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“development of the professional position of preschool teachers in modern conditions. Effective management of a preschool educational institution in modern conditions

A preschool institution is the first stage of the system of continuous education and is designed to create the necessary psychological and pedagogical conditions for the development of the child's personality, while satisfying both the demands of society and the needs of the child himself.

The problem of the effectiveness of the management of preschool educational institutions 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.

To manage a preschool educational institution means to purposefully influence the teaching staff, and through it, the educational process in order to achieve maximum results in the development of preschool children.

The purpose of preschool management is to provide optimal conditions for the development of the child's personality. The implementation of this goal involves the solution of such tasks as the study and in-depth analysis of the achievement of the level of educational work, the creation of a rational planning system, the identification and dissemination of advanced pedagogical experience and the use of the achievements of pedagogical science in preparing educators to work with children, the implementation of the organic unity of training and education children in the classroom and in everyday life, the 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 pedagogical labor implies the desire of the leader to coordinate the activities of all performers in accordance with their functional duties. The organizational structure of management in a preschool educational institution can be represented in the form of two main substructures: administrative and public.

In turn, in the structure of the administrative management of the preschool educational institution, several levels of linear management can be distinguished. The highest level is provided by the manager. Its dominant position is legally enshrined in "Standard position on preschool institution".

Head of preschool educational institution exercise full administrative control. He is personally responsible for the work of the institution entrusted to him.

The head manages all the activities of the preschool institution, is personally responsible for the selection, placement and education 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 government. The manager cannot ignore the participation of the collective and public organizations in management affairs. The manager is empowered to make decisions. He decides what to do, how to do it and is responsible for it. Possessing real power, the head influences the labor collective, and through him - on the nature and results of the work of the preschool institution.

In the role of an administrator, the manager uses his powers to carry out the functioning of his institution in accordance with the current regulations. Together with employees, he develops and implements a personnel policy - staffs, selects, trains, places and relocates personnel, attests them, develops the Charter of the preschool educational institution.

Performing the functions of an organizer, the leader 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 duties:

Establishes rules in accordance with labor law
internal labor regulations and in accordance with qualification
characteristics of the scope of duties of employees of a preschool institution;

Ensures the implementation of labor legislation, the Charter, parental
contracts, internal labor regulations, sanitary and hygienic regime,
instructions on the organization of labor protection and safety, as well as serviceability
sanitary, heat engineering, gas and energy systems;

Provides training and safety briefing;

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

Reports on the work of the institution to the educational authorities;

Provides the necessary conditions for health promotion,
effective work on the upbringing, comprehensive development of children,
responsibility for the protection of their life and health, for the organization of rational nutrition,
the quality of educational work, staffing of the institution with children, financial and
economic activity and sanitary and hygienic condition of the institution;

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

At the second level, management is carried out by a senior educator, head of household, head nurse, who interact with the corresponding management objects. At this level, the manager directly and indirectly implements managerial decisions through the distribution of responsibilities between administrative workers, taking into account their training, experience, and the structure of the preschool institution.

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

Head of the household is responsible for the preservation of the building of the preschool institution and property, organizes the material and technical support of 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 labor of the attendants.

The head nurse controls the sanitary condition of the premises and the site of the preschool institution, compliance with the sanitary and anti-epidemic regime, the quality of the delivered products, the organization of food and the quality of food preparation, provides medical care for children, conducts sanitary and educational work among the employees of the institution and parents.

The third level of management is carried out by educators, psychologists, physical education instructor, 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 the preschool educational institution. Having determined the goals and objectives of management activities, the employees of the preschool educational institution plan their work at one or another level of linear management (for example, the head develops an activity plan for the entire team, the senior educator - a plan for methodological work, educators - a plan for the educational process in age groups), the head makes the 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 linear management.

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

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

1. Decision making. A management decision is a program of action
expressed in directive form. Every decision defines a goal to achieve
which the leader and the team aspire to; means of achieving 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 for the development of preschool educational institutions);

Providing (determination of ways and means of effective development
pedagogical process);

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

Stimulating (search and use of measures of material and moral
encouragement in achieving goals and objectives).

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

There are four stages in the development of a managerial decision:

a) identifying problems and setting goals;

b) formulation of goals and objectives of the solution;

c) familiarization of the team with the draft decision;

d) oral or written correction of decisions.

2. Organization of the implementation of decisions and plans. Includes
bringing the decision (plan) to the executor, creating conditions (financial
technical, moral) for the implementation of this decision (plan), the coordination of this
solutions (plan) with values and personal needs of the performer.

3. Current and final control. It serves as a means of implementing feedback between the subjects of the management process. The main object of control in the 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 the management of preschool educational institutions, the following types of control are distinguished: preventive, frontal, thematic, comparative, final.

The task of preventive control is the prevention of all kinds of errors, the selection of the most rational means of increasing management efficiency.

Frontal control includes checking the entire educational process in one age group for several days. This form of control makes it possible 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 in order to study the work of the preschool educational institution 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 of educational activities of the preschool educational institution.

With the help of the 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 work of the educator for the day;

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

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

Sanitary analysis.

In the management activities of the preschool educational institution, management methods are used that act as ways to achieve the goals and objectives. There are four main groups of methods:

1. Economic methods or methods of economic stimulation.
Assume an additional fee for categories, titles.

2. Administrative methods. Allows selection, placement and
staff education.

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

4. Methods of public influence. Aimed at broad engagement
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 legal documents and
scientific and methodological materials. -M., 1995.

2. Model regulation on a preschool educational institution.

3. Andreeva V., Spirkina R. Problems of updating the system of preschool
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. Landmarks and requirements for updating
content of preschool education // Preschool education. -1992.

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

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

10. Pozdnyak L. How do I see the activities of the senior educator // Preschool
upbringing. -1990. -#6.

11. Pozdnyak L. Special course. Fundamentals of management of preschool educational
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 B.C. 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, -№1.

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

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

Control tasks

Details

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

One of the most important areas of activity, in the context of modernization in the education system, is the development of human resources. The priority of this direction in the development of education is also fixed in the Strategy for the Development of Russian Education until 2020, the National Educational Initiative “Our New School”, and 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 the educational policy of Russia at the present stage”: “A developing society needs modernly educated, moral, enterprising people who can independently make choices, are capable of cooperation, are distinguished by mobility, dynamism, constructive, ready for intercultural interaction, having a sense of responsibility for the fate of the country, for its socio-economic prosperity.

Modern processes of modernization of preschool education bring to the fore not the formal affiliation of the educator to the profession, but the personal position he occupies, providing an attitude to pedagogical work. It is this position that orients the teacher to understanding modern realities, motives and ways of interacting with the child (E.V. Bondarevskaya, L.I. Bozhovich, M.I. Lisina, V.S. Mukhina). Only the maturity of the personal, professional position of the educator ensures the replacement of the traditional values of education with the values of the development of the personality of the preschooler and, consequently, the improvement of 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, assuming 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 the professional competence of educators of a preschool educational institution, which is manifested in the formation of professional consciousness, which determines the choice of a certain professional position, and the insufficiently developed technology of assistance, which is necessary (in connection with the new "Teacher Standard") personal and professional restructuring of preschool teachers. education.

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

The system for assessing professional competence in the modern world is the certification of managers and teachers. Professional development is a process that involves the preservation of acquired qualifications, as well as bringing it in connection with a changing environment, bringing it to a level that corresponds to the activities of the institution. Systematic and comprehensive professional development is ensured by the structure of its organization, which is reflected in the corresponding work plan of the kindergarten.

However, in the modern system of advanced training, the possibilities of theory and practice are not sufficiently used in determining the content and principles of the formation of the professional position of the educator.

The advanced training courses do not set the task of forming the integrity of the position of the teacher, the priority remains the approach in which, for the most part, knowledge is more of an educational nature, which in turn does not mean their application in practice. In-depth studies are required on the issues of adapting scientific and theoretical knowledge in order to create on the basis of a preschool educational institution a set of conditions that contribute to the restructuring of the pedagogical consciousness of educators, which, in turn, will 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 preschool institutions can be “included” in the system of additional professional education. The educational environment of the kindergarten, as well as possible, ensures the transfer of the acquired knowledge into the field of practical actions, the integration of the 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 professional development. The training of teachers in the conditions of a preschool educational institution allows you to effectively restructure pedagogical activity, from the point of view of the formed position of a specialist. Educational activity is a process of expedient, planned and systematic cognitive activity of a teacher, solving the problems of educating and developing a personality 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 standpoint of the requirements of the Federal State Educational Standard (parents' meeting, mass event, seminar, etc.); to study the individual psychological characteristics of the child's personality; to analyze 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 standpoint of the requirements of the Federal State Educational Standard;
Design: the ability to develop a scenario for an educational event, etc. in accordance with the existing problems, age characteristics, modern requirements in the field of education in the context of the 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 educational technologies in pedagogical practice; 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 the best forms, methods and techniques of educational work; observe the principles (of the activity approach) of the implementation of the educational process.

Despite advances in theory and practice in the As part of solving the problem of the formation of 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 implementing and managing a 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, the management of teachers' professional competencies. The work of the preschool educational institution in the development mode makes it necessary to rethink and build the management system in a new way, involving teachers in the development, application and implementation of management decisions. It requires an active reorganization of the previously established work experience in the direction of changing the main content of the activity and the approaches used, building a new model of interaction. A pedagogical find for the team was the article by the 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 the mode of its activity and experiences additional difficulties, since in addition to the traditional work that is carried out in the mode of operation, it is also implementing a development program. To facilitate the task of managing in two modes, the author proposes to organize work through centers that contribute to the restructuring of the content component of the activities of the preschool educational institution. Having studied the theoretical and methodological foundations of the center’s activities (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), we decided to introduce development centers into the work.

The first thing that was done in the preschool educational institution was the creation of regulatory and legal conditions that allowed teachers to unambiguously interpret the priorities in the organization of innovative activities and advanced training. The package of regulatory documents included not only documents of the federal, regional and municipal levels, but also documents developed by the preschool educational institution, which reflect the content and main priorities in the professional development of teachers. These are local acts of the preschool educational institution, provisions were developed. Regulations on the creative group, for the development of the main general educational program of preschool education, Regulations on comprehensive - thematic planning, Regulations on mentoring. The developed provisions, as practice has shown, have made it possible to bring clarity and order in 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 contributes to the improvement of their professional skills, the development of innovative activities of a preschool educational institution. Secondly, it was created by the Centers - a voluntary association of employees interested in mutual activities and wishing to participate in the development of a particular direction, giving young, novice teachers the opportunity to express themselves in pedagogical activities. The main activity of the centers is the improvement of the educational process in the areas, reflection of 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:

Implementation of state policy in the field of education.
Involvement of employees, parents in solving managerial problems.

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

4. Improving professional skills, enhancing innovation, the creative potential of the employees of the preschool educational institution.

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

Work in the centers is organized:

on a theoretical basis - awareness of the idea, understanding of advanced systems; increasing the level of training of teachers in the direction;
diagnostic - collection of necessary information;
methodological - the study of existing experience in the direction, the identification of 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; problematic seminars, 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, it is impossible not to touch upon the issue of evaluating 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 of the quality of education and training; individual, differentiated approach, success;
effectiveness for parents - a positive assessment of teachers by parents, an assessment of the activities of a preschool educational institution as a whole. Cooperation and interaction with the preschool educational institution;
effectiveness for teachers - activity, revealing their style of activity, the interest of teachers in creativity and innovation, the desire to improve their teaching skills, the success and satisfaction of teachers with their own, new trajectory of professional growth.

