Positions at a daycare: 9 Types Of Childcare Workers

Опубликовано: August 1, 2023 в 4:51 pm

Автор: alexxlab

Категории: Miscellaneous

39-9011.00 – Childcare Workers

Attend to children at schools, businesses, private households, and childcare institutions. Perform a variety of tasks, such as dressing, feeding, bathing, and overseeing play.

Sample of reported job titles:
Caregiver, Child Care Worker, Child Caregiver, Childcare Provider, Childcare Worker, Daycare Teacher, Daycare Worker, Infant Teacher, Toddler Teacher

Also see: Nannies

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Work Activities

Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling materials.
Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Monitoring Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Inspecting Equipment, Structures, or Materials — Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Performing for or Working Directly with the Public — Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.

Detailed Work Activities

Arrange childcare or educational settings to ensure physical safety of children.
Monitor activities of individuals to ensure safety or compliance with rules.
Discuss child development and behavior with parents or guardians.
Assist individuals with special needs.
Provide counsel, comfort, or encouragement to individuals or families.
Clean tools or equipment.
Provide for basic needs of children.
Maintain client information or service records.
Monitor health or behavior of people or animals.
Arrange items for use or display.
Teach health or hygiene practices.
Teach daily living skills or behaviors.
Perform administrative or clerical tasks.
Care for patients with mental illnesses.
Develop educational or training programs.
Perform housekeeping duties.
Prepare foods or meals.
Develop daily schedules for children or families.
Assign duties or work schedules to employees.
Perform human resources activities.
Train service staff.
Organize recreational activities or events.
Accompany individuals or groups to activities.

Find occupations related to multiple detailed work activities

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Work Context

Contact With Others — 83% responded “Constant contact with others.”

Face-to-Face Discussions — 81% responded “Every day.”

Work With Work Group or Team — 65% responded “Extremely important.”

Physical Proximity — 51% responded “Very close (near touching).”

Indoors, Environmentally Controlled — 77% responded “Every day.”

Structured versus Unstructured Work — 42% responded “Some freedom. ”

Freedom to Make Decisions — 54% responded “Some freedom.”

Responsible for Others’ Health and Safety — 42% responded “Very high responsibility.”

Spend Time Standing — 48% responded “About half the time.”

Coordinate or Lead Others — 34% responded “Important.”

Responsibility for Outcomes and Results — 31% responded “Very high responsibility.”

Time Pressure — 30% responded “Once a month or more but not every week.”

Frequency of Conflict Situations — 31% responded “Every day.”

Deal With External Customers — 34% responded “Extremely important.”

Importance of Being Exact or Accurate — 35% responded “Very important.”

Telephone — 41% responded “Once a week or more but not every day.”

Frequency of Decision Making — 47% responded “Every day. ”

Impact of Decisions on Co-workers or Company Results — 34% responded “Important results.”

Letters and Memos — 29% responded “Once a week or more but not every day.”

Spend Time Bending or Twisting the Body — 38% responded “About half the time.”

Spend Time Kneeling, Crouching, Stooping, or Crawling — 33% responded “About half the time.”

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Job Zone

Title

Job Zone Two: Some Preparation Needed

Education

These occupations usually require a high school diploma.

Related Experience

Some previous work-related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public.

Job Training

Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations.

Job Zone Examples

These occupations often involve using your knowledge and skills to help others. Examples include orderlies, counter and rental clerks, customer service representatives, security guards, upholsterers, tellers, and dental laboratory technicians.

SVP Range

(4.0 to < 6.0)

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Training & Credentials

State training

Select a StateAlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaOhioOklahomaOregonPennsylvaniaRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUtahVermontVirginiaWashingtonWest VirginiaWisconsinWyomingAmerican SamoaGuamNorthern Mariana IslandsPuerto RicoVirgin Islands

Local training

ZIP Code

Certifications

Find certifications nationwide

State licenses

Select a StateAlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaOhioOklahomaOregonPennsylvaniaRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUtahVermontVirginiaWashingtonWest VirginiaWisconsinWyomingAmerican SamoaGuamNorthern Mariana IslandsPuerto RicoVirgin Islands

Apprenticeships

Have a career path or location in mind? Visit Apprenticeship. gov
external site to find apprenticeship opportunities near you.

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Skills

Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.

Service Orientation — Actively looking for ways to help people.

Social Perceptiveness — Being aware of others’ reactions and understanding why they react as they do.

Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.

Coordination — Adjusting actions in relation to others’ actions.

Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.

Speaking — Talking to others to convey information effectively.

Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.

Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.

Instructing — Teaching others how to do something.

Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.

Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.

Reading Comprehension — Understanding written sentences and paragraphs in work-related documents.

Writing — Communicating effectively in writing as appropriate for the needs of the audience.

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Knowledge

Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.

English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.

Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.

Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.

Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.

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Education

How much education does a new hire need to perform a job in this occupation? Respondents said:

responded:
High school diploma or equivalent required

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Abilities

Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.

Oral Expression — The ability to communicate information and ideas in speaking so others will understand.

Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem.

Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.

Far Vision — The ability to see details at a distance.

Speech Recognition — The ability to identify and understand the speech of another person.

Written Comprehension — The ability to read and understand information and ideas presented in writing.

Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.

Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).

Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).

Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e. g., patterns of numbers, letters, words, pictures, mathematical operations).

Near Vision — The ability to see details at close range (within a few feet of the observer).

