Preschool pedagogy

The social function of a preschool educational institution is to provide conditions that develop in children a positive attitude towards themselves, other people, the world around them, and communicative and social competence.

In the Federal State Standard of Preschool Education social developmentis viewed as a complex process, during which the child learns the values, traditions, culture of the society or community in which he will live.

In modern psychological and pedagogical literature, the main lines of the child's social development, the content of pedagogical work, the technology of forming the social world of children are shown, the task of adults is to help children enter the modern world. The formation of social behavior is impossible without the recognition by teachers and parents of the uniqueness of each child, taking into account gender, individuality, age characteristics of his psyche.

Psychological foundationssocial development are revealed in the works of L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontyev, S.L. Rubinstein, D.B. Elkonina, M.I., Lisina, G.A. Repina, Dr.

According to L.S. Vygotsky, the social situation of development is nothing other than a system of relations between a child of a given age and social reality. The social development of a child in society occurs in the course of joint, partner activities with an adult. Many psychologists note the role of the child's cooperation with the people around him in assimilating the achievements of social experience, mastering moral norms and rules of behavior. Social development of the child also occurs in communication with peers (Ya.L. Kolominskiy, MI Lisina, B.C. Mukhina, T.A. Repina. B. Sterkina). In the monograph by T.A. Repina identified the features of the socio-psychological characteristics of the kindergarten group and its socializing role in the development of the child; shows the dependence of the nature of children's relationships on the style of communication with them teachers.

“Children's society” (the term by AP Usova), or the group of a kindergarten, is the most important socializing factor. It is in the peer group that the child manifests his activity, acquires the first social status (“star”, “preferred”, “rejected”). The criteria for securing a sign of social status are basic personality traits (competence, activity, independence, freedom of behavior, creativity, arbitrariness).

The results of the study by T.A. Repina, L.V., Gradusova, E.A. Kudryavtseva indicate that the psychological sex of the child is intensively developing in preschool age.

This is manifested in the formation of gender-role preferences and interests that are different for boys and girls, as well as behavior in accordance with the gender-role standards adopted in society. The main reason for the process of sexual socialization is in different socio-pedagogical requirements for boys and girls on the part of parents and teachers. In modern educational programs ("Childhood"; "Origins", "Rainbow"), methods of a differentiated approach have been developed depending on the gender of the child.

Thus, in the social development of a child, it is very important to pay professional attention to the psychological mechanisms of the formation of social emotions. The pedagogical value of solving this problem lies in the fact that social emotions not only facilitate the process of the child's entry into the world of the group, but also the process of self-awareness (self-image), their relationships, feelings, states, experiences.

Psychological and pedagogical foundations are revealed in modern Child social development conceptpreschool age, presented in the works of S.A. Kozlovoy

Let us give a brief description of this concept. Basic concepts of the concept: social experience, social feelings, social reality, social world, social development, socialization of the individual, social “portrait” of the environment. There are hierarchical links between these concepts. As noted, S.A. Kozlova, a child born in social world,begins to know him from what is close, what surrounds him, i.e. from social reality,with which he begins to interact. The social “portrait” of the environment evokes different emotions and feelings in the child. Still not knowing in detail and meaningfully about the social world, the child already feels it, empathizes, perceiving the phenomena and objects of this world. That is, social feelings are primary, social experience accumulates gradually, social competence is formed, which forms the basis of social behavior of social assessments, awareness, understanding, acceptance of the world of people and leads to social development, to socialization.

Socialization is considered by S.A. Kozlova in the trinity of its manifestations: adaptationto the social world; adoptionsocial world as a given; ability and need change, transformsocial reality and social world.

An indicator of a socialized personality is its orientation (focus) on other people and on oneself. The task of the teacher is to form in children an interest in another person, in the world of his work, his feelings, in his characteristics as a person. Cognition of oneself includes the formation of interest in oneself ("I" is physical, "I" is emotional, etc.).

The concept also contains a technological part, inwhich includes several provisions:

The process of socialization by the mechanism coincides with moral education (the formation of ideas, feelings, behavior);

Socialization is a two-way process, it occurs under the influence of the outside (society) and is impossible without a response from the subject.