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

Determination of the content, forms and methods, terms for the implementation of educational activities of methodological assistance for the effective management of the 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 the problems of increasing the level of professional competence, various forms of improving pedagogical skills were used, for example:

1) Pedagogical Council "The quality of pedagogical planning of educational work in preschool educational institutions";

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

3) a seminar on planning educational and educational activities in groups of preschool educational institutions in the conditions of the Federal State Educational Standard. A system of requirements for the content of the portfolio was developed. Portfolio is formed with each teacher. The content varies depending on the age and skill level of the teacher, 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, improves the qualifications of the teacher, and teaches the presentation of their activities.

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

Visiting card of the teacher;
Professiogram - a qualification characteristic, including a set of professionally significant qualities, abilities, knowledge, skills;
The legal framework for the activities of a teacher of a preschool institution (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 piggy bank (articles, consultations, class notes, methods, description of pedagogical technologies, abstracts, quotes, etc.);
Materials on the generalization of advanced pedagogical experience (creation of educational and methodological, teaching aids, presentation of a report, creation of a photo album, etc.);
Rating of the teacher (certificate of advanced training; feedback from the administration of the preschool institution, parents, pupils; the results of a survey of participants in the educational process, certificates, diplomas).

During the implementation of the exemplary basic program, young teachers get access to the most progressive ideas of education and upbringing, information about new pedagogical technologies. By attending master classes of experienced educators, open events, GCD, they can see in practice pedagogical techniques and the use of active methods of education and training. The special structure of the methodological support model includes the “Young Teacher Center” (young teachers, after graduation, as well as specialists with no experience in preschool educational institutions), which is part of the advanced training of novice teachers. The majority of young educators need help, they need to receive methodological, psychological, pedagogical, and other information. The main tasks of the Center for Young Teachers are:

formation and education 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 of preschool educational institutions are involved in the theoretical block, and experienced teachers are involved in the practical block.

Unfortunately, not all teachers are ready for the ongoing changes. Practice shows that in a number of cases, formally declaring the transition to new standards, the educator retains the former content of the educational process, mechanically applying the technologies of the new content, which causes even greater emotional rejection of innovations by some teachers. For a number of educators, it turned out to be difficult to motivate themselves to accept and include in the implementation of the ongoing changes. An important role in this is played by the teacher-psychologist, whose priorities in activities have undergone significant changes.

As part of the transition to the new Federal State Educational Standards of 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-fledged member of it, have sufficient knowledge in the field of organizing and implementing the pedagogical process, and take an active part in all aspects of kindergarten life.

In the era of global changes in all education, the country is changing the status of the teacher himself, so the professional development of teachers is associated not only with the development, expansion, deepening of knowledge and skills acquired earlier, but also with the revision of previously learned facts, concepts, patterns due to the development of science. the emergence of new scientific concepts.

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

Bibliography:

1. Baikova L.A. Handbook of the Deputy Director of the School for Educational Work: Library of the School Administration of the Pedagogical Search Center, Moscow: Pedagogical Search Center, 1999.

2. Belaya K.Yu. Methodical work in the preschool educational institution: Analysis, planning, forms and methods. - M .: TTs Sphere, 2007.

3. Vershinina N.B., Sukhanova T.I. Modern approaches to planning educational work in kindergarten: reference materials. - Volgograd: Teacher. 2008.

4. Vinogradova N.A., Miklyaeva N.V. Quality management of the educational process in preschool educational institutions. - M .: IRIS PRESS. 2006.

5. Volobueva L.M. The work of the senior educator of the preschool educational institution with teachers. – M.: TC Sphere. 2003.

6. Report of the State Council of the Russian Federation "On the educational policy of Russia at the present stage" 2012.

7. Kindyashova A.S. Formation of the teacher's professional competence using the task approach // Cyber Leninka Scientific Library: http://cyberleninka.ru/ 2013.

8. Miklyaeva N.V., Miklyaeva Yu.V. Diagnostics and development of professional skills of preschool teachers. Toolkit. - M .: Iris - Press. 2008.

Introduction

In a preschool educational institution (DOE), the head is a key link in its effective functioning and the effectiveness of educational and educational work. The level of control over the quality of management of a preschool educational institution determines the opportunities for the professional growth of the leader, the improvement of his knowledge, skills and personal qualities in accordance with state requirements. In modern conditions, when changes in the life of society and educational institutions occur much faster, a special role is given to managerial skills. The success of the development of the institution, its social status depends on the professional skills of the manager, his ability to make decisions quickly, the ability to aim the team at continuous development, creative growth.

This manual discusses the peculiarity of the managerial activity of the head of a preschool educational institution. The process of implementing the management activities of the modern head of the preschool educational institution.

Leaders need to develop a new approach to management, based on respect, trust and success, focusing primarily on creating comfortable conditions for creative activities of teachers with children, parents and self-expression in it. At the same time, it is very important to dismantle (creatively destroy) the old ties that impede renewal in the team, and then transfer it from one phase of development to another. Considering a preschool institution as an integral, dynamic system, researchers L.M. Denyakina, L.V. Pozdnyak believe that its optimal life support is possible only with the ability of the leader to plan, organize, control, regulate, coordinate and coordinate the work of the team on a scientific basis. The effectiveness of managing a preschool educational institution directly depends on the ability of the leader to be aware of himself and his personal goals, to correctly allocate time and effort, i.e. from the ability to study and change oneself, therefore it is necessary to create your own management concepts of development. When choosing ways to update the pedagogical process and effectively manage it, a modern leader must take into account the trends of social transformations in society, the needs of parents, the interests of children and the professional capabilities of teachers. For a professional manager, it is very important to master, first of all, the culture of professional management, i.e. a complex of those concepts and methods that have been developed in social experience. However, in recent years, many managers do not meet the requirements of the time due to low managerial competence. The former leader proved to be, as a rule, a good performer, but education today needs a new type of leader-initiator, a creator capable of creating conditions that ensure the development of the personality of the teacher and the child in accordance with his own needs, as well as the needs of a developing society. Thus, there is a contradiction between the new goals, objectives and the old ways of organizing management activities. The resolution of this contradiction is one of the most important conditions for the renewal of a preschool institution and its management. The lack of development of this problem in theoretical and practical aspects has led to the fact that many managers experience difficulties in ensuring the stable functioning of the preschool educational institution, its development in accordance with the updating of the content of preschool education and the democratization of society.

Chapter 1
1.1 The program of the management of the preschool educational institution and its managerial function

The basis of the development program of the institution is a set of opinions and decisions of the team aimed at the implementation of joint efforts, actions, activities, as well as a set of measures that provide for the achievement of a single mission and strategic goal, dedicated to certain deadlines.
The mission is formed as a perspective vision of the appointment of the institution, new quality areas of activity. On its basis, goals are developed that serve as criteria for assessing the quality of education.
The manager's practical activities include a development program that pursues strategic and tactical goals as qualitative characteristics of the predicted result. Of particular importance in design and planning is the goal, understood as the anticipation of the result of managerial actions, the final stage of numerous managerial operations, or a specific, qualitatively (quantitatively) characterized image of the desired result.

In the education system, according to M. M. Potashnik, there are three types of goals for the practical activity of the leader:
- goals-tasks emanating from higher organizations with a reflection of the external functions of the institution;
- goals-systems, reflecting the objective need, supporting the integrity of the organization;
- goal-orientation, expressing the needs of the organization and its customers, consumers.
The tasks determine the main directions in the activities of the head of the preschool educational institution to achieve the goals, for example, what and how it is planned to change in the content of education, technologies for teaching, raising and developing the child, the spatial and subject environment, and the like.
Principles are briefly presented theoretical foundations on which the processes of education, training, interaction with children and the developing environment can be built.

The program of practical activities of the head of the preschool educational institution presents a descriptive model of the modified content and methods of education, experimental programs, forms of organization of activities and the spatial-subject environment, a holistic model of the pedagogical process.
In this program, the manager includes a system of management activities for himself, that is:
- methods of modeling the educational process;
- incentives for employees;
- coordination of activities and relationships of teachers in making and implementing decisions, ways of delegating individual management functions;
- stages of implementation of the program of practical activities by years.

Due to the fact that the preschool educational institution is focused on the course of development, this will require the head of a new educational process management system.

Management organization is understood as an integral structure of the following subsystems: personnel, material and technical base, socio-pedagogical conditions, educational process, connection with the family and social institutions of childhood; interacting and interconnected in accordance with their place in the management process.

The leader must understand that the management mechanism of a modern preschool educational institution changes the nature of the performance of managerial functions, generates fundamentally new forms of interaction between participants in the pedagogical process. The most popular in modern times is the democratic style of management. With this style, the immediate supervisor manages the heads of subsystem services: a council of specialists, a medical and pedagogical service, a scientific and methodological service, and a socio-psychological service.
With this style, it is quite natural that there is a need to update the priority functions of the manager's managerial activities during the transition of the preschool educational institution to a new development mode.
These may include the following areas:
- conclusion of cooperation agreements with various state, cooperative, private and public organizations necessary for the development of preschool educational institutions;
- management of economic and commercial activities related to the attraction of additional funds;
- implementation of management and control over the work of teaching staff and support staff, providing conditions for their personal growth;
- coordination of activities of all participants in the educational process;

Determining, together with the Council of Specialists, development prospects, stages of work, monitoring the results of the activities of the preschool educational institution;

Support for the work of the Council of Specialists in the development and implementation of new programs and methodological support;
- creation of conditions for experimental and research activities of members of the teaching staff;
- involvement, as necessary, third-party specialists with the possible organization of their activities on a self-supporting basis;

Implementation of communication with scientific and educational institutions, advanced pedagogical teams that successfully solve the problems of preschool education.
If the head of the preschool educational institution successfully interacts with the team, the result will be the development of the employees' ability to self-manage their activities. This approach to management, associated with the delegation of a number of powers and responsibilities for the results of work, allows you to realize the main function of the leader in an institution that is constantly evolving - to be a stimulating beginning in the creative process of solving the tasks of the activities of the preschool educational institution.

1.2 The content of the practical and managerial activities of the head of the preschool educational institution

The management system that the head of the preschool educational institution draws up for himself may include:
1) Forecasting goals as expected results of activities - quantitative and qualitative characteristics in terms of time: short-term, medium-term, long-term.
2) Description of the subject model of significant pedagogical conditions, such as content, technology, environment, means, methods.
3) Presentation of the algorithm of performing actions for a certain time period, for example, a plan, management decisions, methods.
4) Description of the system of criteria and indicators for achieving the goal, that is, standardized or regional characteristics.
5) Presentation of forms and methods of control and evaluation of the results: meters, the degree of deviation from the norm.
6) Methods for correcting the educational and management system of the institution, that is, who will implement decisions, what activities will become a priority, what are the external environment, the potential of the organization. Also important are the ratio of the organization to the goals, requirements, services, competitiveness, channels for promoting advertising of educational services, the choice of the optimal variant of the legal form and type of educational institution, the diagnosis and forecast of the market situation, the choice of the optimal solution.