Selective Attention — The ability to concentrate on a task over a period of time without being distracted.

Speech Clarity — The ability to speak clearly so others can understand you.

Time Sharing — The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).

Written Expression — The ability to communicate information and ideas in writing so others will understand.

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Interests

Interest code: SA

Social — Work involves helping, teaching, advising, assisting, or providing service to others. Social occupations are often associated with social, health care, personal service, teaching/education, or religious activities.

Artistic — Work involves creating original visual artwork, performances, written works, food, or music for a variety of media, or applying artistic principles to the design of various objects and materials. Artistic occupations are often associated with visual arts, applied arts and design, performing arts, music, creative writing, media, or culinary art.

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Work Values

Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.

Support — Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical.

Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.

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Work Styles

Self-Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.

Concern for Others — Job requires being sensitive to others’ needs and feelings and being understanding and helpful on the job.

Integrity — Job requires being honest and ethical.

Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high-stress situations.

Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.

Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.

Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.

Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.

Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.

Independence — Job requires developing one’s own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.

Initiative — Job requires a willingness to take on responsibilities and challenges.

Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.

Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.

Persistence — Job requires persistence in the face of obstacles.

Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.

Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.

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Wages & Employment Trends

Median wages (2022)

$13.71 hourly, $28,520 annual

State wages

Select a StateAlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaOhioOklahomaOregonPennsylvaniaRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUtahVermontVirginiaWashingtonWest VirginiaWisconsinWyomingAmerican SamoaGuamNorthern Mariana IslandsPuerto RicoVirgin Islands

Local wages

ZIP Code

Employment (2021)

949,000 employees

Projected growth (2021-2031)

Average (4% to 7%)

Projected job openings (2021-2031)

170,100

State trends

Select a StateAlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaOhioOklahomaOregonPennsylvaniaRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUtahVermontVirginiaWashingtonWest VirginiaWisconsinWyomingAmerican SamoaGuamNorthern Mariana IslandsPuerto RicoVirgin Islands

Top industries (2021)

Health Care and Social Assistance

Other Services (Except Public Administration)

Source: Bureau of Labor Statistics 2022 wage data
external site and 2021-2031 employment projections
external site.
“Projected growth” represents the estimated change in total employment over the projections period (2021-2031). “Projected job openings” represent openings due to growth and replacement.

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Job Openings on the Web

State job openings

Select a StateAlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaOhioOklahomaOregonPennsylvaniaRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUtahVermontVirginiaWashingtonWest VirginiaWisconsinWyomingAmerican SamoaGuamNorthern Mariana IslandsPuerto RicoVirgin Islands

Local job openings

ZIP Code

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Child Care Resume Examples + Tips and Advice

Welcome to the internet’s superior source of child care resume examples, JobHero. You’ll also find writing tips and tools that will help you create a resume that convinces employers you’re the right person for the job.

JobHero’s most-requested resume is for babysitter. In this example you can see the best practices for writing a child care resume.

Build a Resume Now

Welcome to the internet’s superior source of child care resume examples, JobHero. You’ll also find writing tips and tools that will help you create a resume that convinces employers you’re the right person for the job.

JobHero’s most-requested resume is for babysitter. In this example you can see the best practices for writing a child care resume.

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Table of Content

Featured Child Care Resume Examples

Search Child Care Job Title

Roles in Child Care By Type

Job Outlook for Child Care

3 Tips for Writing Child Care Resumes

Child Care Resume FAQ

Featured Child Care Resume Examples

Other top-requested child care resume examples are for nanny, child care provider and daycare worker. If you’re looking for other job titles, keep scrolling — we have many more below.

Build a Resume Now

Nanny

Build a Resume Now

Child Care Provider

Build a Resume Now

Daycare Worker

Search Job Titles

Roles in Child Care By Type

Here you’ll find links to all the resume examples we have for child care job titles organized by early childhood education and daycare roles, home child care roles, camp and afterschool roles, child care management roles and protective child care roles.

Early Childhood Education and Daycare Roles

Home Child Care Roles

Camp and Afterschool Roles

Child Care Management Roles

Protective Child Care Roles

Child Care Cover Letters

Job Outlook for Child Care

Over the next decade, there are expected to be an additional 160,200 jobs added in the child care field — an increase of 2% by 2029, according to the U. S. Bureau of Labor Statistics.

While that growth is encouraging, it’s still going to be necessary that you have a resume that causes you to stand out from the competition.

So, before you start applying for jobs, check out our resume writing tips below to make sure your resume shines.

Create your own professional

resume in just minutes.
Try our resume builder today

Build Your Resume

3 Tips for Writing Child Care Resumes

1. Choose the right format for your child care resume

As a child care professional you probably have read the story of Goldilocks and the three bears. Just like everything has to be ‘just right’ for Goldilocks, the same goes for your resume.

Before you write a resume, it’s necessary that you set it up for success by choosing the resume format that’s just right for your experience.

There are three main resume format types: chronological, functional and hybrid.

If you’re a child care applicant with a lot, five years’ experience or longer, you should use a chronological format.

If this is your first child care job or you have less than two years’ experience, use a functional format.

And, if you’re somewhere in the middle with more than two and less than five years’ working as a nurse, you should use a hybrid format.

The main difference between the three formats is where the main focus is put on your resume.

Chronological formats work well for people with a lot of experience because they put the emphasis on all the work experience you have. So, if you’re lacking experience, you should choose another format.

