of 5-7 people

They are offered the following task: You are offered cards with various indicators written on them. On the first (top) line you need to put the indicator that you consider the most important. On the second one you put the 2 most important of the remaining indicators. On the third - three. On the fourth - two. For the fifth – one indicator.

You should end up with a pyramid like this:

Responsibility

Independence

Perseverance

Health status

Ability to think logically

Ability to organize a workplace

Development of speech and memory

The test result is summed up (what parents put in first, second, etc. place)

III. We can roughly identify several indicators of a child’s readiness for school:

Special readiness: ability to read, count, write.

Psychological readiness: ability to communicate with adults and peers; the ability to manage one's behavior; ability to organize a workplace and maintain order; desire to overcome difficulties; desire to achieve results of one’s activities; orientation in the surrounding world; stock of knowledge acquired in the system; desire to learn new things; development of speech and thinking.

Physical readiness: health status; physical development; development of basic movements.

IV. The ability to read, count and write, of course, is not enough to prepare a child for school. We saw this from your profiles and “pyramids”. It is equally important to cultivate strong-willed qualities in a child: independence, responsibility, perseverance. Agree, without them it is impossible to successfully study at school. These qualities are cultivated not only in classes, but also in other activities.

Today we will dwell in a little more detail on the development of strong-willed qualities: independence, perseverance, the desire to finish what we start.

An effective means of developing strong-willed qualities is labor education.

Labor, hard, toil – have the same root. After all, any work involves some kind of difficulty; you have to overcome something to achieve a result.

After all, it is through work that a child can be taught the ability to complete a job he has started, and to cultivate responsibility, independence, and perseverance in a child.

V. Let's return again to your questionnaires.

It is gratifying that all parents assign themselves a large role in preparing their children for school:

Reading books and then extracting ideas from what you read

Development of creativity through singing, dancing, fiction

Instilling a desire to study

Development of independence and responsibility

Ability to communicate with adults and peers

Expanding your horizons

Teach to listen

Teach perseverance and attention

And, of course, the kindergarten also plays a significant role:

Give children knowledge in a system with gradual complication

Development of fine motor skills of the hand

Arouse your child's interest in learning

Physical development of the child

Development of logical thinking

Teach your child to communicate with peers

Specially prepare the child: counting, writing, reading

From your questionnaires we learned that all children participate in work with adults, i.e. they are working. But this does not always happen systematically. And more often it happens when he wants it himself, when it interests him, he likes it.

But everyday work is quite monotonous, the same actions are repeated every day. And the child loses interest in him.

But if a child remembers his responsibilities, he diligently completes the work he has started. We can say that he has a sense of responsibility, he can overcome difficulties in order to achieve the desired result.

In order to cultivate strong-willed qualities in a child, it is necessary that the work should not be occasional, but systematic. It is necessary that the child has his own responsibilities at home.

In your questionnaires there was a question: is the following work for a child (list).

Almost all of you noted: washing dishes, cleaning toys, washing socks, watering plants.

Of course, it seems to us, adults, that, for example, embroidery, table setting, and homemade paper are very simple.

Let's figure it out. How do you think play differs from work?

Work always presupposes a result that is significant for others.

Types of work:

Self-service

Artistic and everyday work

Manual labor

Labor in nature

The next question in the questionnaire tried to identify difficulties in organizing the child’s work. Let's try to find a way out of your difficulties together.

The child does not want to carry out work assignments, tasks of adults (make it clear the importance of his work for others; correspondence encouragement: I know that you can...; be close to the child, and not above, explain to him on equal terms)

Does not complete the work he has started (may be beyond his strength; you can divide the work into stages: this looks more specific and within his power; verbal stimulus)

6. Invite parents to familiarize themselves with their children’s answers to the questions: “Read it, it will be interesting to you. Maybe you can take their wishes into account in organizing work at home.

7. Solving pedagogical situations.

Dima's mother came to kindergarten to pick him up. He happily tells it: “Mom, today we glued a bird!”

Mother: Why are all your clothes wet?

Dima: The teacher said that he tried very hard.

Mother: How many times do I have to tell you - put your pants and mittens on the radiator!