When implementing the program of his practical and managerial activities, the head of the preschool educational institution draws up an action plan in which the head can use one of three categories of planning:
- Contour category, in which the leader outlines the main management actions for the near future, capable of changing, developing, improving the existing situation;
- Structuring strategy - involves the definition of a strict framework for organizing, motivating, controlling, coordinating, decision-making;
- Algorithm decision strategy - a system of logically sound, systemic management actions that ensure the achievement of a specific goal.
The plan drawn up by the manager is a specification of the practical and managerial activities designed in the program and reflects short-term or medium-term goals and ways to achieve them.

When drawing up a plan, the leader focuses on the requirements that determine the quality of preschool education:
- purposefulness - compliance with the direction of the activity of the head of the preschool educational institution to the goal;
- profitability - costs should correspond to the set goals;

Algorithmization - the sequence of implementation by the management and the team of the preschool educational institution of the plan;
- maximum clarity - simplicity and accuracy of drawing up a management plan and explaining the tasks assigned to the team;
- unity - well-coordinated work of the services of a preschool institution in the performance of their activities;
- continuity - the implementation of management activities on time;

Differentiation of actions by significance - the implementation of more urgent and important processes in the future.
If the head of the preschool educational institution carries out his practical and managerial activities in accordance with a correctly drawn up plan, then the organization will acquire certainty, individuality, attractiveness for professional workers in the field of preschool education, prospects will open up, and a sphere of expanding educational opportunities will be created.
As part of his managerial activities, the manager performs the following types of managerial actions:
- distribution of resources - control of distribution of funds, scarce managerial talents and technological experience;
- adaptation of the developed plan of activities of the management and the staff of the preschool educational institution to the external environment;
- internal coordination of management subjects - the right balance of subjects, consultations and stimulation methods;
- organizational and strategic foresight - forms of organization of services under the control of the head of the preschool educational institution.

In the implementation of practical and managerial activities, the head of the preschool educational institution must take into account the appearance of all kinds of errors and develop measures to eliminate them.
Errors can be as follows:

Irrational decomposition of goals;
- shifting goals from the result to the process;
- lack of installation on the differentiation of tasks;
- lack of a logical sequence of management decisions and the relationship of various components of management actions.

The head of the preschool educational institution must take into account when planning his activities that the success of the organization and the unity of purpose, the adoption of logical optimal decisions depend on this.

A properly developed action plan ensures clarity of expectations from people, the effectiveness of the leader, creates the prerequisites for the success of joint efforts to achieve goals, reveals the mechanisms that determine the management process and personal meanings.

The essence of the managerial activity of the head of the preschool educational institution lies in the fulfillment of a number of tasks:
1) Development of plans for the activities of the institution, the literacy and correctness of which will determine the success, quality of services provided to the population, the ability to compete in the market for preschool education services, the status and prestige of the institution and its reputation, as well as if these services are paid and its profit.
2) Monitor the implementation of the developed plan, its aspects and articles, that is, ensure the smooth operation of the institution.
3) Maintain relationships with higher organizations in order to obtain budget funding in case of a lack of own funds, the implementation and compliance with the legislation of the Russian Federation (hereinafter referred to as the Russian Federation), in the performance of its activities, and also monitor the compliance of activities with regulatory legal acts adopted by the legislation of the Russian Federation.
4) Support and control the creation of a highly professional team through high-quality selection of personnel, training, retraining and advanced training of our own existing staff, organizing staff training, exchanging experience with Russian and foreign preschool educational institutions. Create favorable working conditions and a stable psychological atmosphere in the team.
The head manages the institution in accordance with its Charter and the legislation of the Russian Federation.
Provides systematic educational (educational) and administrative and economic (production) work of the institution.
Determines the strategy, goals and objectives of the development of the institution, makes decisions on the program planning of its work. Together with the council of the institution and public organizations, it develops, approves and implements programs for the development of the institution, curricula, courses, disciplines, annual calendar training schedules, the Charter and internal regulations of the institution, etc.

Determines the management structure of the institution, staffing. Solves scientific, educational-methodical, administrative, financial, economic and other issues. Plans, coordinates and controls the work of structural units, pedagogical and other employees of the institution.

Responsible for the recruitment, selection and placement of teaching staff. Determines the job responsibilities of employees, creates conditions for improving their professional skills.

Encourages and stimulates the creative initiative of employees, maintains a favorable moral and psychological climate in the team. Forms contingents of students (pupils), provides their social protection.

He is the state guardian (custodian) of pupils from among orphans and children left without parental care, protects their legal rights and interests (personal, property, housing, labor, etc.). Takes measures to create conditions for maintaining their family ties. Provides effective interaction and cooperation with local governments, enterprises and organizations, the public, parents (persons replacing them). Promotes the activities of teachers' (pedagogical), psychological organizations and methodological associations.
Regulates the activities of public (including children's and youth) organizations permitted by the legislation of the Russian Federation.
Ensures the rational use of budgetary allocations, as well as funds from other sources.
Represents preschool educational institutions in state, municipal, public and other bodies, institutions. Provides accounting, safety and replenishment of the educational and material base, compliance with the rules of the sanitary and hygienic regime and labor protection, accounting and storage of documentation.
Responsible for the implementation of educational programs in accordance with the curriculum and schedule of the educational process, for the quality of education of graduates, life and health, observance of the rights and freedoms of students (pupils) and employees of the institution during the educational process in the manner established by the legislation of the Russian Federation.
The leader must know the Constitution of the Russian Federation; laws of the Russian Federation; decisions of the Government of the Russian Federation and federal educational authorities on the education and upbringing of students (pupils); the Convention on the Rights of the Child; pedagogy, achievements of modern psychological and pedagogical science and practice; personality psychology and differential psychology; basics of physiology, hygiene; theory and methods of educational systems management; fundamentals of economics, law, sociology; organization of financial and economic activities of the institution; administrative, labor and economic legislation; rules and regulations of labor protection, safety and fire protection.
The leader must maintain close ties with parents, as this is directly related to his managerial activities.

Parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child's personality in early childhood.

The state guarantees financial and material support in the upbringing of children of early childhood, ensures the availability of educational services of a preschool educational institution for all segments of the population.
For the upbringing of preschool children, the protection and strengthening of their physical and mental health, the development of individual abilities and the necessary correction of developmental disorders of these children, a network of preschool educational institutions operates to help the family.
Relations between a preschool educational institution and parents (legal representatives) are governed by an agreement between them, which cannot limit the rights of the parties established by law.
Local self-government bodies organize and coordinate methodological, diagnostic and advisory assistance to families raising preschool children at home.
The leader has the right:

Recruit and dismiss personnel in accordance with their management system, however, the personnel received must meet the requirements for preschool teachers;

Choose a personal development and improvement program for the preschool educational institution;

Carry out various activities to improve the work of the preschool educational institution;

Develop and apply new methods of the educational process in accordance with the instructions of professionals.

Chapter 2

2.1 The strategy of the head of a preschool educational institution in modern conditions.

One of the necessary conditions for the development of a modern preschool educational institution is the strategic vision of the leader of the development paths of a preschool institution.
The general strategy is set by the state, the society, the founder and is the starting point for determining the strategy of each institution, including the kindergarten. Based on the general strategy, the head of the preschool educational institution, taking into account the peculiarities of the cultural, economic, social development of his region, develops specific ways for the development of the institution he leads. The ability of the head of the preschool educational institution to integrate national, regional tasks with his own idea of \u200b\u200bthe development paths of a preschool institution comes to the fore in managerial activity. In this case, the strategy is understood as a generalizing model of actions necessary to achieve the goals of management based on selected indicators and efficient allocation of resources. Strategy - a general program of actions that prioritizes problems and resources to achieve the main goal of the development of the institution.
Strategic management implies the ability of a leader to clearly formulate development goals, outline a general program for their achievement, identify the main problems, provide for the possibility of making the necessary adjustments, and use various methods of influence. The main elements of strategic management are sections of strategic management, areas of activity of the institution, stages of the life cycle of the institution, types of development strategies, competitive position in the market, segmentation of educational services. The management strategy is built taking into account the fundamental principles of federal (state) and regional educational authorities, as well as the specifics of a particular kindergarten and the individuality of its leader.

Acquisition of the status of an autonomous institution, which assumes self-financing, requires the development of an appropriate new strategy for the development of the institution, which would allow, without violating performance discipline, to stimulate the creative search for development reserves. Strategic planning in this case comes to the fore.

The head of the preschool educational institution must clearly formulate the development goals of the institution, identify and analyze the main problems, determine the ways and reserves for achieving the main goals, predict the socio-economic development of the kindergarten in order to ensure its effective work in the future.

Thus, the development of a strategy for the development of a preschool educational institution is of paramount importance in the context of the transition of a kindergarten as a budgetary institution to the status of an autonomous one.
The transition of a preschool educational institution to an autonomous existence requires appropriate staffing, since not only new staff units will be needed, but also a certain reorientation of the actions of the management team, as well as expanding the functions of each kindergarten employee. Consideration should be given to the creation of a financial and economic structure (an accountant, his deputies, a cashier) and a planning and economic department, which plays a special role in the context of strategic planning. In other words, a competent financial service must be created in the institution.

Work in the new conditions involves the training and retraining of teachers and attendants, a certain psychological reconfiguration of them. The entire staff of the preschool institution and each of its members must realize that in the conditions of the market, an educational service is a product that should become a subject of demand, and this largely depends on the quality of work of both educators and other employees.
And finally, such an aspect of managing an autonomous preschool educational institution as the creation of a modern material and technical base (MTB) should not be left without attention. Along with the qualitative improvement of the MTB, the issue of allocating separate premises for new staff units should be resolved.

Improving the management of preschool educational institutions in the context of its transition to autonomous status is impossible without self-improvement of the leader himself. A well-thought-out system of self-education of the head of a children's institution is one of the main directions of all work to improve management. Today, the leader is required not only and not so much knowledge in the field of pedagogy and psychology (preschool), as legal and economic literacy. This is due to the fact that the director of an autonomous preschool educational institution is entrusted with the functions of managing a variety of financial flows that ensure the life and development of a children's institution in the new conditions. To cope with this task, the manager must have a good knowledge of the legislative framework of the Russian Federation, be competent in financial, tax and management accounting, be able to manage finances far-sightedly, etc. There is also a growing need for knowledge of the psychological foundations of business relations, the ability to work in a team, and the importance of the practice of delegation of duties.

New conditions for the functioning and development of preschool institutions require new methods of managing these institutions. The final result will depend on the professionalism of the leader. To find out what skills the head of the preschool educational institution needs to prepare himself and prepare the team for inevitable changes, the scheme proposed by Lyulikova E.V. will help, which clearly illustrates the structure of the professional skills of the head of the institution, including the kindergarten, necessary to carry out the most complex type of management activity - Implementation of organizational changes.

The range of managerial responsibilities and qualification requirements for a modern kindergarten leader today is extensive. The head of the DOE is obliged:

To manage the educational institution in accordance with laws and other regulatory legal acts, the charter of the educational institution;

Ensure systemic educational and administrative (industrial) work of the educational institution;

Ensure the implementation of the federal state educational standard, federal state requirements;

Form a contingent of pupils, ensure the protection of their life and health during the educational process, respect the rights and freedoms of them and employees of an educational institution in the manner prescribed by the legislation of the Russian Federation;

Determine the strategy, goals and objectives of the development of the preschool educational institution, ensure the planning of its work, compliance with the requirements for the conditions of the educational process, educational programs, the results of the activities of the educational institution and the quality of education, participation in various programs and projects, continuously improve the quality of education in an educational institution;

Ensure objectivity in assessing the quality of education of pupils in preschool educational institutions;

Together with the council of the educational institution and public organizations, develop, approve and implement development programs for the preschool educational institution, the educational program, the charter and internal labor regulations of the institution;

Create conditions for the introduction of innovations, ensure the formation and implementation of initiatives of employees of preschool educational institutions aimed at improving the work of the institution and improving the quality of education, maintain a favorable moral and psychological climate in the team.