Meanwhile, functional formats put the emphasis on your skills instead of your work experience as a smart way to cover your inexperience.

As it indicates, a hybrid format is a halfway point between a functional and a chronological resume — for our purposes you can call it the “Goldilocks format” because it gives that just right balance to your work history and skills.

2. Promote your child care skills

Every role in child care is going to be a bit different depending on the child or children that you’re working with and their parent’s expectations.

However, there are certain skills that are welcome for any child care worker. We’ve included a list that highlights some of the most useful skills to mention in a child care resume.

Include some of these sought-after skills in your resume as they apply to you.

Desired skills for child care workers include:

Juice up your resume with some of these important keywords where they apply to your experience and describe who you are as a child care worker.

Here’s a failsafe tip: Study the exact language used in the ad or job posting and try to feature some of the same keywords and phrases that the employer uses if they’re relevant to job duties you perform.

3. Use a template to make sure your resume looks clean

Studies have shown that recruiters only look at a resume for an average of six seconds before moving onto the next one. If a resume is hard to read, it’s probably getting skipped.

Using a template is an easy way to avoid this.

A resume template is a preformatted document that was created by a professional designer. They took care of the design elements to make sure everything is well-presented and easy-to-read.

For you that means creating a resume is a breeze. All you have to do is pick a template that you like and fill in your information. You’re saved all the time of tinkering with columns, borders, shading and fonts.

JobHero has loads of resume templates that you can use to create your resume.

Even easier, JobHero has a resume builder that lets you and then automates the process of filling in your information complete with auto-suggestions.

It creates these auto-suggestions based on extensive research that our resume professionals have tailored to every job title in the child care industry.

JobHero’s is like having an expert look over your shoulder to guide you step-by-step as you write your resume. You won’t find a faster or easier way to produce an outstanding looking resume.

Child Care Resume FAQ

What should I put on my resume for child care?

For most jobs in child care, the focus of your resume should be on your work experience and skills. These sections should get the most space.

An education section should also be included. Higher education isn’t required for most child care care roles, but if you have a certification in first-aid or CPR mention it because that kind of training is very important when it comes to child safety.

You’ll also need to include the other resume basics like your contact information and a professional summary or objective.

How do I list education on a child care resume?

Most roles in child care will not require advanced degrees. However, your education is always an asset.

In the realm of child care, more so than a formal education, it’s really desirable if you have completed recent training in CPR or first aid. It gives parents peace of mind to entrust their children with someone who can take action in an emergency situation.

Note your certification certifying center or agency and date obtained. It should look something like this:

CPR Certification, Pasadena CPR, July 2020

To list your formal education, the following similar information is expected: The name of the school that you attended, its city and state, the years you attended, and, if applicable, the degree(s) you obtained. Typically, if you’ve graduated from college, you don’t need to list your high school education.

Here’s an example:

Drexel College Baltimore, MD

Graduated 2017, BA English

What kind of work experience should I put on a child care resume?

If you can, you should try to keep all the work experience you include in a resume focused on child care jobs you’ve held.

Try to consider the aspects from your previous work experience that would be the most relevant to this new experience.

For instance, if you worked as a babysitter and watched two children who were four and nine years old, mention those details. If it’s close to the ages of the children that you’re applying to sit it will instill confidence that you’re ready for the task.

You could even include unpaid child care experience if you used to watch siblings or family members for free. Just list all the responsibilities and actions you had to do to care for them.

If you don’t have previous experience in child care, you can also mention work experience that you have from other jobs in different industries, such as working in a retail store or at a golf course.

However, if you’re going to include work you did in other industries, try to feature the responsibilities that you were entrusted with. After all, parents want to know that the people they are leaving their children with are trustworthy people.

So try to include experience that shows that you can be relied upon.

How do I write a professional summary or objective statement for a child care resume?

Professional summaries and objective statements both live at the top of your resume and serve as the primary argument you give as to why you’re a good candidate.

The main difference between the two is that professional summaries are better for people with work experience in the child care industry, whereas objective summaries are better for people new to the industry.

In either case, you don’t need to say too much. Just make a brief two to three sentence argument for why an employer should see find promise in hiring you.

A professional summary does so by looking at your main achievements from past roles. A good example of a professional summary might look something like this:

“Dedicated child care worker with 3+ years of experience has made a friendly impact at daycare centers I’ve worked at. My fun disposition has made me a hit with kids while my professional demeanor and first-aid certification bring parents reassurance.”

Meanwhile, a solid objective statement focuses on what you hope to achieve for the employer if given a chance to work for them. A solid objective statement might look something like this:

“Self-motivated caretaker seeks job at a preschool in order to be a part of care-focused and positive child development. My energetic nature and skills in activity planning, giving direction and social engagement will bring greater nurturing to your school. ”

If you’d like further information about the nuance of professional summaries and objective statements, JobHero has an in-depth guide that will give you all the tools you need to make sure that your resume begins well.

Should I include a cover letter with my child care resume?

Even if it’s not requested for the job, it’s always a good idea to include a cover letter when you submit your resume as it shows your professionalism and attention to detail.

Not to mention, a cover letter gives you more space to discuss your child care skills and maybe tell a story about a successful child care position you had.

If you need to see some good examples, JobHero has a library of child care cover letters that you can use to draw inspiration and create your own solid letter.