Dima: I'll try to make a bird like this at home

Mother: Now you'll go out in the wet.

The boy fell silent and began to reluctantly get dressed.

Questions: Where does mom make a mistake? (interest and desire to share fade away). What would you do in her place?

8. To make it easier for you to organize the work of your children at home, we are giving you reminders. Check them out. If you have questions, we will answer them.

9. Children are invited to join the group. They recite poetry.

We guys need to know everything.

Everything you need to learn:

After all, adults need to help

And work hard.

We need to know about rural labor:

Know how bread is born

How it is sown and how it is reaped,

Where is the rye and where is the wheat?

We wish you that we

You weren't upset

To T-shirts and socks

We did our own laundry.

So as not to whine, not to fight,

We weren't rude to you.

I just need you to

They were an example for us.

In order for the son to work,

Need to learn

Help dad, mom,

And not just to play.

We help as much as we can

Moms and dads in their work.

Let's not forget anything

They have helpers everywhere.

10. Children are encouraged to join their parents. They are given the task:

Name proverbs and sayings about work,

Together with parents, make a craft at the discretion of the teachers.

QUESTIONNAIRE FOR PARENTS "OUR TEACHER"

Dear parents!

The kindergarten team is interested in knowing how your child feels in a peer group, what are his interests, desires, and relationships with the teacher? What did he learn from the lessons during the year?

We are also interested in knowing your wishes for the teacher in his future work, possible forms of cooperation between your family and the preschool institution. Your answers and wishes will be used to improve pedagogical work in the group, to create psychological security for each child. This will be possible only in that case. If your answers are sincere and thoughtful (all points of the questionnaire are completed). The survey is conducted anonymously, which eliminates pressure from the teacher on children and parents.

Thank you for your cooperation!

What mood does your child have when going to kindergarten? (put “+” in the correct cell)

Doesn't eat well

Fights

Doesn't listen to the teacher

Doesn't sit quietly in class

Runs around a lot and makes noise

What else?

4. Does your child take offense at the teacher? (place the “+” sign in the required cell)

Children beat him

They don’t give toys, they take them away

They are very noisy and give me a headache

Nobody wants to play with him or be friends with him

Don't accept to play

What else?

8. Does your child talk about activities in kindergarten? (place the “+” sign in the required cell)

Z knowledge gained in mathematics (write) ______

Knowledge gained in physical education ______

Knowledge gained in modeling, design, appliqué ______

Knowledge gained on speech development ______

Knowledge and skills in other types of activities ______

10. How do you evaluate the work of the teacher in the development of your child? (rate from 1 to 5 the highest score)

Pay more attention to each child

Pay more attention to creating a friendly atmosphere in the group

The teacher and assistant teacher should act more coordinated

To delve more into the relationships of children, be able to analyze them, constructively solve problems of the children's team

Dedicate the largest amount of time to health work, hardening

Tell parents in the group about their child’s life in the group, his problems

Give parenting advice

Don't break your walking routine

Pay more attention to mathematics, reading, native language, speech development, physical education(Underline whatever applicable)

12. How do you evaluate the teacher’s contribution to your child’s health? Name specific health activities and procedures.

1. What forms and methods of interaction do you use when working with parents in a preschool educational organization?

2. What difficulties do you experience in interacting with parents in a preschool educational organization?

3. Have you had a positive experience in interacting with parents in a preschool educational organization? If so, which one exactly?

4. Have you had any negative experience of interacting with parents in a preschool educational organization? If so, which one exactly?

5. Fifth interview question: What type of interaction with parents in a preschool educational organization do you consider the most productive?

6. What innovations and non-traditional forms of interaction do you use when interacting with parents of children in a preschool educational organization?

7. To interact with parents of children in a preschool educational organization, do you use tools such as WhatsApp, Viber, e-mail, social networks? Questionnaire for parents “Satisfaction with the work of the kindergarten.”

Dear parents!

The school year that you, your baby and the kindergarten teachers spent together is coming to an end. A lot of new and interesting things have been done this year. There were also difficulties.

We are asking you to take part in a questionnaire survey. Sincere and complete answers will allow the kindergarten administration and teachers to structure their work taking into account your wishes and provide exactly the help that you most need.