Within the limits of his authority, the head of the preschool educational institution should be able to manage budget funds, ensure the effectiveness and efficiency of their use, and also, within the established funds, form a payroll fund with its division into basic and incentive parts.

The head of the preschool institution is also obliged to:

Approve the structure and staffing of the educational institution;

Resolve personnel, administrative, financial, economic and other issues in accordance with the charter of the preschool educational institution;

Create conditions for continuous professional development of employees;

Ensure a certain level of wages for employees of an educational institution, including the incentive part (bonuses, additional payments to official salaries, wage rates of employees), payment of wages due to employees in full within the terms established by the collective agreement, internal labor regulations, labor contracts ;

Take measures to ensure the safety of working conditions.

The modern manager is called upon to ensure the development and implementation of measures aimed at increasing the motivation of employees for quality work, including on the basis of their material incentives, increasing the prestige of work in an educational institution, developing management rationalization and strengthening labor discipline. He must create conditions that would ensure the participation of employees in the management of the educational institution. The head of the DOE is obliged:
- adopt local regulations of the educational institution containing labor law norms, including on the issues of establishing a remuneration system, taking into account the opinion of the representative body of employees;
- plan, coordinate and control the work of structural units, pedagogical and other employees of the kindergarten;
- ensure effective interaction and cooperation with state authorities, local governments, enterprises, organizations, the public, parents (persons replacing them), citizens;
- represent an educational institution in state, municipal, public and other bodies, institutions and organizations;
- to promote the activities of pedagogical, psychological organizations and methodological associations, public organizations;
- ensure accounting, safety and replenishment of the material and technical base, compliance with the rules of the sanitary and hygienic regime and labor protection, accounting and storage of documentation, attracting additional sources of financial and material resources for the implementation of activities provided for by the charter of the preschool educational institution, as well as submitting to the founder an annual report on receipt, expenditure of financial and material resources and a public report on the activities of the educational institution as a whole;
- follow the rules on labor protection and fire safety.
Today, the requirements for the qualification of the head of a preschool educational institution have also changed: he needs higher professional education in the areas of training "State and municipal administration", "Management", "Personnel management" and work experience in teaching positions for at least 5 years, or higher professional education and additional professional training in the field of state and municipal administration or management and economics and at least 5 years of experience in teaching or leadership positions.
It is clear that the professionalism of a manager cannot arise on its own: it is a consequence not only of professional education, but also of deep and consistent work on self-development and self-improvement.

Reforming the public sector also implies a change in the development strategy of educational institutions. Market relations, in which kindergartens exist today, contribute both to the renewal of the institution itself and to the increase in competence, including strategic, of the head.

2.2 Making managerial decisions.

The transfer of the preschool educational institution to the status of an autonomous institution determines fundamental changes in all areas of its activities and, first of all, in the management process. Now each leader himself determines what and how to do. One of the important managerial functions of a leader is competent decision-making. Your decisions - what you have chosen as important and correct, have a great influence on the life of the teaching staff. These decisions determine your behavior in the present and in the future they become the basis of your value orientations. That is, values are a choice of what you think is important and worthwhile. When modeling the decision-making process, the manager-manager must have a clear idea of the main elements of the models, namely, what is the essence of the problem situation that needs to be solved, the time of decision-making, have reliable information about the object, about the resources necessary for the implementation of decisions, about external and internal factors of the environment, to know alternative solutions to the problem and, finally, to have a clear idea of the criteria for evaluating the results of decisions made. The quality of the managerial decisions made is largely determined by the quality of the organization of the managerial decision-making process, the basic structure of which is shown in Scheme 1 (developer V.N. Vinogradov).

Scheme 1. The basic structure of the management decision-making process

Making a management decision

Problem
Assessment Formulation: Opportunities, Limitations, Costs, Level of Risk

Analysis of external favorable opportunities and risks
Analysis of internal strengths and weaknesses
Identification of alternatives for solving the problem and their evaluation
Evaluation criteria: opportunities, limitations, costs, risk level

Making a managerial decision is the result of a conscious choice of one of several available options or alternatives of actions aimed at solving a problem, which is a guide to action based on a developed project or work plan (V.N. Vinogradov). It should be emphasized that the key point of the decision-making process is the development of a full range of options for solving the problem.
That is why it is so important to involve in the decision-making process as many representatives of the various groups as possible, whose interests are affected by this problem, for example, parents, educators, children, service personnel, etc. This can be done by providing objective information on a given issue both in person and virtually. The basis of an alternative management decision is to identify the dominance of the interests of one group. The necessary stage following this is comparison, agreement, search for compromises between options for possible solutions and, finally, an unambiguous choice of one of several options based on the evaluation criteria (indicators) adopted in the preschool educational institution.
The decision-making process is very difficult, as it may seem at first glance. In each institution, the development and adoption of managerial decisions have their own characteristics.
However, there is a general procedure that is characteristic of any managerial decision-making process, wherever it is carried out. In conditions when an institution independently carries out financial and economic activities, the value bases for making managerial decisions change. Value bases are determined by the nature of the system within which the director (head) and the teaching staff work, educational and educational work is carried out with kindergarten students, and work with parents. And if before it was a pedagogical system, now, in the conditions of financial and economic independence, the formation of the educational system is taking place. Let us consider in more detail what each of these systems is.

The pedagogical system was considered as a set of interconnected structural and functional components subordinated to the goals of upbringing, education and development of the future generation (N.V. Kuzmina). Its elements were the goal, the teacher, the pupil, the content and methods of teaching. This is a system for achieving the goal through the educational process, which underlies the professional activities of a traditional teacher-educator. Such a teacher was characterized by faith in the "high" goals of education and enthusiasm as the basis of pedagogical creativity. The head of the preschool educational institution, making managerial decisions within the framework of the values of this system, acted as a "teacher" acting in accordance with the "higher" goals of the educational process. The leading values for him were service to the state and society, the creativity of the teacher, the development of the personality of the pupil, the scientific nature and fundamental nature of the content of education, health-saving teaching technologies and the guarantee of achieving the goal. The orientation of the head of the preschool educational institution to these values prompted him to make managerial decisions that correspond to the ideals of education, which in modern society are often unclaimed. Hence the inevitable conflict of the leader and the team with the outside world. In such cases, the head and the teaching staff talk about the degradation of the external environment, the inability of the pupils to learn the necessary content, and most often - about the lack of interest among the pupils in the content of the classes offered to them, about the parents' misunderstanding of the "high mission of a preschool educational institution to educate a comprehensively developed and harmonious personality ".

The financial independence of the preschool educational institution implies the support of the head of the preschool institution on the values of the educational system. According to the Law "On Education" "... the education system of the Russian Federation is a set of interacting:
- successive educational programs and state educational standards of various levels and directions;
- networks of educational institutions that implement them, regardless of their organizational and legal forms, types and types;
- education management bodies and institutions and organizations subordinate to them.
The educational system is a set of organizational, personnel, methodological, financial, material and other conditions that ensure the high-quality implementation of the educational process.
In this system, the goal is not a child or a teacher, but the quality of the educational process. The values of this system are survival, effective operation and development of an educational institution as an educational organization. Instead of a head teacher who manages the implementation of a pedagogical idea, project, program within the framework of a preschool educational institution, financial and economic independence implies a manager who professionally ensures the efficient operation and development of the preschool educational institution in the conditions of the existing regulatory legal framework. A manager is a professional manager hired by the founder of a preschool educational institution who is able to provide the conditions for organizing the educational process as a production to create a competitive product on the market - an educational service. Such a manager should be a specialist with an economic education who knows pedagogy enough to understand professional teachers and set pedagogical tasks for them.

The values of the educational system are effectiveness as a dynamic production of a variety of educational services, efficiency as the ability to achieve the maximum level of educational services at a minimum cost, and quality as a high demand for educational services from the society. And if the criteria for evaluating managerial decisions in the pedagogical system were relevance, innovation, humanism, scientific character, etc., then in the educational system it is demand, realism, manufacturability, profitability, etc. In table. 2 presents a comparative description of the pedagogical and educational systems.

2.3 Basic elements of personnel management.

The general line and attitudes in working with personnel are determined by the personnel policy implemented by the head of the preschool educational institution. The personnel policy includes such components as personnel selection, its assessment, placement, adaptation, and training.

The DOE team is one of the main resources that ensure the successful development of the institution. Along with financial and material resources, it is also subject to management, which should be built in such a way that the achievement of the strategic and tactical development goals of the preschool educational institution is supported by adequate and timely measures to change the organizational structure, streamline the duties of department heads and employees, timely professional orientation of teachers and their proper preparation. The condition for the successful development of the institution is the balance of interests of its founder owners, staff headed by the head of the preschool educational institution and parents, customers and at the same time consumers (clients) of educational services. Therefore, organizational improvement and personnel management, including pedagogical ones, in a self-financing preschool institution, becomes one of the most important functions of the head of the preschool educational institution.
The team management system is determined by whether the preschool educational institution is independent or not. Depending on this, different models of personnel management are used - from concentrating a number of general functions within the education department and, accordingly, operational management of work within the department to a "shareholder" management model, when preschool educational institutions are mostly independent, and the education department controls the performance of preschool educational institutions included into his control. These models dictate their requirements for the personnel management system. However, along with specific controls in each preschool educational institution, there are basic elements of personnel management. These include:

Operational accounting of personnel;

Organizational improvement;

Assessment of professional compliance of teaching staff;
- control over labor productivity;

Control of labor discipline.

Let's take a closer look at some of them.
Operational accounting of personnel

Of all the listed elements of management, personnel accounting is the most clear and fairly regulated task, since it does not require an expert approach, analysis of many factors and, consequently, the processing of a large amount of information. It seems to us that it is impossible to solve these problems without software at a high quality and at the lowest cost. It should also be noted that from an informational point of view, these elements of team management should be integrated as much as possible. Personnel accounting in conjunction with payroll is the core of the system, it serves as a supplier of information for other controls.
Organizational Improvement

In each time period, the structure of a preschool institution must correspond to the goals of its development. Ideally, when restructuring an institution - transferring from the state "as it is today" to the state "as it will be tomorrow" - it is necessary first of all to carry out reengineering, that is, to describe future business processes, determine the functions of departments or new performance chains, and only after that to the creation of a new organizational structure. Each stage of restructuring requires an appropriate structure of the institution, staffing, job descriptions. Planning the organizational structure based on the analysis of the institution's business processes and the assessment of the cost of personnel costs are the necessary conditions for each stage of restructuring.
Regulations on divisions, as well as job descriptions, should, as far as possible, correspond to the business processes of a preschool educational institution. Otherwise, all the shortcomings of the functional management model will be fully manifested. The definition of job responsibilities and requirements is an essential element of a professional approach to ensuring the successful development of a preschool educational institution. The presence of directories of functions that are uniform for the institution, where all aspects of production activities, the goals and objectives of departments, the necessary professions, typical job and qualification requirements, are recorded, helps to be creative in the process of preparing documents and conduct a variety of analysis.
Analysis of production functions and departments of employees that provide certain business processes, and identification of the intersection of these functions by departments and will optimize the organizational structure.