This concept is implemented in the program of S.A. Kozlovoy "I am a Man". Social development is also presented in comprehensive educational programs. In the program "Origins", the section "Social development" is specially highlighted, this section includes a characteristic of age-related capabilities, tasks, content and conditions of pedagogical work. Social development begins from the first days of a child's life, covers a large age range: from junior to senior preschool age.

The basis of social development is the emergence of a sense of attachment and trust in adults, the development of interest in the world around us and in oneself. Social development creates the basis for the assimilation of moral values \u200b\u200bby children, ethically valuable ways of communication. Formed interpersonal relationships, in turn, become the moral basis of social behavior, the formation of a sense of patriotism in children - love for their native land, native country, attachment, devotion and responsibility towards the people inhabiting it. The result of social development is social confidence, interest in self-knowledge, upbringing of the child to himself and other people.

In the educational program "Childhood" (St. Petersburg.), The social and emotional development of a preschooler is considered as the central direction of the educational process in modern preschool educational institutions.

Important factor of social development of childrenis the family (Work of T.V. Antonova, R.A. Ivankova, R.B.Sterkina, E.O.Smirnova, etc.). Cooperation between educators and parents creates optimal conditions for the formation of a child's social experience, her self-development, self-expression and creativity.

General conditions for cooperation of teachers with parentsfor social development will be:

Ensuring emotional well-being and meeting the vital needs of the child in the kindergarten group;

Preservation and maintenance of a single line of positive social development of children in preschool educational institutions and families;

Respect for the child's personality, awareness of the intrinsic value of preschool childhood;

Formation in the child of a positive sense of self, confidence in his capabilities, that he is good, he is loved.

Thus, social development is the formation of a child's attitude to himself and the world around him. The task of teachers and parents is to help the child enter the modern world. Social readiness includes the child's social adaptation to the conditions of the preschool educational institution and the family, to various spheres of human life, a pronounced interest in social reality (S.A. Kozlova). Social competence presupposes the presence of the following components in a child: cognitive (associated with the cognition of another peer, adult), the ability to understand his interests, mood, notice emotional manifestations, understand the characteristics of himself, correlate his own feelings, desires with the capabilities and desires of others: motivational, including attitude towards other people and oneself, the desire of a person for self-expression and self-respect, with a sense of self-worth; behavioral, which is associated with the choice of positive ways to resolve conflicts, the ability to negotiate, establish new contacts, ways of communication.

Question - Historical sketch of the creation and improvement of the program. Modern programs.

The educational program of preschool organizations plays the role of a guide to the educational process as a whole: it determines the content of the cognitive and educational process in preschool educational institutions, reflects the worldview, scientific, methodological concept of preschool education, fixes its content in all main (comprehensive program) or one (several) areas (specialized , partial program) of child development. In accordance with the focus and level of implementation of programs, methodological work and the content of the educational process are built.

For many decades, the preschool education system was the only one and compulsory for all children under the age of seven who attended kindergarten. In just 20 years (1962-1982), this pedagogical program was reprinted nine times and was the only and obligatory document for all workers in preschool education.

The first draft of the program for a preschool educational institution was created in 1932. The program was improved until 1962. In the same year, a unified program of educational work with children in kindergarten was approved and recommended for use by the Ministry of Education of the RSFSR, then in 1978, after revision and addition, it was named Typical. This program ensured the continuity in the teaching and upbringing of children of early and preschool age.

The theoretical basis of the Soviet system of preschool education was the cultural and historical concept, within which the development of the child was understood as the assimilation of the social and historical experience accumulated by mankind. This meant that all higher mental functions, worldview and human abilities are formed as a result of assimilation by him of various concepts, values, ways of human activity, knowledge, ideas, etc. This approach put in the first place the figure of the adult - the educator, since only he, who possesses cultural and social experience, could pass it on to the child. This determined the leading and guiding role of the educator in the development of the child. At the same time, the educator acted as a bearer of knowledge and methods of activity, as an intermediary between culture and the child. Its main task was to pass on to children the knowledge and skills that exist in society.

The original principle education in this system was ideological orientation the entire pedagogical process in kindergarten in accordance with the goals and objectives of communist education.

The principle of purposefulness and programmaticitysoviet pedagogy resisted the tendencies of "free education", which denied the need for any single program for all children. These trends have dominated Western technology.