When answering the survey questions, choose the option that corresponds to your opinion, underline this answer option or its serial number. If you find it necessary, add your answer.

It is not necessary to indicate your name.

1. Are regulatory documents regulating the activities of the kindergarten available for parents to review: charter, license to conduct educational and medical activities, certificate of state accreditation?

2. Are you satisfied with the quality of educational services: cognitive and speech development (classes in mathematics, familiarization with the environment, speech development, literacy, design); social and personal development (teaching rules of behavior, communication skills, conflict resolution); artistic and aesthetic development (music classes, drawing, modeling, applique classes)?

Completely satisfied.

Partially satisfied.

3) In certain areas there is no

3. Are you satisfied with the quality of conditions aimed at preserving and strengthening the health of pupils (health activities, hardening, walks, physical education)?

1) Completely satisfied.

2) Partially satisfied.

3) For certain forms of work not

satisfied (please indicate why).

4) Not completely satisfied.

1) High.

2) Above average.

3) Average.

4) Low.

5. Are conditions created in the kindergarten that promote the development of your child’s abilities and inclinations (clubs, sections, etc.)?

1) Yes, in full.

2) Yes, but only partially.

1) High.

2) Satisfactory.

1) High.

2) Satisfactory.

1) High.

2) Satisfactory.

1) High.

2) Satisfactory.

1) “5” (excellent).

2) “4” (good).

3) “3” (satisfactory).

4) “2”, “1” (unsatisfactory).

Your comments and suggestions from the kindergarten administration regarding the organization of activities of the preschool educational institution:

Thank you for your cooperation.

Questionnaire about the work of a teacher. Questionnaire for assessing the work of a teacher

(full name, first name), head

(Full name) has been working as your child’s teacher for years and months.

1. Do you think that the teacher enjoys authority:

Yes, ? No, I don't know

For parents of pupils

Yes, ? No, ? Don't know

From fellow teachers

Yes, ? No, ? Don't know

2. Are you sure that your child likes to attend the group in which this teacher works?

Yes, ? No, ? Don't know

3. Does your child talk at home about the life of the group: games, activities, holidays organized by the teacher?

Yes, ? No, ? Don't know

4. You notice changes in the child’s development while in kindergarten

Yes, ? No, ? Don't know

5. Are you satisfied with the teacher’s communication style with your child?

Yes, ? No, ? Don't know

6. You receive information about the goals and objectives of our preschool institution (mark one of the answer options with a “+” sign).”

from the group teacher.

from other parents.

from visual information.

7. Does the teacher discuss with you various issues related to the child’s stay in a preschool institution (education, nutrition, hardening, hygiene procedures, etc.)?

Yes, ? No, ? Don't know

8. Do you have the opportunity to be present in the group, take part in conducting classes (as competent storytellers), in theatrical performances, matinees, excursions, in the publication of the newspaper “Fairy Tale Messenger”, etc.?

Yes, ? No, ? Don't know

9. Are you satisfied with the forms of holding parent meetings?

Yes, ? No, ? Don't know

Your suggestions regarding the conduct of parent meetings by the teacher

10. Do you receive information about daily events in the group, the child’s progress in learning and development, etc. from the teacher?

Yes, ? No, I do not know

11. The teacher is interested in how satisfying his work is.

parents (conversations, surveys)?

Yes, ? No, ? Don't know

12. Are you personally satisfied with the care, education and training (health improvement, development of abilities, etc.) that your child receives in the group?

Yes, ? No, ? Don't know

13. Do you personally feel that the teacher treats you and your child kindly?

Yes, ? No, ? Don't know

Project “Parents are our friends”

Estimated results of the project:

Creating favorable conditions for increasing the pedagogical and psychological literacy of parents in raising and educating children;

Increasing the level of inclusion of parents in the activities of the kindergarten;

Creating favorable conditions for involving parents in planning and organizing the activities of preschool educational institutions.

Development of new approaches to interaction between preschool educational institutions and parents as a factor in the positive all-round development of the child;

Organizing continuity in the work of preschool educational institutions and families on issues of leisure, education and upbringing of children.