Assessment of the professional conformity of teaching staff Periodic assessment of the business qualities of teaching staff (competence, responsibility, work efficiency, etc.) through certification, passing tests and exams in professional retraining and advanced training courses allows you to analyze the effectiveness of departments through the prism of personnel quality and optimize its number. It is possible to study the business qualities of personnel on the basis of a comparison of the qualifications of various specialists within professional groups. The amount of actual knowledge of each employee indicates the level (profile) of his qualifications. The amount of required knowledge given in the job description determines the level (profile) of requirements for the employee. The assessment of professional compliance of the staff of a preschool institution is based on a comparison of the levels (profiles) of requirements and the qualifications of each employee. The assessment of the professional conformity of the team within one professional group using the suitability coefficient serves as the basis for the development of relevant measures aimed at improving its qualitative characteristics (training, rotation, reduction, etc.).
Having developed a methodology for calculating the employee's suitability factor, taking into account the required quality (measured in points and set in the job description) and the actual quality (obtained from the results of a personnel quality study), the head of the preschool institution will be able to manage the qualitative composition of employees in professional groups, divisions, branches.

Comparison of the business qualities of different employees of departments throughout the institution as a whole is the basis for making managerial decisions, such as changing line managers, organizing assistance to management in working with personnel, and for strengthening curatorial activities.

An analysis of the quality of personnel will help evaluate the effectiveness of the existing organizational structure and management system as a whole.

Thus, the results of personnel quality assessment serve as the basis for the following areas of work with personnel:

Professional training. Continuous training of teachers and other specialists of preschool educational institutions, especially in modern dynamically developing areas, will allow the institution to respond in a timely manner to market changes and adjust its business, including the implementation of educational services to society. Prompt identification of employees who have an actual assessment below the required one in certain areas of knowledge will help to correctly form a calendar-thematic plan, work on self-education, determine and justify the budget for training. Without an understanding of what and who should be taught, it is impossible to effectively conduct vocational training;
- staff rotation. The main goal of the personnel rotation system is the optimal placement of personnel at various levels throughout the institution and the productive development of the institution. Personnel rotation - internal reshuffling of personnel in accordance with the career and professional growth of personnel. It serves to improve the work of specific units, which, according to their development indicators, do not achieve their goals, whose teachers and other employees do not cope with their duties. The rotation system also allows solving the problem of career growth for teachers of various levels and provides them with the opportunity to realize their personal and professional potential.
The rotation is based on the selection of candidates who, in terms of qualifications, experience and professional training, meet the requirements specified in the job description;
- formation of a personnel reserve and career planning. Based on the personnel reserve (external or internal), personnel are rotated for certain positions. Specialists included in the personnel reserve are ranked by skill level (or by suitability coefficients). Thus, at any time, you can select an employee who, by qualification, meets the requirements established in the job description to the maximum.

If the qualification requirements for the position are well known, career planning can be carried out on the basis of objective criteria and rules known to every teacher.

2.4 Management effectiveness.

Market conditions require the development of appropriate indicators and criteria for assessing the effectiveness of management. There is a need to introduce several criteria of basic indicators into the preschool educational institution, on the basis of which the effectiveness of the management system is assessed; Efficiency assessment by management levels and functional subsystems is required.
Management efficiency reflects the effectiveness of ensuring the socio-economic development of preschool educational institutions. It is manifested in the achieved performance indicators of all activities of the kindergarten.
Efficiency as an indicator of performance involves the commensuration of costs with the result. The latter is profit as the final result of activity, while the costs are fixed production assets and working capital. However, the result as an economic concept is wider than such an interpretation. The result has many manifestations.
A multilevel approach to the problem of labor productivity management, planning, measuring, evaluating, controlling and improving the efficiency of living and past labor is described in the monograph by D.S. Sink "Performance Management", as well as in the work of V.M. Zubov “How labor productivity is measured in the USA”. D.S. Sink considers not only the problem of measuring the productivity of living labor, but also the effectiveness of the entire production system at the firm level, highlighting such result criteria as efficiency, economy, quality, profitability, productivity, quality of working life, and innovation. Of course, the priority of each of the criteria will depend on a number of factors of a particular preschool educational institution and, above all, on its condition: technical, financial, maturity of technology, services and products, position in the educational services market (sales market), staffing, etc. The task of the director autonomous institution consists in choosing the most effective actions aimed at improving the efficiency of the functioning and development of the preschool educational institution.
The effectiveness of the management of a preschool educational institution can also be considered beyond its internal boundaries. In this regard, it is necessary to take into account the effect of the interaction of the control system of the preschool educational institution with institutions of science and education, culture and sports, medicine, as well as public organizations and other institutions - suppliers of personnel and material and raw materials, in the case of production, as well as society - a consumer of services ( products).

The effectiveness of the educational system is determined by the performance of the leader and the result of management.

The performance of the head of an educational institution, as noted by the prominent Finnish specialist Timo Santalainen in his book “Managing by results”, is determined by such factors as personal qualities, work experience as a leader, education in management, desire to work as a leader.
The result of management consists of structural and activating factors. In turn, structural factors are divided into planning, financing (depending on the type of institution: state, budgetary, autonomous), decision-making, instruction, control, and activating management factors (creativity) - into motivation, informing, improving the organization, cooperation, situation management. Structural management factors require a rational approach, consistency, objectivity and systematic. The possession of activating factors is expressed in a creative approach, knowledge in the field of human behavior, a sense of the situation and the problem. A good management result is possible only when the manager is in control of management situations, due to which a balance is achieved in the use of structural and activating factors. Good case management can only ensure effective activity for a short period of time. As practice shows, modern leaders quite often and successfully use structural factors and at the same time their readiness to use activating factors is very low.
This seems to be due to the fact that activating factors are in the area of people management, while structural factors are in the area of technical skills. As the organizational level of management increases, the share of activating factors may increase due to the reduction in technical skills.

Thus, the basis for the effectiveness of the activities of a modern leader who heads a preschool educational institution is knowledge in the field of management, marketing and the economics of education. The head of the preschool educational institution must know:

What characterizes the current state of the education system and the prospects for its development;
- theory and practice of education management based on classical and modern management theory;
- education marketing methodology and management methods for this service;

Theory and practice of the foundations of the economy of an educational institution.
Hence the urgent need for every head of a preschool educational institution is the constant improvement of their professional skills and competence.
But the effectiveness of the work of the preschool educational institution, as well as its image, is determined not only by the head, but by the entire team. Therefore, along with personal self-improvement, the leader must take care of the improvement, increase the competence of each member of the team and create the necessary conditions for this. The development and advanced training of all members of the team is a key element in the effectiveness of management activities.
At the same time, the effectiveness of the work of a preschool educational institution also depends on the psychological mood, the cohesion of all members of the team. And here the leading role also belongs to its leader. As a leader, the manager-manager determines the entire climate in the preschool. The style of his management should contribute to the creation of an atmosphere of openness, business cooperation, and trust in the team.
It is also important that the team works in development mode. The necessary conditions for this are the mandatory participation of preschool educational institutions in experimental activities, the introduction of new pedagogical technologies, the constant improvement of the educational process, the adjustment of educational programs and development programs, monitoring the effectiveness of their implementation, changing the forms and methods of working with society, advertising the institution in the market of educational services and etc.

To manage effectively, the leader must be able to resolve managerial problems. Problem solving is never easy, and it is impossible to learn it from a textbook alone. But as practice shows, the relevant skills and abilities are amenable to development and improvement. This is facilitated by: a systematic approach to solving problems, the selection and use of methods for solving different types of problems, attracting people and resources that can help solve the problem.

You can also solve problems in stages, that is, mentally sequentially “work through” several stages of solving this problem: setting - goals - success criterion - information - planning - actions - analysis of actions, each time summing up and correcting further actions.

The effectiveness of management is also largely determined by the organization of office work in an institution, which can be conditionally divided into personnel and current administrative.
The head must clearly think over and delegate the authority to conduct office work to his deputies.
Modernization of the management of a preschool educational institution requires similar managerial knowledge from the entire administrative apparatus. The success of the leader himself depends on how and how quickly and competently the administrative apparatus will act.

Conclusion

As part of the reform of Russian preschool education, the main direction is the transition from educational and disciplinary to personality-oriented interaction between teachers and children.

The modern head of the preschool educational institution should now be able to:

Properly plan the activities of the preschool educational institution;

To be able to carry out the managerial functions required from the head of the preschool educational institution;

Coordinate the activities of the teaching and general team;
- develop programs for the development and improvement of the activities of the preschool educational institution;

Implementation of managerial and practical activities of the management of the preschool educational institution.

If the head of the preschool educational institution successfully interacts with the team, the result will be the development of the employees' ability to self-manage their activities. This approach to management, associated with the delegation of a number of powers and responsibilities for the results of work, allows you to realize the main function of the leader in an institution that is constantly evolving - to be a stimulating beginning in the creative process of solving the tasks of the activities of the preschool educational institution.
The modern head of a preschool educational institution seeks to take into account the trends of social transformations in society, the needs of parents, the interests of children and the professional capabilities of teachers, choosing ways to update the pedagogical process and effectively manage it.
The effectiveness of the management of a preschool educational institution directly depends on the leader's ability to realize himself and his personal goals, correctly allocate time and effort, relieve stress, etc., i.e. from the ability to study and change oneself.

Manager - educator - a dominant role, so he has a huge social responsibility. After all, the leader is called upon to represent both the interests of the state, society, region, and the interests of the teaching and children's team, while harmonizing these often divergent interests.
The head is the leader in the management system, so the management of various processes in a preschool educational institution will depend to a large extent on his personal qualities and professional skills. A leader in a preschool educational institution is a person who, as a rule, is able and willing to successfully implement the ideas of democratization, optimization and modernization of management. The successful (or slow, incorrect, unsuccessful) implementation of a system of measures to organize the pedagogical process of a preschool educational institution depends on his managerial competence and professionalism.

List of used literature:

Absalyamova A. Management of preschool education. Preschool education. No. 4, 2004.
Aromshtam M. Management of preschool education. Preschool education №20, 2007.
Belaya K. Yu. Management of the preschool educational institution: Control and diagnostic function. M., 2005.
Bilichenko G. G. Creation of a preschool educational institution with a priority direction of development. M., 2005.
Denyakina L.M. Head of a preschool. Profession or vocation? - Minsk, 2007.
Denyakina L.M. New approaches to management activities in a preschool educational institution. Guidelines. M, New School, 2007.
Zebzeeva V. A. Organization of regime processes in preschool educational institutions, M., 2006
Ezopova S.A. Management in preschool education. M.: Academy, 2003.
Korepanova M.V. The program for the development of preschool educational institutions. M., 2007.
Korepanova M. V., Lipchanskaya I. A. Control of the functioning and development of preschool educational institutions, M .: 2005.
Korepanova M. V., Lipchanskaya I. A. Certification of pedagogical and leaders of preschool educational institutions, M., 2006.
Kolodyazhnaya T.N. Management of a modern preschool educational institution. Issue. I. - Rostov n / a: Teacher, 2012.
A set of measures for the development of preschool education. Preschool education. No. 1, 2007.
Makhaneva M.D. Management of the development of preschool educational institutions: Problems, planning, prospects. M., 2006.
Petrova S.N., Presnyakova E.B. The modern head of the preschool educational institution: the basics of management, Center for additional education "Ascension", 2010.
Pozdnyak L.V. Fundamentals of managing a preschool educational institution. Special course. - M., 2004.
Safonova O.A. Management of the quality of education in a preschool educational institution. M, 2011.
Sokolova I. Realization of theoretical aspects of pedagogical management in the system of preschool education. Preschool education. No. 2, 2009.
Skorolupova O.A. Preschool education: prospects for development. Education administrator. No. 14, 2008.
Troyan A. Marketing in a preschool institution Preschool education. No. 9, 2011.
Tyunikov Yu.S., Maznichenko M.A. Analysis of innovative activity of educational institutions: scenario approach. Standards and monitoring in education. No. 5, 2004.