Not to mention, we also have a step-by-step guide on how to write a cover letter that will give you all the tools you need to make sure your letter is on-point.

Structure and governing bodies of an educational organization

Structure and governing bodies of an educational organization

There are no structural divisions in the MOU Kindergarten No. 332.

Management bodies of the educational organization:

Education Department of the Volgograd Administration

education administration of Volgograd
Head of Department — Radchenko Irina Anatolyevna
Address: 400066, Volgograd, Prospekt im. IN AND. Lenina, 17a
Working hours: Monday-Friday 8.30 — 17.30
Phone: +7(8442) 38-47-62
Website link: http:/ /doav.oshkole.ru

Head of the Department of Preschool Education and Protection of Children’s Rights — Tatarintseva Olga Nikolaevna
Phone: +7(8442) 38-60- 21, opening hours: 8.30-17.30, break 12.30-13.30

Krasnoarmeisky Territorial Directorate of the Education Department of the Volgograd Administration
Head of the Krasnoarmeisky Territorial Directorate of the Education Department of the Volgograd Administration — Molchanova Inna Kuzminichna
Address: 400055, Vol Gograd, pr-kt Geroev Stalingrada, 12
Working hours: Monday- Friday 8. 30-17.30, break 12.30-13.30
Phone: +7(8442) 62-73-95 (reception)
E-mail: [email protected]

Leading Specialist — Svetlana S. Smirnova
Phone: +7(8442) 62-19-20

3

5. Kindergarten management
5.1. The management of the Kindergarten is carried out in accordance with the legislation of the Russian Federation on the basis of a combination of the principles of unity of command and collegiality.

5.2. The sole executive body of the Kindergarten is the head, who carries out the current management of the Kindergarten
5.2.1. A candidate for the post of head of the Kindergarten undergoes mandatory certification in the manner prescribed by the resolution of the Volgograd administration. It is prohibited to occupy the position of head of the Kindergarten by persons who are not allowed to teach on the grounds established by labor legislation.

The Head of Kindergarten is appointed by the Territorial Administration in agreement with the Department on the basis of an employment contract.

The duties of the head of the Kindergarten cannot be performed part-time.

The rights and obligations of the head of the Kindergarten, his competence in the field of managing the Kindergarten are determined in accordance with the legislation on education and this Charter.

5.2.2. Head of the Kindergarten:

without a power of attorney acts on behalf of the Kindergarten, represents its interests in relations with state bodies, local governments, legal entities and individuals;

manages the activities of the Kindergarten on a one-man basis;

determines the structure for managing the activities of the Kindergarten, approves the staff list, internal regulations;

concludes contracts, issues powers of attorney;

provides logistics and equipment for the educational process, equipment of premises in accordance with state and local requirements and regulations, and also determines measures of social support for pupils and employees, including by attracting extrabudgetary funds;

ensures purposeful and rational spending of funds;

ensures the safety and use of the Kindergarten’s property, including real estate and especially valuable movable property, for its intended purpose in accordance with the Kindergarten’s activities;

within its competence issues orders and gives instructions that are obligatory for all employees and pupils of the Kindergarten;

ensures compliance with labor legislation, selects, hires under an employment contract, places pedagogical and other employees of the Kindergarten, improves their qualifications and dismisses them in accordance with labor legislation;

has the right to redistribute duties among employees of the Kindergarten or, if necessary, entrust them with the performance of new duties;

determines the duties of all employees of the Kindergarten;

issues orders for enrollment and expulsion of pupils;

ensures the submission of reports and other necessary information on the activities of the Kindergarten in the prescribed manner;

carries out the current management of the educational, economic and financial activities of the Kindergarten, with the exception of issues referred by the current legislation or this Charter to the competence of the bodies exercising the powers of the Founder or collegial governing bodies of the Kindergarten;

performs other duties in accordance with the job description approved by the head of the Territorial Administration.

5.2.3. The Head of the Kindergarten is responsible:

for failure to perform the functions within his competence;

for incomplete implementation of educational programs;

for the life and health of pupils and employees during the educational and upbringing process;

for misuse of funds from the municipal budget and municipal property;

to the Kindergarten in the amount of losses caused to the Kindergarten as a result of a major transaction in violation of the requirements of applicable law, regardless of whether this transaction was declared invalid;

other violations of the legislation of the Russian Federation.

The head of the Kindergarten is responsible to the state, society and bodies exercising the functions and powers of the Founder, for their activities in accordance with the functional duties stipulated by the qualification requirements, the employment contract and this Charter.

5.3. Collegial governing bodies are formed in the Kindergarten, which include the Kindergarten Council, the General Meeting of Kindergarten employees, the Pedagogical Council. The structure, procedure for formation, term of office and competence of the collegial governing bodies of the Kindergarten, the procedure for making decisions by them and speaking on behalf of the Kindergarten are established by this Charter in accordance with the legislation of the Russian Federation.

5.4. The general management of the Kindergarten is carried out by an elected collegial governing body – the Council of the Kindergarten (hereinafter referred to as the Council). The activities of the Council are regulated by this Charter.