In the works of Soviet teachers, it was repeatedly emphasized that it is necessary to take into account age and individual characteristics every child, without which it is impossible to realize the tasks of all-round education. The integrity and continuity of the pedagogical process had to be combined with a clear and systematic arrangement of the material according to the age principle, which made it possible to gradually complicate the material from group to group, from one age to another.

Another most important principle of Soviet preschool pedagogy is principle of operation... Preschool education and upbringing can be effective only if the child is active. The formation of a personality occurs in various types of child's activities - play, work, learning, therefore it is so important that educational work with preschoolers not only includes different types of children's activities, but also contributes to the formation of various skills.

The next principle is the unity of education and training, the inextricable connection of these processes... Education is always associated with the transfer of certain knowledge to children. At the same time, systematized and specially selected knowledge contains an educational aspect. At the same time, both upbringing and teaching have a certain independence in a single upbringing and educational process.

Upbringing and educational work with children requires systematicity and consistency, certain repeatability and generalization, those. return to previously covered material at a higher level. This principle allows the teacher to lead the children from simple to complex, from direct acquaintance with the surrounding things and phenomena to the ability to generalize and highlight their essential qualities and features, to the understanding of the simplest connections and relationships.

These pedagogical principles formed the basis of the Soviet program for the education and upbringing of children in kindergarten, which was a mandatory document and guide for all educators in our country.

The overall goal of preschool education in kindergarten was the comprehensive and harmonious development of children. There were five main directions of preschool education: physical, mental, moral, labor and aesthetic. Each of these areas had its own tasks and methods of solving them.

The standard program was built according to the age principle and covered the development of a child from two months to seven years. Within this age range, two nursery groups were distinguished (the first - from two months to a year and the second - from one to two years) and five age groups for preschool children:

· The first junior group - two to three years;

· The second junior group - three to four years;

· Middle group - four to five years;

· Senior group - five to six years;

· Preparatory group - six to seven years.

For each age group, a certain content of classes and their number were provided. The classes were educational in nature and were aimed at assimilating specific knowledge and skills. They rigidly determined not only the development of the child, but also the activities of the educator, leaving almost no room for his initiative. Some freedom remained in the choice of teaching methods. According to the form of influence of the educator, teaching methods are divided into verbal and visual. For the successful assimilation of the material by children, it was recommended to combine verbal and visual with practical. However, practical methods in the classroom of children actually took the form of imitation of the actions of the teacher: the teacher gave samples of correct actions with the material, and the children reproduced them.

For the implementation of practical methods, special conditions are necessary to make an individual approach possible, which is very difficult in frontal teaching of a large group of children, therefore, the predominant teaching methods for preschoolers, as a rule, remained verbal and visual, i.e. adult story and show.

The daily routine in kindergarten for each age group was also strictly defined. Strict regulation did not leave room for any independent decisions or the manifestation of the teacher's initiative, but required only to strictly observe the established regime, to regularly conduct training sessions provided for in the program. This limited the creative possibilities of the educator, but at the same time gave a clear algorithm for his activities.

The cardinal socio-economic and political changes that took place in our country in the late 80s and early 90s of the XX century, affected almost all aspects of public life, including preschool pedagogy..

The obvious shortcomings of the system of preschool education that had developed in the USSR and its obvious discrepancy with the new ideological and socio-economic realities led to the development of a new concept of preschool education (authors V.V. Davydov, V.A. Petrovsky, etc.), which was approved by the State Committee on People's the formation of the USSR in 1989.

This concept was the first to analyze the negative aspects of the current state of preschool education and outlined the main guidelines for its development. In its positive part, the concept was focused on overcoming the main shortcomings of the existing state system. As the main disadvantage of the preschool education system, the author pointed out the authoritarian nature of the educational and disciplinary model of the pedagogical process in kindergartens, in which the teacher supervised and controlled the child's actions in accordance with a given program. As an alternative to authoritarian pedagogy, the new concept proposed a democratic, student-centered approach to education.