Now, from the essence of management as a process, we move on 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, more and more often management is seen as a non-linear interactive multifunctional activity of participants in the social process, equally interested both in obtaining a high result of 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 activity aimed at streamlining relations between people in the process of their joint work and achievement of goals (A.V. Tikhonov);

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

active interaction of the heads of the educational institution and other participants in the educational process to streamline it and transfer it to a new qualitative state, more in line with the fulfillment of the tasks set (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, the coordination of their actions.

Activity is a specific human form of relations to the surrounding world, the content of which is its expedient change and transformation in the interests of people. It has its own structure: motive - goal - subject - 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, purposefully interacting with an object and satisfying his needs in this way.

The subject here is the leader, the object, as mentioned above, is the entire system of life of a preschool educational institution (educational and educational process, interpersonal relations of all its participants, advanced training of teachers, creation of the necessary material and technical conditions). The “realities of the world”, apparently, will be the state of affairs in the functioning of a preschool educational institution, knowledge of which was obtained by the head in the course of collecting information (observation, control, analysis). As for the satisfaction of their needs, the manager really satisfies his material, social, professional needs. How significant the professional needs are depends on the educational and professional level of the manager. L.V. Pozdnyak and L.M. Volobueva note that the current state of preschool education makes it necessary to transfer the management of a preschool educational institution to a new paradigm that constitutes a "managerial philosophy", which is based on a motivational-system approach and personality-oriented goals for its implementation. The priority in it is the orientation to 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 the collective and individual activities of all participants in the educational process in a preschool educational institution.

The main areas of work of the head (manager) of a preschool educational institution are defined by four components of managerial activity (according to Kuzmin):

organizational;

constructive and design;

communicative;

gnostic.

The organizational component is both administrative and organizational activity.

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

To implement this component of the activity, using his authority, the head:

develops and implements personnel policy together with employees, i.е. completes the staff, selects, arranges, moves personnel, prepares their certification;

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

ensures the implementation of 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;

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, decides on 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 binding on all employees of its preschool educational institution;

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

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

Actually, the managerial activity of the head is the ability to find various types of interaction between the employees of a preschool educational institution among themselves so that the results of their joint activities correspond to the goals and objectives of the preschool institution, notes L.V. Late. The head, focusing on the social order and on 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 educators and medical staff in their implementation, organizes advanced training for teachers.

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

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

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 managerial activity, communication, features of the educational process and the results of one's own activity, 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;

performs a distributive function;

manages financial resources;

makes management decisions;

selects personnel;

controls the execution of management decisions, orders, instructions.

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

V.Yu. Krichevsky emphasizes that management goal consists in coordinating the subject-subject relations and actions of the participants in the management process, ensuring the achievement of the results of the organization's activities.

With such a definition of the goal, the managerial activity of the head consists in establishing agreement in the institution, creating an atmosphere of cooperation as a guarantee of successful activity and achieving high-quality results.

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

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

When the goal 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 a complex hierarchical relationship between the subjects of management. Such an understanding of the subject, on the one hand, removes a certain facelessness from management (which happens when information is considered as an object), and on the other hand, management activity does not turn into manipulating people (when a person is singled out as the subject of management). Thus, this subject allows you to build an algorithm for management activities in the following form: "person - information - relations - person".

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

In modern theory, there are still no unified approaches to determining the content of the leader's activity, but three approaches can be traced - functional, meaningful, integrative.

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

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

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

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

A meaningful approach is based on the classification of the main activities of the head (management objects). The content of the manager's activity 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 in the activities of the head of the school from the position of a meaningful approach identified the following areas: political, pedagogical, administrative and economic. This approach has also been implemented in structuring the management process in a preschool educational institution. So, S.V. Savinova in her research defines the main activities of the head of the preschool educational institution as: protecting and strengthening the health of children, staffing, methodological support of the pedagogical process of the preschool educational institution, 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 content approaches. This approach allows us to consider the activities of the leader in many dimensions, revealing its diversity and complexity. For the first time, A. Fapol tried to apply this method at the beginning of the 20th century. He outlined the main substantive areas (operations) of the manager's activities and management functions that ensure their implementation.

The integrative approach is revealed in the description of the managerial activity of the head in the education system E.P. Tonkonogova, 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 the preschool educational institution, A.K. Bondarenko with co-authors identifies the areas of activity of the head of the preschool educational institution (ideological and political, methodological, administrative and economic, work with parents and the public) and indicates the procedural functions (stages) of management: decision-making and planning, organization, regulation and control.

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

Each leader in a preschool educational institution uses certain methods in his managerial activities.

Management methods are ways to implement goals and principles in the process of interaction between the managing and managed systems. Methods perform different functions, for example, stimulating. The leader must be able to create such a working attitude that would contribute to the work of each member of the team with full dedication.

In studies (by V.I. Zvereva, K.A. Nefedova, V.S. Pikelnaya, T.I. Shamova), methods of managing an educational institution are subdivided depending on the nature of the relationships that determine the nature and level of interconnection of the managed and managing 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 and stabilizing methods, methods of administrative influence, methods of disciplinary influence.

A system of various methods, their various combinations, 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 work.

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

As a result of the management of any organization or institution, it is legitimate to consider profit, the desire of employees to work, their loyalty, the quality of managerial decisions, customer satisfaction with the results of work (organizations or institutions).

However, as S.A. Ezopov, defining the subject of management activity - the relations of participants in the management process, it is advisable to designate as its key result - the consistency of these relations. 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 the effective implementation of 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 activity in a preschool educational institution must be considered as an activity of communication, as a purposeful interaction of 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;

creation of a team of like-minded people;

delegation of authority by the head to subordinates, reserving the functions of the main coordinator;

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

giving subordinates the opportunity to prove themselves, etc.

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

Ethics is, as you 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 colleagues and subordinates, or, to be more precise, in the process of managing a preschool educational institution.

One of the indicators that determine the degree of professionalism of the head of a preschool educational institution is the style of his managerial activity.

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

The style of activity of the management of the head in a preschool educational institution largely influences the creation of a psychological microclimate in the team. You can endlessly enumerate 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 managerial activity, and it is in it (style) that his relationship with employees and subordinates.

We can talk about several styles of management activity.

K. Levin identifies three management styles:

democratic;

liberal;

Blake, Mouton a few more:

task orientation,

human orientation;

people and task orientation;

protege of the administration;

conformist style;

destructive.

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

The democratic style of management activity 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 member of the team feels his involvement in solving the main problems. The main business qualities of the 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 requirements find support in the team”, “may admit his mistake , apologize." Business traits are complemented by the personality traits of the manager, which determine relations in the team: objectivity, fairness towards subordinates, the ability to notice their achievements. Practice shows: where the head of the preschool educational institution properly evaluates the work of teachers, the kindergarten team is more active in discussing topical problems of preschool education, the life of the kindergarten, and rather finds mutual understanding with the administration.

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

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

The fourth group of qualities also characterizes the business orientation and pedagogical skills of the leader. This includes creativity (a creative attitude to work), interest in the achievements of pedagogical science and advanced pedagogical experience, the ability to evaluate and adopt something new from someone else's experience for implementation in your 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, co-creation in a team, which is almost 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 exactingness, the ability to control the implementation of tasks and managerial decisions, 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, individual character traits.

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

rigid nature, which are used constantly. This style of management activity is incompatible with the principles of humanism, although the directive method of instruction is not unique to the authoritarian style. Sometimes such a method can be an expedient, disciplinary tool within the framework of a democratic style, occasionally and under certain circumstances.

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

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

	DEMOCRATIC
Leadership Orientation	Maintaining discipline and order, understood as strict adherence to the requirements of management	Creation of favorable conditions for the productive activity of the staff of the institution and each teacher
Separation of powers in the organization	Autocracy, concentration of all power in the hands of the director, subordinates only fulfill his requirements	Possession by all employees and collegiate bodies of power sufficient for the independent performance of their functions
Use of administrative power	Monitoring the fulfillment by subordinates of the requirements. Imposition of penalties for non-performance	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 teachers' councils, meetings, weekly planning meetings	Belief in the business need to meet requirements. Encouragement of success, support for the initiative and independence of the teacher

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 working order and informally
The nature of interpersonal relationships with subordinates	Demonstration of the superiority of the position of the leader in all positions, suppression of attempts to discuss their actions	Cooperation in solving complex problems of managing the activities of the team and individual teachers. Respect for the dignity of people
Style Advantages	Efficiency of decision making. Quickly put things in order, strengthening performance discipline	Ensuring the development of a system of interpersonal relations in a team, the formation of conscious discipline and cooperation
Style flaws	Blocking the development of the team. Unsolved strategic tasks of management. Manager overload	Low efficiency of decision-making, remoteness of results. Contradiction with the established "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 hands-off style management activity is that the leader tries to interfere as little as possible in the socio-psychological processes in the team of the preschool educational institution. He allegedly thus creates conditions for employees to exercise independence. Studies show that a leader with a liberal style of activity does not require subordinates to be responsible for failure to complete tasks and lets work take its course. He tries to avoid the execution of the organizational, expert, buffer function of management activities, prefers to work in the 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.

Thus, three traditional styles of management activity 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 complicated process.

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

Studies have shown that the formation of the style of managerial activity of the head 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-orientational), then an organizational component is inherent in a pronounced choleric person, an enthusiast-leader is obtained from him, and this affects the style of his management activity. The melancholic has a constructive-communicative component; phlegmatic constructive and organizational, but somewhat inert; sanguine - organizational and communicative.

character accentuation.

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

Intelligence. If the manager is dominated by creative thinking, he gives out a fountain of ideas, approaches the solution of many issues creatively.

situational component. Situations are different. This is an emotional state, and well-being, and much more.

L.V. Pozdnyak, L.M. Volobuev 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 distinguish 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 should be not only a manager who can basically optimize the current situation, but also a leader who can make decisions about significant changes, be 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 ensures the functioning of the preschool institution in accordance with the current regulations, develops and implements personnel policy, the Charter, controls the educational process, the implementation of the educational program, unites the team and much more. (According to another classification: personnel officer, organizer, diplomat, controller).

The role of the scheduler. In this role, the activities of the management of the head of the 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 in the short and long term (improving the educational process, advanced training, etc.). the planner has an analytical mindset, is methodical in work, and is future-oriented (innovator, educator).

The leader plays the role of an entrepreneur in his activities as an experimenter who finds new activities, non-standard solutions. He is ready to take risks, he is able to carry out decisive changes in the preschool educational institution. The reformer, in fact, is aimed at success, stubborn, persistent.