5.4.1. Competence of the Council :

determines the development strategy of the Kindergarten;

develops measures to improve the content of education, the introduction of innovative technologies;

responsible for ethics and publicity;

controls the spending of funds owned by the Kindergarten;

reviews and approves local regulations of the Kindergarten on issues within the competence of the Council;

listens to the reports of the head of the Kindergarten and other employees on the work of the Kindergarten following the results of the academic and financial year, reports on the expenditure of budgetary and extrabudgetary funds, makes proposals for improving the work of the administration and the Kindergarten as a whole; gets acquainted with the final documents on the inspection of the Kindergarten and contributes to the implementation of measures to eliminate shortcomings in its work;

participates in the development and approval of local regulations of the Kindergarten, establishing the types, amounts, conditions and procedure for making incentive payments to employees of the Kindergarten, indicators and criteria for assessing the quality and performance of employees of the Kindergarten;

accepts and recommends for approval the Kindergarten Development Program;

discusses and makes proposals on the issue of strengthening and developing the material and technical base of the Kindergarten in accordance with modern requirements for the organization of the educational process;

contributes to the creation of a healthy and safe environment in the Kindergarten;

discusses and makes proposals for the development of paid educational services;

petitions, if there are grounds, to the head of the Kindergarten to encourage employees of the Kindergarten or to take disciplinary measures against them;

petitions, if there are grounds, to the bodies exercising the functions and powers of the founder, and other bodies for rewarding, bonuses and other incentives for the head of the Kindergarten or for the application of disciplinary measures against him;

promotes the attraction of extra-budgetary funds to ensure the operation and development of the Kindergarten;

together with the head of the Kindergarten represents the interests of the Kindergarten in state bodies, local governments, public organizations;

within the framework of the current legislation takes the necessary measures to protect teachers and the administration of the Kindergarten from unreasonable interference in their professional activities.

5.4.2. The procedure for the formation of the Council:

Council consists of representatives of employees, parents (legal representatives) of pupils, the public.

Candidates for members of the Council are nominated at the relevant meetings of collectives. The Council may include representatives of the bodies exercising management in the field of education, representatives of the public.

The Council is formed by nominating:

from the labor collective – at least 5 people (the nomination is formalized by the minutes of the general meeting of employees). The total number of Council members from among the employees of the Kindergarten cannot exceed one third of the total number of Council members;

from the parents (legal representatives) of pupils – at least 3 people (the nomination is formalized by the protocol of the general parent meeting). Employees of the Kindergarten, whose children study in it, cannot be nominated as members of the Council as parents (legal representatives) of pupils. The total number of Council members elected from parents (legal representatives) cannot be less than one third and more than half of the total number of Council members;

The Head of the Kindergarten is a member of the Board ex officio.

In case of withdrawal of members of the Council within a period not exceeding 1 month, the procedure for nominating candidates by the pedagogical or parent teams of the Kindergarten is carried out. Within 10 days after the nomination of candidates, an order is issued by the head of the Kindergarten to introduce new candidates to the Council.

The composition of the Council is formed and approved by the order of the head of the Kindergarten within 10 days after the nomination of candidates. The order also indicates the date of the first meeting of the Council.

The term of office of the Council is one year.

5.4.3. Organization of the work of the Council.

Council meetings are held as needed, but at least once a quarter, as well as on the initiative of the Chairman of the Council, the head of the Kindergarten or at the request of at least 25% of the Council members.

The date, time, agenda of the meeting of the Council, as well as the necessary materials are brought to the attention of the members of the Council no later than 3 days before the meeting.

At the first meeting, the chairman of the Council, the secretary of the Council are elected, duties are distributed. The head of the Kindergarten cannot be elected to the post of Chairman of the Council.

Members of the Board of the Kindergarten perform their duties on a voluntary basis.

The Chairman of the Council organizes its work, controls the implementation of the decisions of the Council, chairs the meetings.

Participants of the educational process who are not members of the Council may attend the meeting of the Council with the right of an advisory vote, informing the chairman of the Council about this no later than 3 days before the meeting.

Decisions of the Council are made by a simple majority of votes by open voting and within 3 days after the decision is made, they are brought to the attention of the participants in the educational process.

Decisions of the Council are valid if at least two-thirds of the members present at its meeting and voted for by at least two-thirds of those present. Decisions of the Council, taken within its powers, are binding on the administration and all employees of the Kindergarten.

The Council’s decisions are documented in minutes. The minutes are signed by the Chairman of the Council and the Secretary. The minutes of the Council are included in the nomenclature of the affairs of the Kindergarten.

5.5. General meeting of employees of Kindergarten is a collegial management body, which includes all employees for whom the Kindergarten is the main place of work.

5.5.1. General meeting:

hears the report of the head of the Kindergarten;

approves the Kindergarten development plan;

considers and adopts the Internal Labor Regulations, other local regulations on issues within its competence, decides on the conclusion of a collective agreement;

considers issues of creating optimal conditions for the organization of work and professional growth of each employee;

contributes to the support of public initiatives to improve and develop the activities of the Kindergarten;

reviews and approves local regulations of the Kindergarten on issues related to remuneration and interests of employees of the Kindergarten, provided for by labor legislation;

considers candidates for the Kindergarten for awards;

determines the number and terms of office of the commission on labor disputes, the election of its members.

5.5.2. Working procedure of the General Meeting

The General Meeting is held at least 2 times a year.

The general meeting is considered competent if at least two thirds of the staff of the labor collective is present at it.
The general meeting is chaired by a chairman elected from among the participants. The Chairman organizes the activities of the General Meeting, exercises control over the preparation of questions for the meeting.