With this approach, the child is not an object of learning, but a full participant in the pedagogical process. The new concept suggested changing the assessment of the preschool period of childhood itself, oriented teachers towards recognizing the intrinsic value of preschool childhood as a unique period in human life. The most important direction in the reform of preschool education was the transition from a single standard program to pluralism and variability. Such an opportunity was provided by the "Temporary Regulations on a Preschool Institution" approved by the decree of the Council of Ministers of the RSFSR in 1991. The regulation made it possible for each preschool institution to choose a training and education program, make changes to it and create copyright programs. Later, the "Model Regulations on a Preschool Educational Institution" (1997; amendments - in 2002) secured the right of a preschool institution to independently choose a program from a set of variable programs recommended by state educational authorities, make its own changes to it and create author programs in accordance with with the requirements of the State Educational Standard.

The “Model Regulation on a Preschool Educational Institution” gave impetus to a rapid growth in the number of educational programs for preschool institutions. These programs include complex , i.e. covering all areas of life and education of the preschooler, and partial programs aimed at the development of any area of \u200b\u200bthe child (artistic, social, intellectual, etc.).

The following programs can be referred to the main complex programs: "Rainbow" (edited by TN Doronova); "Childhood" (V. I. Loginova, T. I. Babaeva and others); "The program of education and training in kindergarten" (edited by MA Vasilyeva, VV Gerbova, TS Komarova); "Development" (edited by OM Dyachenko); "Origins" (edited by L.E. Kurneshova); "From childhood to adolescence" (edited by T.N. Doronova) and others.

So, for example, Rainbow program - was the first innovative preschool education program to receive a recommendation from the Ministry of Education. Developed by the staff of the preschool education laboratory of the Institute of General Education under the leadership of T.N. Doronova. Designed to work with children from two to seven years old and covers all areas of children's life. In terms of its goals and objectives, this program does not differ significantly from the traditional one. It considers the protection and strengthening of children's health, the creation of conditions for full-fledged and timely mental development, and the provision of a happy childhood for every child as its main value orientations, just like the traditional one. However, in determining the specific tasks of mental development, this program differs significantly from the traditional one. The theoretical basis of this program is the concept of AN Leontiev, where the main categories of psyche analysis are activity, consciousness and personality. For each age, specific tasks are assigned to the development of the activity, consciousness and personality of preschoolers. So, the tasks of the development of activity include the formation of motivation for various types of activity (play, educational, labor), the formation of arbitrariness and mediation of mental processes, the formation of the ability to adequately assess the results of activity, etc. The tasks of the development of consciousness are the expansion of the child's knowledge about the world, familiarity with sign systems, the development of imagination and logical thinking. The tasks of personality development involve the fostering of self-confidence, independence, the establishment of trusting relationships and personal contacts with adults, the formation of relationships of mutual assistance and cooperation between peers, the fostering of emotional responsiveness, etc.

The program is adjusted according to the age principle and ensures the holistic progressive development of children. For each age, the main psychological neoplasms have been identified, the formation and development of which is directed by specific pedagogical work. The development of these neoplasms occurs in various types of children's activities. The most important activities of the preschooler are indicated in the program with the colors of the rainbow (hence the name of this program). Based on the concept of M. I. Lisina, in which communication with an adult is considered the driving force of a child's development, the authors of the program rightly believe that a full-fledged upbringing and education of a child is possible only if there are adequate forms of communication with an adult and only in an atmosphere of goodwill. The program is based on the principles reflecting humanistic attitudes:

· Respect for the freedom and dignity of every child;

· Creation of conditions for the development of his individuality;

· Providing psychological comfort;

Interaction of the teacher with the child by the type of subject-subject communication, etc.

Many pedagogical attitudes are aimed at the implementation of these principles:

· Work of a teacher with children, from a young age to their graduation from kindergarten;

· Formation of traditions in each group of kindergarten;

· The possibility of choice both for the educator and for each child;

· Meeting the child's needs for free motor and play activity, etc.

THIS EXAMPLE MAY NOT BE Cited, TO BE LIMITED TO ONE PROGRAM A comprehensive program for the development and education of preschoolers in the educational system "School 2100" (" Kindergarten 2100») Is based on taking into account the psychological neoplasms of preschool childhood: the first schematic outline of the children's worldview and primary ethical instances (LS Vygotsky); subordination of motives (A.A. Leontiev); voluntary behavior (D.B. Elkonin, A.V. Zaporozhets); personal consciousness.

According to the authors of the program, the content and didactics of preschool education determine the following lines of children's development: the formation of voluntary behavior, mastery of the means and standards of cognitive activity, the transition from egocentrism to decentration, motivational readiness.