Project effectiveness criteria:

Development mode

Coordination of actions between teachers and parents.

Compliance of the actions of project participants with the goals and objectives of the project.

Parental interest.

Transformative nature of the project.

Regulatory support: Federal Law “On Education in the Russian Federation” of the Russian Federation, UN Convention on the Rights of the Child (1989);

Preschool teachers with the first and highest qualification category;

Material and technical equipment of preschool educational institutions;

The parent committee of the preschool educational institution is ready for social partnership in the implementation of the project.

The implementation of the project is represented by three stages: preparatory, constructive and final.

The goal of the first (preparatory) stage is to create normative, scientific, methodological and information support for the work of the “Parents are our friends” project. During the preparatory stage, it is expected to inform participants about the purpose and stages of the project, audit and analyze the resources available in the preschool educational institution to implement the assigned tasks, as well as organize work on methodological support for the project.

The second (constructive) stage is focused on developing the ability of teachers to adequately, non-judgmentally, perceive parents from the position of a partner, involving the families of pupils in the single educational space of the preschool educational institution with the help of modern and non-traditional forms of work, as well as improving the developmental environment within the framework of the project.

Master classes, dialogue clubs, pedagogical workshops, and a workshop club are the main forms of work to improve the professional communicative competencies of teachers and develop the ability to model a communication strategy with parents from the perspective of dialogue.

Non-traditional forms of work will help organize work with parents, establish partnerships with the family of each pupil, join forces for the development and upbringing of children, create an atmosphere of common interests and emotional mutual support, as well as activate and enrich the educational skills of parents. The topics of forms of work with families of pupils are determined by the main areas of work and the annual tasks of the preschool institution.

As part of the constructive stage, it is planned to improve the developmental environment - modernize the information corner for parents, organize exhibitions of joint creative works “parents-children”, photo reports on joint leisure activities, thematic photo collages, as well as “Good Deeds Day”.

The third (final) stage is aimed at analyzing, summarizing and disseminating the experience of creating a model of a developmental-formative environment that promotes active interaction between subjects of the educational process “teachers-parents-children”. As a result, the project products are planned: a video film about the use of modern non-traditional forms of work with parents, a collection of publications on the problem, photographic materials, methodological developments, scenarios for non-traditional forms of work with families, the organization of family clubs and parent associations, questionnaires, a project folder.

The practical significance of this project lies in the fact that the introduction of its results into the practice of preschool education will create conditions for the development of responsible and interdependent relationships with the families of pupils, ensuring the holistic development of the preschooler’s personality.

Implementation plan for the “Parents are our friends” project:

Nikolaeva Olga Vladislavovna

Questionnaire for teachers.

Group No.__________Teacher_________________________________________________________

1. Are you familiar with the developmental history of your students upon admission to a preschool educational institution?

__________________________________________________________________

2. Give the scientific formulation of the concept of health according to the World Health Organization?

3. What is “technology”?

____________________________________________________________________

4. How do you define the concept of health-saving technologies?

_______________________________________________________________________

5. What is the goal of health-saving technologies in preschool education?

6. What types of health-saving technologies do you use in preschool educational institutions?

____________________________________________________________________________________________________________________________________

7. What elements of medical and preventive technology do you use?

______________________________________________________________________________________________________________________________________________________________________________________________________

8. What components are included in physical education and health technologies?

______________________________________________________________________________________________________________________________________________________________________________________________________

9. What work do teachers do to ensure a favorable environment in the groups of an educational institution?

______________________________________________________________________________________________________________________________________________________________________________________________________

10. List the technologies of valeology for information education of parents?

______________________________________________________________________________________________________________________________________________________________________________________________________

11. What types of health-saving technologies do you use in preschool educational institutions?

____________________________________________________________________________________________________________________________________

Questionnaire for teachers.

1. What determines your style of relationship with your child:

The concept of education and training

An example of raising children by another teacher?

2. What necessary expressions do you use to regulate children’s behavior?_________________________________________________
________________________________________________________________

3. What kind words do you use when working with children?___________

________________________________________________________________

4. What verbal epithets do you use when a child does not obey you?_________________________________________________

5. What politeness formulas do you use when communicating with children:

Greetings

Farewells

Gratitude?