The General Meeting elects a secretary who maintains all documentation and prepares it for archiving in the prescribed manner.

The chairman and secretary of the General Meeting are elected for a period of one academic year, if necessary, the meeting elects a counting commission.

Decisions of the General Meeting may be taken by holding both open and secret ballots.

Decisions of the General Meeting are valid if at least half of those present voted for them (in case of an equal number of votes, the vote of the Chairman of the General Meeting is decisive).

Decisions made by the General Meeting within its powers and in accordance with the requirements of the current legislation of the Russian Federation, after their approval by the head of the Kindergarten, are binding on the administration and all members of the labor collective. All decisions of the general meeting are brought to the attention of all participants in the educational process in a timely manner.

5.5.3. Documentation and reporting of the General Meeting.

Meetings of the General Meeting are documented in minutes, which record the course of discussion of issues, proposals and comments of the participants in the General Meeting. The minutes are signed by the chairman and secretary of the General Meeting (in case of election of the counting commission, the minutes of the counting commission are attached to the minutes). Documents of the General Assembly are included in the nomenclature of affairs of the Kindergarten.

5.6. The organization of the educational process in the Kindergarten is carried out by the Pedagogical Council of the Kindergarten (hereinafter referred to as the Pedagogical Council).

The activities of the Pedagogical Council are regulated by this Charter.

implementation of state policy on education;

improvement of the educational process and its results;

creation of prerequisites and conditions for continuous professional development of Kindergarten teachers.

5.6.2. Pedagogical Council:
considers the main issues of organizing the educational process in the Kindergarten;

develops measures to improve the content of education, the introduction of innovative technologies;

approves the basic general educational programs of preschool education developed by the Kindergarten independently on the basis of the federal state educational standard for preschool education and taking into account the relevant exemplary basic educational programs;

considers the results of the analysis of the activities of the teaching staff of the Kindergarten for a certain period;

defines goals and objectives for the academic year;

accepts and recommends for approval by the Kindergarten Council the concept, development program of the Kindergarten;

determines the content of education, forms, methods of the educational process and ways of their implementation;

makes decisions on ensuring the comprehensive safety of the educational process based on the results of monitoring compliance with SanPiN, fire safety requirements, labor protection;

examines issues of violation by teachers of the Charter of the Kindergarten;

recommends candidates for teaching staff to be awarded state awards, honorary titles and other distinctions;

adopts local regulations of the Kindergarten on issues within its competence.

5.6.3. Composition of the Pedagogical Council.

The Pedagogical Council includes the Head of the Kindergarten, all teaching staff of the Kindergarten.

Representatives of the founder, heads of other collegiate bodies of the Kindergarten, other employees of the Kindergarten, as well as parents (legal representatives) of pupils, as necessary, may take part in the work of the Pedagogical Council.

The Chairman of the Pedagogical Council is the Head of the Kindergarten. To keep minutes of meetings and organize office work of the Pedagogical Council, a secretary is elected from its composition.

5.6.4. Organization of the work of the Pedagogical Council.

The Pedagogical Council works in accordance with the Kindergarten work plan and meets as needed, but at least 4 times a year.

Decisions of the Pedagogical Council are taken by open vote and are valid if at least two thirds of the staff of the team were present at its meeting (with an equal number of votes, the voice of the chairman of the Pedagogical Council is decisive).

The organization of the implementation of the decisions of the Pedagogical Council is carried out by the head of the Kindergarten and responsible persons indicated in the decision. Decisions of the Pedagogical Council are binding, put into effect by order of the head of the Kindergarten.

In case of disagreement with the decision of the Pedagogical Council, the Head of the Kindergarten can exercise the right and suspend the implementation of the decision, inform the Territorial Administration about this, which, with the participation of interested parties, considers the application of the Head of the Kindergarten within three days, gets acquainted with the motivated opinions of the interested parties and makes a final decision on the controversial issue.

5.6.5. The Pedagogical Council has the right to invite representatives of public organizations, institutions, authorities, local governments, parents (legal representatives) of pupils with an advisory vote to meetings.

5.6.6. Paperwork of the Pedagogical Council.

The minutes of the meetings of the Pedagogical Council are signed by its chairman and secretary.

Protocols are numbered page by page, annually brochure, signed by the head of the Kindergarten, certified by the seal of the Kindergarten. The protocols of the Pedagogical Council are included in the nomenclature of affairs of the Kindergarten.

5.7. In order to involve the parent community in active participation in the life of the Kindergarten, to strengthen ties between the Kindergarten and the family, to exercise the rights of parents to participate in the management of the Kindergarten, group Parent Committees and general Parent Committee . Parents’ committees include parents (legal representatives) of pupils who are interested in improving the activities of the Kindergarten.

The activities of the Parents’ Committees are carried out in accordance with the UN Convention on the Rights of the Child, the legislation of the Russian Federation and are regulated by this Charter.

5.7.1. Activities of the Parents’ Committees:

organizes the participation of parents (legal representatives) of pupils in events and promotions held by the Kindergarten;

participates in the identification of disadvantaged families, as well as families in need of social support.

participates in the protection of the rights of pupils violated in families, through measures of social influence on parents who violate the rights of children, cooperation with the inspectorate for minors, the commission for minors and the protection of their rights, guardianship and guardianship, social protection, etc.;
participates in the quality control of the nutrition of pupils, their medical care, and security.

establishes relations with administrative bodies, public organizations, enterprises, institutions on the issues of rendering assistance to the Kindergarten in carrying out educational work, strengthening its material and technical base;

submits proposals for the formation of a list of paid educational services provided by the Kindergarten.

participates in the preparation and holding of lectures for parents, meetings, meetings with healthcare professionals, law enforcement agencies, etc.;

participates in parent conferences in Volgograd, the region;

makes proposals for the encouragement of teachers.