The program reflects the psychological, pedagogical and methodological aspects of the development and education of children from 3 to 6 years old. Its content is due to the need to create a "single chain" of continuous education, the links of which are linked to each other, but each is the basis for the other. The goal of the program is to ensure the continuity and continuity of preschool and school education. The tasks solved by this program: creation of a developing environment; protection and strengthening of the health of preschoolers, the development of their physical culture; development of the content of the disclosure of the personal qualities of the child, his thinking, imagination, memory, speech, emotional sphere; the formation of the experience of self-knowledge.

Preparing a child for school within the framework of this program allows you to ensure the successful study of school subjects and self-awareness ("I am"), their capabilities and individual characteristics ("I am so"), the formation of the ability to communicate and cooperate with adults and peers. Game technologies of teaching are the leading ones in the sections of the educational and cognitive block of the program, and the proposed knowledge acts as a means of developing the child's personality.

Partial programs include one or more areas of children's development. Examples of specialized programs that can be successfully combined in the framework of the implementation of the main educational activities of a preschool educational institution may be the following: “Rosinka. In the world of beauty "(L. V. Kutsakova, S. I. Merzlyakova)," Nature and the Artist "(T. A. Koptseva)," Harmony "," Synthesis "(K. V. Tarasova)," Musical Masterpieces " (O. P. Radynova), “I am a man” (S. A. Kozlova), “I - you - we” (O. L. Knyazeva, R.B.Sterkina), “Young ecologist” (S.N. Nikolaeva) and others.

The above list of programs is recommended for use in preschool educational institutions at the federal level. In addition to them, others recommended by regional education authorities can be used as the main specialized programs.

In connection with the transition from a unified state program to variable education and with the emergence of many alternative innovative programs for preschool institutions, the question of developing a single educational standard that sets the necessary and sufficient requirements for the operation of a children's educational institution was of particular relevance.

In this regard, the Ministry of Education of the Russian Federation has developed the Federal State Educational Standard for Preschool Education / 2013 /, which is aimed at regulating the quality of education in terms of its variability and diversity and at maintaining a single educational space. And on the basis of the Federal State Educational Standard, preschool education programs are being finalized and developed.

Topic - Labor education ... ..in accordance with the Federal State Educational Standard of DO.

The federal state educational standard of preschool education outlines the goal of labor education of preschool children - the formation of positive attitudes towards various types of work and creativity.

Labor education of preschoolers is a process of interaction between the teacher and the child, aimed at the formation of labor skills, hard work, a creative attitude to work.

All scientists affirm the need for labor education from an early age.

R.S. Bure pays special attention to the educational opportunities for teaching children to work skills. Shows that, on the one hand, mastering skills raises labor activity to a higher level of development, allows the child to set and achieve a goal. On the other hand, the availability of skills ensures a fuller and more successful use of labor activity as a means of moral education. Emphasizes that the tasks of labor training and labor education must be solved in close relationship. It also pays attention to the types of skills, the complication of their content from one age group to another: the formation of productive actions, planning skills, organization of the "workplace", self-control in the process of searching for the most rational methods of work.

VG Nechaeva formulates the main task of labor education as the formation of a correct attitude to work. The task can be successfully solved only on the basis of taking into account the peculiarities of this activity in comparison with the game, classes, based on the age characteristics of the child. Forming hard work in children, it is necessary to teach them to set a goal, find ways to achieve it, and get a result corresponding to the goal. In this case, it is necessary to strictly take into account the peculiarities of the labor activity of preschoolers.

RS Bure, GN Godina, VG Nechaeva in the book "Teach Children to Work" reveal the content, methods of labor education, give a description of the types of work, forms of organization.

The Concept of Preschool Education emphasizes that labor activity corresponds to the main channel of mental development of a preschooler child due to its attractiveness and the ability to demonstrate its autonomy and independence from the adult use of technologies for introducing preschoolers to work.

VG Nechaeva and Ya.Z. Neverovich in their research revealed the formation of components of labor activity in preschool childhood.

The labor activity of children consists of four components:

1. Ability to set a goal.

2. Ability to act under the influence of socially significant motives.

3. Ability to plan work.

4. Ability to achieve a result and evaluate it.

The labor activity of preschoolers is a developmental activity .