6. How often, while going about your business, do you pretend to listen to your child, but don’t hear him (often, sometimes, always)

7. In what tone do you most often speak to children?____________________

8. How often do you communicate with your child with your back turned to him? (often, sometimes, never)

9. How often do you interrupt your child without listening to the end? (often, sometimes, never)

10. What rate of speech do you use when communicating with your child?___________

11. Do you use gestures when communicating with your child? (yes, sometimes, never)

12. How do you most often address children? (by last name, by first name)

13. Are you always able to admit your mistake in communicating with your child? (often, sometimes, never)

14. How do you most often influence children? (using instructions, persuasion, requests, suggestions, explanations)

15. How often do you understand the expression of a child’s eyes and facial expressions? (always, sometimes)

16. What techniques and methods do you use to develop children’s communication skills?_________________________________________________

Questionnaire for a young preschool teacher.

1. Full name ________________________________________________________________

2. Date of birth ___________________________________________________

3. Information about education (name of institution, year of graduation, specialty, qualification) _______________________________________

__________________________________________________________________

4. Marital status_______________________________________________

5. What is your length of teaching experience?

• Just started my professional career;
• From 1 to 2 years;
• From 2 to 3 years;
• From 3 to 5 years;

6. Why did you choose the profession of a teacher? Why is she attractive to you? ___________________________________________________

__________________________________________________________________

7. What do you consider the most important thing in the teaching profession?______________

__________________________________________________________________

8. What personal qualities, in your opinion, should a teacher have?________________________________________________________________________________________________________________________________

9. What feelings did you experience during the adaptation period (during your first time working at an educational institution)? ____________________________________________________________________________________________________________________________________

10. How do you evaluate the various aspects of your professional training? _______________________________________________________

11. Has your attitude towards your chosen profession changed since you started your professional activity?

• Yes, it has changed for the better;
• Yes, it has changed for the worse;
• No, it remains the same;
• I find it difficult to answer;
• Other

12. What difficulties did you encounter in your work? __________________________________________________________________

13. What help do you most need?

• Anxiety, lack of self-confidence;
• Irritability, short temper, lack of restraint;
• Pessimism, feelings of inferiority;
• Increased fatigue, decreased performance;
• Uncertainty about the level of one’s professional training;
• Fear in communicating with the administration of a preschool institution, parents of preschool children;
• Other

14. How do you assess your relationship with the teaching staff? __________________________________________________________________

15. What tasks do you set for yourself in the near future? __________________________________________________________________

16. What is the source of improving your professional level?

• Studying methodological literature, teaching aids;
• Study of scientific and pedagogical journals;
• Studying scientific articles on the Internet;
• Studying electronic textbooks and books;
• Other

17. What would you like to achieve in the teaching field?__________________________________________________________

18. What factors influence your attitude towards work?

• Recognition of your work;
• Respect from the team;
• Good salary;
• Good working conditions;
• Opportunity to improve yourself;
• Stability, reliability of the organization;
• Creative activity;
• High variety of activities;
• Opportunity to work with children;
• Other

19. What attracts you to team work:

• novelty of activity;
• working conditions;
• possibility of experimentation;
• example and influence of colleagues and supervisor;
• Labour Organization;
• confidence;
• opportunity for professional growth.

20. What would you like to change?__________________________________________

21. Do you have any ideas or suggestions that you would like to implement in kindergarten?__________________________________________

__________________________________________________________________

22. Do you have a favorite pedagogical topic that you would like to work on and eventually present as an experience?___________________________

__________________________________________________________________

23. What do you like best: thinking, composing, playing, singing, drawing, playing sports, music, reading fiction, dramatization or something else?

24. What would you like to do with children?

__________________________________________________________________

25. How do you think you could be useful to children?

__________________________________________________________________

26. If you had the opportunity to choose a profession again, would you become a teacher?_________________________________

Questionnaire for teachers.

1. Do you think it is necessary in kindergarten to introduce children to the rules of safe behavior at home? If yes, please indicate at what age.________________________________________________
2. Who should prepare children for possible encounters with danger? (indicate in numbers in order of importance):

• Parents;
• Educators;
• School teachers;
• Medical workers;
• Life Safety Educators;
• Other.