5.7.2. Organization of work of Parents’ Committees.

Members of the Parents’ Committees exercise their powers on a voluntary and non-reimbursable basis.

Group parent committees are elected at group meetings in the number determined by this meeting. The parent committees of the groups elect a chairman and a secretary from among their members for a period of 1 year. After one year, the powers of the Parents’ Committee in the retained composition may extend the parent meeting of the group. Group parent committees are accountable to parent group meetings and report to them at least once a year.

Parents’ committees carry out their activities on the principles of cooperation, search for constructive solutions, openness, objectivity, honesty, goodwill and correctness in communication with other parents, pupils, and employees of the Kindergarten.

The Kindergarten Parents’ Committee includes the chairmen of the Parents’ Committees of the groups who elect the Chairman of the Kindergarten’s Parents’ Committee and a secretary from among their members. The parents (legal representatives) of pupils delegated to the Parents’ Committee of the Kindergarten are obliged to inform the parent meetings of the groups about the issues under consideration and the decisions made.

Issues can be brought up for discussion by the Parents’ Committee of the group at the initiative of any parent (legal representative) of pupils, teachers, administration of the Kindergarten.

The Kindergarten Parent Committee meets as needed, but at least twice a year, recognizes for each member of the Kindergarten Parent Committee the authority of the entire parent meeting, delegating to this representative the right to speak on behalf of parents (legal representatives), represent their interests, protect and defend their rights, vote and make decisions on their behalf.

The Parents’ Committee of the Kindergarten is authorized to make decisions if at least half of its membership is present at the meeting. Decisions are taken by a simple majority of votes.

Decisions of the Parents’ Committee of the Kindergarten, adopted within its powers, are binding on the parents (legal representatives) of the pupils. Decisions that are binding on all participants in the educational process are put into effect by order of the head of the Kindergarten.

5.7.3. Resolution of disputable and conflict situations.

The Parents’ Committee resolves disputes and conflicts through negotiations with interested parties, the head of the Kindergarten.

The essence of the claims and problems that need to be resolved, the Parents’ Committee sets out in the form of a written application addressed to the Head of the Kindergarten. The head is obliged to give a complete and detailed answer on the merits of the questions raised, depending on their urgency, but no later than one month from the date of filing the application. A copy of the application and a written response signed by the Head of the Kindergarten is brought to the attention of the Parents’ Committee.

In the event that the problems outlined in the statement of the Parents’ Committee are left without a solution from the head of the Kindergarten, the Parents’ Meeting may delegate the authority to the Parents’ Committee to appeal to the Founder.

5.7.4. Paperwork of the Parent Committee.

All meetings of the Parent Committee and Parent Meetings are recorded and signed by the chairman of the Parent Committee or meeting and the elected secretary.

Minutes of meetings of parent committees are included in the nomenclature of affairs of the Kindergarten.

5.8. To implement the main tasks of the Kindergarten, a scientific and methodological council and subject methodological associations can be created, acting on the basis of the relevant Regulations, the content of which should not conflict with the current legislation of the Russian Federation and this Charter.

LEVELS OF MANAGEMENT in the MOU KINDERGARTEN No. 332 :

I level of management:
Head of the MOU Kindergarten No. 332 – Butenko Natalya Yurievna

II level of management: :
Senior teacher of MOU Kindergarten No. 332- Sulenko Irina Alexandrovna
Head of Housekeeping of MOU Kindergarten No. 332 – Semenenko Svetlana Borisovna 900 06

Management level III :
Specialists:

music director;
physical education instructor;
speech therapist teacher;
teacher-psychologist.

assistant teachers;

technical staff.

List of Partners MOU Kindergarten No. 332

MOU School No. 75: Interaction Plan for Children’s Road Traffic Injuries, Mutual Visits,

Children’s Polyclinic No. 16 (branch on Engels Blvd.). Measures for the prevention, rehabilitation and examination of children are jointly carried out. A screening program is being implemented, work with parents is being promoted.

Museum and Exhibition Center of the Krasnoarmeisky District. Teachers of the Municipal Educational Institution of Kindergarten No. 332, together with pupils and parents, take part in competitions of various levels organized by the Museum and Exhibition Center.

Career from educator to the head of a preschool organization – we tell you how to do it in 2021

Educator is a unique profession that provides its owner with the opportunity to plunge into the interesting and wonderful world of childhood again! Today we will tell you not only how to become an educator, but also how to climb the career ladder to the head of a kindergarten, and also talk about the requirements for education and for each of the positions along the way.

Kindergarten work – what does it consist of?

Educators are called teachers working in kindergartens, sports and summer camps, as well as in the field of additional education with children of preschool age. The authorities of our country are taking comprehensive measures in order to ensure the possibility of preschool education for all children under the age of 7 in 2021, so the demand for the profession of educator continues to gain momentum.

Numerous tasks of preschool education can be defined as the upbringing and development of the younger generation.