Each of the components of activity changes with the age of the child.

Various researchers have proposed different formulations of the tasks of labor education.

Based on the classification of Yu.K. Babansky, V.I. Loginova, V.G. Nechaeva, two groups of tasks can be distinguished:

Helping the child in mastering labor activity (in mastering the structure of activity, acquiring labor skills, abilities);

Development of the child's personality in labor (development of properties, personality traits, the formation of relationships and the acquisition of social experience of interaction).

In the studies of Michurina Yu.A., Saigusheva L.I., Krulekht M.V., the goal, objectives, content of modules for the implementation of the model of introducing preschool children to work within the framework of the subject - subject interaction are formulated.

Purpose: socialization of the child as a full-fledged member of society, perceiving work as a social norm of life, as well as the formation of a value-based way of interacting with others and the manifestation of one's individuality in multifaceted activities.

1. Formation of systemic knowledge about the work of adults, professions, the structure of the labor process;

2. Formation of general labor and special labor skills;

3. Development of labor activity of older preschoolers.

In the developed model of labor education, the authors distinguish 4 modules (blocks).

1. The relationship between the means of introducing preschoolers to work.

2. Organization of labor activity of preschoolers in the process of subject - subject interaction.

3. Organization of a labor subject-development environment.

4. Improving the level of readiness of preschool teachers to implement the model.

The following types of labor are used in preschool institutions: self-service, household (household) labor, labor in nature, manual labor.

For example Self-service - this is the child's labor aimed at serving himself (dressing and undressing, eating, sanitary and hygienic procedures). The quality and awareness of actions in different children are different, therefore, the task of developing skills is relevant at all age stages of preschool childhood.

Household labor- this is the second type of labor that a child at preschool age is able to master. The content of this type of labor is labor of cleaning the premises, washing dishes, washing, etc. This type of labor has a social orientation. The child learns to create and maintain his environment in an appropriate form.

A special type of labor is allocated labor in nature... The content of this type of labor is caring for plants and animals, growing vegetables in the garden (garden on the windowsill), landscaping the site, participating in cleaning the aquarium, etc. Labor in nature affects not only the development of labor skills, but also the education of moral feelings, lays fundamentals of environmental education.

Manual labor by its intended purpose, it is labor aimed at satisfying the aesthetic needs of a person. Its content includes the manufacture of handicrafts from natural material, paper, cardboard, fabric, wood. This work contributes to the development of imagination, creativity; develops small muscles of the hands, contributes to the education of endurance, perseverance, the ability to bring the work started to the end.

In science developed and entered into practice various different forms of labor organization for preschool children.

Assignments - tasks that the teacher occasionally gives to one or more children, taking into account their age and individual characteristics, experience, as well as educational tasks. The assignment is the first form of organization of labor activity (research by V.G. Necheva, A.D. Shatova).

Duty- the work of one or more children in the interests of the group. It highlights the social orientation of labor, the real, practical care of several (one) children for others, therefore this form contributes to the development of responsibility, a humane, caring attitude towards people and nature. In preschool practice, it has already become traditional to watch the canteen, in a corner of nature, in preparation for classes.

Collective labor,according to the method of organization, it is divided into work side by side, common work, joint work.

Work nearby - usually organized in a younger group (middle, senior and preparatory groups for school with new mastering of skills), 3-4 children, each doing the same work (remove the blocks).

Common work - unites 8-10 people, starts with the middle group, there is no division of labor, children are united by a common goal and generalization of the results of labor.

Joint labor (operational) - is present in the preparatory group, unites up to 15 people, the peculiarity of such an association is the presence in it of a number of sequential stages, the children are dependent on each other, the work done by one child is transferred to another. Everyone performs their own operation.

Question - Family and preschool educational institution: content, goals, forms of cooperation

The family and the kindergarten have common goals and objectives, but the content and methods of raising children are specific.

Psychological, pedagogical and sociological studies have shown that the family desperately needs the help of specialists at all stages of preschool childhood. Based on this, one of the most important tasks of modern society is the formation of the pedagogical culture of parents, the provision of assistance from teachers (E.P. Arnautova, L.V. Zagik, O.L. Zvereva, T.V. Krotova, T.A. Markov, etc.) The need to solve this problem is caused by a number of circumstances. Thus, researchers highlight a change in the modern rhythm of life, an increase in the general level of education, an increase in the requirements for the level of socialization and upbringing of children, as well as an increase in the number of single-parent families, families with an unfavorable psychological climate, i.e. crisis processes, more and more embracing the modern family and affecting its educational potential.