The social roles of the manager 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. Shetgen, I. Heintze and others highlights 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 real, understandable and controllable the goals are) and goal setting;

definition and preparation of measures to achieve the goals;

coordinating the activities of employees in accordance with common goals;

control of personnel and compliance of the results of its activities with common tasks;

organization of employees' activities, i.e. use of existing and creation of new organizational structures to manage personnel and its activities;

informing employees;

interactive, contact interaction (communication) - business communication for information, advice, assistance, etc.;

formation of a system of incentives for employees 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;

formation of a cohesive team and maintaining its capacity;

reducing the feeling of insecurity in the actions of staff 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 activity on a 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. It is characterized by such essential features as purposefulness, plannedness, and systematicity. Like any activity, the management of a preschool educational institution has all the components. It has motives, purpose, object, action (content) and result.

At this stage of the study, it is necessary to analyze the legal framework of a preschool educational institution, to identify the essence of management in the field of education, which consists in creating conditions that optimize pedagogical activity and favor activation, awareness, reflection and manifestation by the subjects of educational processes of personal and professionally significant functions.

During the period of profound socio-economic changes in Russia, when the entire system of social relations is being reassessed, the system of preschool education is also undergoing significant changes. Its transformation and development is largely determined by how effectively all its links are managed.

Control is considered as a specialized activity aimed at streamlining relations between people in the process of their joint work and achievement of goals; as an active interaction of the heads of the educational institution and other participants in the educational process to streamline it and transfer it to a new qualitative state, more in line with the fulfillment of the tasks set.

Control is considered as a non-linear interactive multifunctional activity of participants in the educational process, equally interested both in obtaining a high result of the work of the organization, and in the preservation and development of the people participating in this process, their relationships and unique subjectivity.

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

Managed by a preschool one should understand purposeful activities that ensure the consistency of the joint work of employees in solving the problems of raising children at the level of modern requirements. Purposeful activity is understood as the impact (with a specific purpose) on the teaching staff (and through it on the educational process). Optimal for the modern approach in management activity is the purposeful interaction of the managing and managed subsystems to achieve the planned result (goal).

Determining the main goals of the development of a preschool educational institution, each leader, together with the teaching staff, organizes the entire pedagogical process, compares the results obtained with the planned ones. This requires making prompt decisions on the situation, i.e. for specific results.

results management assumes that initially the team is given real, provided with all the resources to fulfill the goal. Such resources include people, time, finances, material and technical base, technologies, methods. When managing by results, each participant in the pedagogical process must be able to link his participation in the common cause with other members of the team. Effective thinking assumes that the leader and subordinate determine the result, and then the performer himself chooses the ways to achieve it, i.e. time, technology and other resources.

In terms of results-based management, an initiative and creative team is a valuable resource. The leader creates an atmosphere of respect, trust, success for each participant in the educational process.

However, the task of the manager is to provide information, analysis, goal setting, planning, execution, control and correction.

Consider levels of results management.

First level is determined by the leader's ability to see the mission of the preschool educational institution.

The social characteristic of any organization includes goals and strategy. The purpose of the organization is a specific image of the desired (expected) result, which the organization can actually achieve by a clearly defined point in time. When determining the purpose of the organization's activities, one should adhere to the structure proposed by V. I. Zvereva (see Fig. 1).

Subject means result

perfection perfection perfection

transformation transformation transformation

Figure 1 – Activity objectives

When formulating goals, the specified sequence of components may not be observed, but their safety is mandatory. The organization's strategy is the basic guidelines where the organization is moving, what means it uses. What resources are spent and where, what people are mobilized for. In an integrated way, the goals and strategy are represented by the mission of the organization. The mission of the organization is its purpose, that is, for the sake of which it exists, what are the differences from surrounding organizations.

Second level proposes to consider the result in terms of the quality of services.

The main service of the preschool educational institution to the population is pre-school education and upbringing of children from 3 to 7 years old.

The quality of preschool education is the organization of the pedagogical process in kindergarten, in which the level of upbringing and development of each child increases in accordance with his personal, age and physical characteristics in the process of education and training.

The quality of preschool education in an institution is a manageable process. There are two approaches to quality management.

One is through the management of the entire pedagogical process and its components. The other is through personal subjective aspects in the management system: the formation of a team and the regulation of the moral and psychological climate in it.

To create a basis for the formation of a modern quality management system for preschool education, you can use the following mechanisms :

1) conducting global monitoring of the spending of budgetary funds of the preschool education system;

2) determination on this basis of flexible standards for financing a preschool institution;

3) regulation of parental fees for kindergarten services, depending on the real costs per child.

The second direction of managing the quality of educational conditions is to improve managerial decisions regarding the issues of staffing the stage of preschool education and increasing the professional competence of teachers.

Therefore, the quality of the work of a preschool educational institution is both a process and a result.

The third level of results management involves considering the result from the standpoint of consumers. This is a family, parents with children of preschool age who need the conditions provided by educational institutions. However, today the picture of parental requests and needs is not fully studied and presented. Studying the requests of parents and creating conditions that help the leader to change the situation flexibly will make it possible to offer children and parents a variety of types of services.

Educational: development of social (mathematical, speech, cognitive, artistic and aesthetic, musical, rhythmic) abilities; special preparation for school, language training; educational games; etiquette and behavior, embroidery, design, etc.

Medico-improving: rhythmoplasty, swimming, relaxation; thermotherapy (sauna), respiratory prophylaxis; sports gymnastics, motor-strengthening; massage.

Social: museum excursions, a musical hour at the Philharmonic, a puppet theater, holidays for adults and children; tourism, excursions; lawyer consulting; tutor services.

The success of the transition to a management system - results-based management - is directly dependent on factors such as the inclusiveness and manufacturability of the system. It should cover all aspects of the activities of an ungraded preschool educational institution or management level (village, district, city, region, etc.)

The management mechanism of a modern preschool institution changes the nature of the performance of managerial functions, generates fundamentally new forms of interaction between the institution and all participants in the pedagogical process.

The structure of these relations is as follows:

Kindergarten - external environment; administration - the public; leader - subordinate; teacher - teacher; teacher parents; teacher - children; child is a child.

Each of the levels of management is necessarily included in the zone of influence of the subjects of management both horizontally and vertically (Fig. 2).

Figure 2 - Functional structure of intragarden management

Two factors stand out in the proposed management structure vertically and horizontally: specialization in the distribution of basic functions with their simultaneous integration and the amount of labor necessary to ensure the educational process. Note that such a model represents a democratically centralized system with a special nature of relations between the subjects (bodies) of control.

This model of intragarden management determines the balance of tasks of all management bodies with the structure of goals; correspondence of hierarchical levels of tasks and management links; optimization of compliance with the tasks, powers and responsibilities of management bodies.

The developing intragarden management can also be constructed according to the matrix structure. The matrix management structure is effective for the period of development and implementation of new projects, i.e. in the conditions of innovative activity of the institution. In this case, the participants in the pedagogical process are united in groups (subsystems) for the implementation of specific projects that make up the development program for preschool educational institutions within a single concept (Fig. 3).

Figure 3 - Matrix structure of intragarden management

This diagram shows three projects that the DOW is working on. It is important that not only the teaching staff, but also the parents of the pupils participate in each of them. Creative groups are created for a specific topic, such groups should include interested, creative teachers. In the work of such a group, a person cannot be forced to work by order, people unite at will, in order to create and implement something new. The task of the creative teams is to develop a more detailed, in-depth development of one of the sections of the project. The connecting link of this structure can be a form of presentation of results for all projects, for example, a conference. This structure indicates a special period of the institution's work - the mode of development, changes in the content and organization of the pedagogical process in order to improve it.

P. I. Tretyakov and K. Yu. Belaya single out the basic principles underlying the renewal of the activities of a preschool institution.

Democratization. This principle implies the distribution of rights, powers and responsibilities between all participants in the management process, its decentralization.

humanization. It provides an equal choice for each individual of the level, quality, direction of education, the method, nature and form of its receipt, the satisfaction of cultural and educational needs in accordance with individual value orientations. Reorientation of the educational process on the personality of the child.

Humanitarianization educational programs, i.e. such a ratio and combination of programs, the use of such didactic approaches, teaching methods and technologies that ensure the priority of universal values, integrity, consistency, continuity and anticipatory nature of education.

Differentiation, mobility and development. These principles presuppose multilevelness, multifunctionality of educational programs of all diverse types of educational institutions. They provide children, adolescents, youth, as they grow up, social development and self-determination, the opportunity to move horizontally (change class, profile, direction of education), as well as vertically (change the level, type, type of educational institution).

Openness of education, i.e. providing opportunities for both continuous education in various forms, and general education at any stage, at any level (basic and additional).

multiformity educational system, i.e. qualitative growth and development of the state preschool institution, as well as the opening of a new type of elite educational institutions.

Standardization. This principle presupposes the observance of federal standards for the quality of education, the introduction of regional standards that take into account the national and other characteristics of the region.

All these principles become a guide to action in a developing and developing preschool institution.

In a preschool educational institution subject management are the head and her deputy (methodologist). In addition, collegial bodies are also being created to solve managerial tasks (council of teachers, etc.). The subjects of management in one way or another are teachers and parents. All subjects of management can act separately, inconsistently (which leads to complications in the microclimate of a preschool educational institution), or form an integral unity, a system of intragarden management.

object management in a preschool educational institution is the whole system of its life, the main components of which are:

educational process;

interpersonal relations of all participants in the educational process (children, teachers, parents, employees);

professional development of teachers;

creation of the necessary material and technical conditions.

To assess the progress of a preschool educational institution in its development, the following performance indicators are analyzed

1. Innovative activity of the institution - updating the content of education and training in accordance with state standards (basic and additional educational services); updating pedagogical technologies, methods and forms of work; a combination of introspection, self-control with self-assessment and peer review.

2. Organization of the educational process (UEP) - self-government, cooperation of teachers, children and their parents in achieving the goals of education, upbringing and development; planning and organizing a variety of children's activities, taking into account the interests and needs of children; teacher and child as equal partners in this activity; high level of motivation of all participants in the pedagogical process; a comfortable subject-developing and psychological-pedagogical environment in kindergarten for all participants in a holistic pedagogical process.

3. Efficiency of UVP - comparison of the compliance of the final results with the planned ones (assessment of the state of physical and mental health of children, their development: physical, cognitive, artistic and aesthetic, intellectual, social).

Based on the awareness of universal and national values, the following key results of activity are distinguished:

1. Health and healthy lifestyle. The level of health, physical and mental development of the child.

2. Education based on universal and national values. The level of moral, spiritual and moral education of the individual.

3. Education in accordance with personal capabilities and abilities. The level of intellectual development.

4. Willingness to continue education. School readiness level.

5. Adaptability of the educational environment to meet the educational needs of the individual. The level of adaptability of the subject-developing and educational environment.

The management of identified key results is determined by the main factors and conditions (Fig. 4).

The main factors affecting the quality of the final results	Levels of successful achievement of final results

1. The quality of medical care, nutrition, environmental comfort and physical culture and health work	1. The system of clinical examination with treatment, the system of physical culture and health work, rational nutrition, a comfortable subject-developing and psychological environment

2. The quality of moral, spiritual and moral education in the process of socialization of the individual	2. The system of moral education and social development of the child

3. The quality of upbringing, education of preschoolers and the organization of various children's activities	3. The system of education and training, taking into account the individual characteristics of the child (goals, forms and methods)

4. The quality of preschoolers' readiness for schooling	4. The system of methodical work with personnel and the creation of a UVP model in comparison with modern requirements of science

5. Quality of scientific and methodological support of the educational process and work with personnel	5. The system of work with children of senior preschool age in preparation for schooling

6. The quality of interaction with the family, knowledge of the psychology of family life, traditions	6. System of interaction, partnership cooperation with the family and all institutions of society

7. The quality of studying the demand for educational services	7. The system of educational services, taking into account the needs and demand

CONTROL

Figure 4 - The main management factors in preschool educational institutions

V. S. Lazarev distinguishes four types managerial actions: planning, organization, management and control, based on the fact that together these actions form a complete management cycle from setting goals to achieving them and therefore are necessary and sufficient. At the same time, he considers these actions as complex, having their own structure and including other actions as components in it.