The goals of educational work in a preschool educational institution are:

create comfortable conditions for the effective development of each baby;

to study the psychological and physiological characteristics of each child, depending on age characteristics, the level of health and well-being of living conditions;

in a kindergarten to develop the talents, interests and inclinations of children;

provide a favorable psychological atmosphere for the entire group of kids and for each individually;

organize a full-fledged developmental activity, taking into account the age and characteristics of children;

analyze the results achieved in the development of each child.

Who can become an educator?

It is logical that not only their well-being, but also the prospects of our country directly depend on the level of education, upbringing and readiness of our children for adulthood. Therefore, work in a kindergarten is considered responsible and important and implies a high level of education among educators, the presence of certain qualities and unconditional love for children.

An adult who does not have a valid criminal record, a mentally healthy person, a holder of a diploma of higher or secondary pedagogical education and a document confirming the mastered program of additional professional education in the relevant field, can educate preschoolers in the conditions of a preschool educational institution. The teacher is obliged to improve his qualification level every five years and know:

psychology of childhood;

developmental psychology;

methods of raising children up to 7 years.

Additional knowledge (for example, the Montessori system, techniques for working with children with disabilities, speech therapy techniques) will help the educator to competently fulfill their duties and move effectively along their career path.

Of course, the personal qualities of a specialist – discipline, responsibility, patience, creativity, sociability, love for children – will also be important criteria for success in educating the younger generation.

Who cannot work as an educator

It must be remembered that without experience and experience it is possible to become a kindergarten teacher, but one cannot do without special education. A diploma from a pedagogical or psychological university is not enough; additional education is required to work with preschool children.

You will not be hired by a kindergarten if you:

are deprived of these rights by a court decision;

have a criminal record;

recognized as disabled;

suffer from serious diseases that limit physical abilities;

have been diagnosed with a severe mental disorder.

From teacher’s assistant to manager: career growth

Career development should be planned in advance in order to understand what specific actions will need to be taken in order to get the desired promotion.

Let’s take a closer look at the educational requirements and professional responsibilities at each stage of a kindergarten teacher’s career.

Teacher Assistant

Usually people who want to work with young children get a job as an assistant teacher. This position is suitable for beginners and does not require any experience or specialized education. The assistant teacher is not involved in conducting classes with children, but is only responsible for the cleanliness of the kindergarten premises and performs the functions of a nanny. At this stage, there is a good opportunity to get education as an educator in order to secure a career in the future. An assistant educator is not always a young graduate of an educational institution, because a person at a more conscious age can also decide to change his profession.

Junior caregiver

If you have a secondary specialized education or special courses, you can apply for the position of a junior educator. At this stage, the specialist already has a minimum pedagogical background, gets the opportunity to help a more experienced colleague and participate in classes for children.

Educator

Specialists in this position directly interact with preschoolers and set themselves the task of identifying the creative and mental potential, promoting the development and adaptation of children. Educators teach kids the rules of hygiene and behavior, conduct developing game classes, form communication skills with peers and adults, and prepare for school. In addition to children, educators communicate with their parents, keep the necessary documentation, monitor the condition of the kindergarten premises.

If you already have a higher or secondary vocational education, but no work experience, then you can still start a career in a preschool institution right from this position by completing additional professional retraining courses (training in such courses lasts approximately 4 to 8 months).

Educators confirm their qualifications every 5 years, and for the likelihood of rapid career and salary growth, they undergo certification in order to increase the category (there are three in total: 2nd, 1st and highest).

Senior teacher, methodologist

If you have a diploma of higher education and at least two years of experience as an educator, you can apply for the position of senior educator (methodologist). The tasks of this professional level will be: to develop and implement methodological recommendations for pupils and their parents, plans, training programs. The duties of the senior educator also include reporting, planning all activities, monitoring the work of teachers and analyzing their qualifications and competencies.

Head of preschool educational institution

The next (and last) step is the head of the kindergarten. This profession is not a pedagogical one, but implies a full knowledge of all the processes of preschool education. It is the leader who is responsible for the proper care of the pupils, their level of education, health promotion, and safety in a kindergarten.

Important fact! If your plans include eventually taking a leadership position – a college / technical school diploma will not be enough, higher education is mandatory. You can enroll in a university on a part-time basis in order to be able to combine study with work.

In addition to higher education, you will need at least 5 years of work experience in the pedagogical field. It is clear that the most stringent requirements are imposed on the head of the preschool educational institution, because his duties include:

management of teaching staff and service personnel;

budget planning;

knowledge of the current requirements of the Federal State Educational Standard;

recruitment;

completing groups taking into account the wishes of parents and in accordance with the age, state of health and other individual characteristics of children;

reception of parents on various issues and requirements.

A set of personal qualities that will help you get to a leadership position will include: purposefulness, responsibility, the ability to organize work moments, stress resistance, leadership positions, and the ability to plan.

Our training course will help you quickly find the coveted position of the head of a preschool educational institution – in just 4 months you will learn how to manage a kindergarten in accordance with existing state standards and requirements.

Tips for kindergarten teachers: how to quickly make a career

Our simple tips will help caregivers skyrocket their careers and increase their salaries.

Work harder. You can get a job in a couple of institutions in different shifts, additionally deal with children privately, take on the organization of holidays, teach a foreign language or speed reading, help kids get ready for school.

Do not be afraid to increase the scope of your duties in kindergarten.