1. Indicate what dangerous objects for a preschooler are found in the house._________________________________________________________
2. What safety rules at home should children of preschool age know:

a) you cannot play with matches or lighters;

b) do not touch electrical appliances;

c) you cannot take medications without permission;

d) in case of fire - do not hide, call 01;

d) others.

1. Do you know any programs and methodological developments on the problem of developing safe behavior in preschool children at home?__________________________________________________________
2. Do you introduce the children in your group to safety rules and precautions at home? If not, please indicate the reason.

________________________________________________________________________________________________________________________________

1. What household hazards do you introduce children to (circle the answer):

Cuts - poisoning

Burns – electrical injuries

Fractures – foreign body penetration

Bruises - other

1. What forms do you use in your work to ensure that children learn household safety rules:

Classes:

Reading books;

Reminder;

Individual conversations;

Conversations after watching a movie, cartoon...

1. What classes do you conduct to familiarize preschoolers with sources of danger and precautions in everyday life? (indicate an approximate topic).__________________________________________
   _____________________________________________________________
2. Do you consider organization necessary? Joint activities of kindergarten and family in this direction?

_____________________________________________________________

1. What forms of interaction with parents to help children learn safety rules at home do you use? Please specify. _____________

________________________________________________________________

1. If parents contact you, what would you suggest they read for self-education on this issue?________________________

13.Your actions in case of cuts and abrasions:

• rinse the wound with running water;
• apply a cold object;
• apply pressure to the wound with cotton wool soaked in iodine or alcohol;
• treat the edges of the wound with iodine;
• apply a bandage.

14. First aid for thermal burns:

• place under running cold water;
• lubricate with oil or Vaseline;
• treat with iodine or alcohol;
• apply a dry bandage; open the bubbles.

15.What will you do if a fire starts in the room?

16.What kind of help would you like to receive regarding familiarizing preschool children with household safety rules?

Questionnaire for self-assessment of teacher professionalism

in the section “Speech development”

FULL NAME. teacher __________________________________________________________ Date _______________

Marina Viryasova
Initial and final survey of preschool teachers during the organization of methodological associations

(installation questionnaire)

Dear teachers!

For effective organizations and productive methodological associations in order to improve professional level teachers preschool educational institution, we invite you to answer a few questions:

Place of work ___

Job title: ___

1. On what issues of professional activity do you experience difficulties and would you like these topics and areas of work to be covered at methodological associations next school year?

3. The topic you have chosen according to self-education:

4. Make your suggestions for improving work methodological associations.

(final questionnaire)

Dear teachers!

For the purpose of summing up results of the methodological association and its effectiveness and efficiency, we invite you to answer a few questions:

Place of work ___

Job title: ___

1. What a performance at methodological association Did you like it?? Why? Tag the speakers.

2. What new things have you learned for yourself and are you planning to apply in your work?

3. Make your suggestions for improving work methodological unification.

Publications on the topic:

Questioning of teachers “Studying the features of the organization of pedagogy. process and its influence on the development of creativity in preschool children" Private preschool educational institution “Kindergarten No. 106 of JSC Russian Railways” Questioning of teachers “Study of the characteristics of the organization.

Consultation for teachers and junior educators “Participation of junior educators in the organization of the educational process” The implementation of the Federal State Educational Standard for the structure of general education is not possible without the interaction of all employees of the preschool institution. Competent approach.

Topic: “Use of non-standard equipment when organizing walks” Purpose: generalization and transfer of experience in the use of non-standard equipment.

Methodological recommendations for teachers on organizing didactic games Classes with didactic games are held in the first junior group.

Regulations on organizing the work of a creative group to develop work programs for teachers of MBDOU 1. General provisions 1.1. These Regulations regulate the activities of the creative group to develop Work Programs for teachers of the Municipality.

Seminar for teachers “Forms of organizing motor activity of preschool children” FORMS OF ORGANIZATION OF MOTOR ACTIVITY OF PRESCHOOL CHILDREN Preschool age is considered the most important for the physical, mental and mental.