An analysis of works on the problem of management showed that management largely depends on the complex of personal qualities of the leader and teachers, parents as subjects of management. At the same time, the complex of personal qualities of the leader determines the management style (authoritarian, democratic, liberal). The personal qualities of the leader play a crucial role in ensuring the effectiveness of the management of the educational process.

The manager, managing the kindergarten, performs certain functions: information-analytical, motivational-targeted, planned and prognostic, organizational and executive, regulatory and corrective and control and diagnostic.

Let's consider these functions in more detail.

Information and analytical function

Updating the management of a preschool educational institution is primarily associated with the formation of a system of information and analytical activities as the main management tool.

The study of the state of information support of management, conducted by the author in a number of preschool institutions, showed that leaders have a lot of information, but its accumulation is random, unorganized. In this unsystematized mass of various information, it is difficult to isolate the main link - the information that is necessary for making an effective management decision.

The trouble is that the heads of preschool educational institutions pay unforgivably little attention to their own information support. Information flows are disordered, there are no elements of novelty in them, primitive means of office equipment are used. The main thing is that there is no information and analytical work culture.

All information is divided into external and internal.

External information includes directive and regulatory documents of the relevant authorities, scientific and pedagogical information, information on advanced pedagogical experience in the system of preschool education. In order for an institution to develop and meet the requirements of the time, its leader must be constantly informed about new trends in pedagogy, psychology, new methods, programs and technologies. He is obliged to receive and carefully familiarize himself with all documents regulating the activities of a preschool institution in a timely manner.

Internal information includes information about a particular preschool institution: about the state of health and the results of the upbringing and education of preschool children; teaching staff; material and technical base; medical care.

It is very important to make high demands on the information, it should be as complete and as specific as possible. The volume and content of information depend on the goals of the preschool educational institution, its type, and the level of qualification of managers.

Analysis – it is a method of scientific research by decomposing an object into its component parts or by mentally dismembering an object through logical abstraction.

The activity of a preschool institution is ultimately focused on solving one main task - improving the quality of education and upbringing. But it cannot be solved in abstract form. The purpose of the analysis is to concretize this general task, to present it in the form of interconnected particular tasks.

B. S. Lazarev and M. M. Potashnik propose a movement “from end to beginning”:

Identification of what does not satisfy in the results of the work of the preschool educational institution.

Analysis of the shortcomings of the educational process, generating shortcomings in the results.

Analysis of shortcomings in the conditions that determine the defects of the educational process.

Analysis of results. Any problem reveals itself as a discrepancy between “what is”, “what is required”. Therefore, you should first answer the question: “What requirements should the results of the kindergarten work meet”? These requirements are set in the social order for a preschool institution (children, parents, teachers, school, population, production, government).

Then the requirements of the social order are compared with what the kindergarten actually implements, points are highlighted for which there are the most significant inconsistencies, and thereby a set of problems to be solved is determined.

Analysis of the educational process. Continuing the analysis of the problems, it is necessary to give specific answers to the question, due to what shortcomings in the educational process there is a discrepancy between the results and requirements of the social order, and indicate the degree of discrepancy (“strong”, “medium”, “weak”).

Analysis of conditions. Here it is supposed to answer the question: “Disadvantages, what conditions are the causes of defects in the educational process?” (personnel, scientific and methodological support, material base).

Motivational target function.

It is considered from the standpoint of the characteristics of the goals and the mechanisms of their formation.

There are many definitions of the term "goal". One of its features is the image of the future result, which can be represented in the form of models, concepts, judgments, conclusions.

The image of the future result becomes a goal only when there are needs, motives, a desire to achieve or get closer to the result. Thus, the presence of a need to achieve a future result and striving for it is another sign of the concept of "goal".

So, the goal is a conscious desired result.

Goal selection is considered to be the most creative part of management.

According to the source and method of education, both at the level of an individual and at the level of any organizational system, goals can be either internal, formed by a person or a social system independently, or external, if they are set from outside. For pedagogical systems, goals are set by society. External and internal goals differ in the way they are connected with the needs (individual, group) that motivate the subject to achieve these goals.

There is a connection between goals and needs (motives): the goal or chooses a motive or motives are transformed into goals. Therefore, this functional stage is called the motivational-target stage.

The process of goal formation is followed by a search for conditions and ways to achieve goals. With a student-centered approach in the management of a preschool educational institution, the main meaning of the motivational-target function is that all members of the teaching staff clearly perform work in accordance with the powers delegated to them.

Planning and forecasting function

It is the basis of management and the most important stage of the management cycle at all levels of management.

In relation to the management of a preschool institution, planning and forecasting consist in determining the zones of the nearest and future development of a kindergarten in the specific conditions of pedagogical analysis.

This is the activity of the participants in the pedagogical process for the optimal choice of real goals, ways to achieve them through a combination of methods, means and influences aimed at the transition of an educational institution to a new qualitative state.

The preparation of a work plan for a preschool institution involves not only the process of developing a plan, but also the mental activity of the leader to justify what needs to be done to achieve the goals.

Planning must meet a number of fundamental requirements.

This is the unity of long-term and short-term planning, the implementation of the principle of combining state and public principles, ensuring the integrated nature of forecasting and planning, the stability and flexibility of planning based on forecasts.

Planning will be effective if three main conditions are met:

An objective assessment of the level of work of a preschool institution at the time of planning.

A clear presentation of the results, the level of work that should be achieved by the end of the planning period.

Choosing the best ways, means, methods that will help achieve your goals, and therefore get the planned result.

The essence of planning is to determine the main types of activities, activities, the selection and placement of specific performers and to determine the timing of execution. The activities of a preschool institution are regulated by numerous documents. All of them should be taken into account when drawing up a work plan for the year.

In the process of implementing the plan, it is refined and adjusted depending on objective conditions. However, the number of such amendments can be reduced to a minimum if the principles of scientific character, optimality, complexity, prospects, and collegiality are taken into account when forming the plan.

A necessary condition for real work planning is also taking into account the specific features of a particular teaching staff, a preschool institution, the real situation and conditions, as well as the individual characteristics of those who will implement the planned activities in practice.

When developing a plan, it is important to take into account the results of the past academic year and, on their basis, build a scheme for the development of the institution for the new period.

Organizational and executive function

The quality of the development of the object depends on this control function.

The concept of "organization" is multifaceted. The object of organizational activity of the head, first of all, are the members of the teaching staff: children, teachers, parents. Their practical activities in fulfilling the work plan of a preschool institution, their interests, professional skills, needs - all these are objects of organizational activity.

The function of the organization involves the implementation of a series of sequential actions: studying the state of the issue; goal setting and definition of specific tasks; business planning; selection of the optimal content, forms, methods of future activities; creation of conditions for the performance of this work; placement of people and setting a specific task for each performer; creating a certain mood for work; direct assistance in the process of implementing a particular case; analysis of the course and results of a particular case.

In this sequential chain of activity elements, it is important for the manager to know well the capabilities of each performer, rely on their strengths, and coordinate work.

In the process of joint activity, organizational relations are established between the members of the team, taking into account certain functions assigned to them. The most important task of the organizational and executive function is to increase the efficiency of the system of these relations.

In order to qualitatively ensure the introduction of all innovations, it is necessary to transform the management structure of preschool education at all levels.

In the structure of the control system of most kindergartens operating in the operating mode, there are three levels of management:

1st level - head of the kindergarten;

2nd level - deputy heads and other members of the administration;

3rd level - specialists and educators.

Each level has its own system of interaction between employees.

All of them are interconnected.

The head of a preschool institution must understand that it is one thing to perform the usual actions within the framework of an established pedagogical technology, but to go beyond this framework, mastering new methods, is something completely different.

During the functioning of the educational system in the traditional mode, the available opportunities are used: financial, personnel, program-methodical, material and technical. In a developing institution, these capabilities are being built up and the efficiency of their use is being increased, new management models are being sought, forms of interaction between the managing and managed systems.

Changes in the management structure occur in the process of creating temporary creative groups, expert commissions, and schools of pedagogical excellence in the teaching staff. All these created structures should have a clear status.

The construction of new organizational structures of the management system in preschool education is a complex process that requires the leader to know the basic provisions of modern management theory.

The organizational and executive function contains huge reserves for improving the efficiency of managing a preschool institution.

Regulatory-corrective function

It is defined as a type of activity associated with making adjustments to the pedagogical process.

Regulation and correction mean maintaining the entire system of the educational process at a given level and its subsequent transfer to a new qualitative state.

The task of the regulation and correction function is to maintain one or another level of organization of the system in a given situation. But if the situation changes, the regulation function disrupts the stability of the organizational structure, bringing it into line with the new conditions. Violation of such stability is progressive if the search for those organizational measures, methods, interactions that lead to really new optimal, more effective results of activity follows.

The effectiveness of regulation and correction is measured, first of all, by how rationally it is possible to organize the processes to be managed with their help.

Control and diagnostic function

Thanks to control, management acquires a fundamentally important component, without which it cannot exist - feedback.

Control makes management "sighted", sensitive to changes.

Considering control as a type of managerial activity, T. I. Shamova notes that “control allows you to accumulate data on the results of the pedagogical process, fix emerging deviations from planned tasks, and identify the presence of advanced pedagogical experience” .

In other words, control is the main source of information for making managerial decisions. Control involves identifying deviations of actual results from the intended goals.

The pre-school institution received the right to independently control and bear full responsibility for the final results of education, upbringing, development of children and preparing them for school.

This makes it possible, on the one hand, to radically restructure the control over the work of each employee, strengthening humanistic principles in control, an individual approach, on the other hand, to increase the manager's responsibility for the results of work, and hence for their objective assessment.

Control is closely related to all management functions, but especially to the pedagogical analysis of information.

During the control, the obtained data are analyzed. Based on the results of the analysis and operational information, the manager gets the opportunity to develop a management decision and carry out regulation (correction) of both the object that was controlled and the management activity itself.

Control and diagnostics should be stimulating in the activities of the leader. This is ensured by the transfer of intragarden control to a diagnostic basis, the introduction of a test state examination - certification of educational institutions.

In the existing conditions of work of educational institutions, the object of control (examination) by the educational authorities is the managerial activity of the head, and the quality of the work of the teacher, the level of upbringing of children are evaluated from the standpoint of the effectiveness of managing the pedagogical process.

The control process requires reliable feedback between the control and controlled subsystems at any level. It is control in its various forms and methods (methods, means and interactions) that provides such feedback, helps to identify shortcomings in work, establish their causes, and therefore outline ways to eliminate them through correction and regulation of activities.

Summarizing the above, we can conclude that in the theory of management of preschool educational institutions, methodological foundations are defined, management principles are formulated, and the main functions and methods of management are singled out. Knowledge of the theoretical foundations of managing a preschool educational institution will help the leader clearly define the goals, objectives, content, principles and mechanisms for managing a modern preschool institution and build a management system inherent in a particular preschool institution.

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