The Concept of Preschool Education (1989) shows approaches to cooperation with parents, which are based on the relationship of two systems - kindergarten and family. The essence of this approach is to combine the efforts of preschool institutions and families for the development of the personality of both children and adults, taking into account the interests and characteristics of each member of the community, his rights and obligations.

At the present stage, family education is recognized as the leading one, which is reflected in the Law of the Russian Federation "On Education" (Article 18). The law says that parents are the first educators of the child. There are preschools to help the family

The child's social development is especially active in his first years of life. For example, in the first 12 months of his life, a baby learns a huge amount of skills and knowledge, establishes emotional contact with people around him, learns to control his body, trust adults, remembers several hundred words and learns to pronounce individual sounds and syllables. In order for the social and personal development of the child to be carried out in the right direction and on time, parents should make certain efforts: constantly communicate with the baby, talk, sing songs and tell fairy tales, as well as show their love, walk and acquaint with the world around them.

What is social development?

The very concept of "social development of a child" implies a process in which the baby learns the values, culture of society, traditions, etc. In the process of growing up, he is exposed to various social factors of the child's development: communication with adults and peers, learning in kindergarten and school, games, etc. .d. That is, the baby gradually learns to live in society, obeying generally accepted rules and norms of behavior, taking into account the interests and feelings of others.

Naturally, the greatest influence on the social and personal development of the child is exerted by his closest environment - the family. We can say that the family is a kind of translator, transmitting experience, knowledge, traditions and values \u200b\u200bto the younger generation. Therefore, a warm, loving family atmosphere, saturated with respect and trust in each other, is very important for the normal, full development of a child.

Consider the main social factors of child development:

Communication with children and adults. Among the key factors affecting the development of a child, communication takes the main place. It is through communication that the child's friendly relations with peers are formed, education is carried out at home, in kindergarten and school. From early childhood, the child has inherent basic elements of communication. In the first six months of his life, the baby expresses his feelings and feelings through movements, facial expressions and sounds. Here are the stages of communication a child goes through at different age periods:

• Infancy. Starting from the age of six months, the infant's communication with close people is mainly a situational-business form. That is, the child practically interacts with adults, he needs not only care and attention, but also live communication, joint actions and advice. When interacting with adults, the child quickly learns the role of various objects and learns to handle them.
• Three to five. At this age, communication takes on a non-situational-cognitive form. That is, the child is able to formulate and ask questions about people, objects and phenomena. Having mastered speech, he can discuss phenomena and objects. At the age of 3-5, the baby seeks to learn new information, share it with others and discuss everything that happens.
• Six to seven. During this period, a personal form of communication is inherent in the child, that is, the baby increasingly asks about the person and his essence. It is important that from 6 to 7 years old the child does not stop feeling love, understanding and sympathy from the parents. At this age, adults are a role model for the kid, he copies the behavior of loved ones. Also at this moment, communication with peers is extremely important, in educational institutions the child should feel relaxed and free.

Socialization through play. Play is extremely important for the correct social and personal development of the child. Therefore, parents need to encourage their child to play in every possible way, teaching him the principles of play. Communication is the basis of the game. Playful activity is the main activity for a child under 7 years old. If a child plays correctly and plays a lot, he develops at a rapid pace, both emotionally and socio-emotional. Usually, in the games of children, the life of adults is reproduced, they can play as daughters and mothers, as a doctor, in a school, in a store, etc. It is in the game that options for resolving conflict situations are developed and lived, communication skills are honed, etc.

Cultural development. The kid is susceptible to beauty, and various types of art influence the social development of the child, therefore, he should certainly be introduced to the masterpieces of human art: painting, sculpture, music, etc. listening to music, observing and discussing life situations, etc. The personality of a child is formed from these components.

Diagnostics of the child's social development

Methods for diagnosing a child's social development are associated with the variety of manifestations of his personality in communication and various types of activity. The main method for diagnosing a child's social development is observation, during which the following points are revealed:

• Emotional manifestations: how often the child is cheerful, with what mood he comes to kindergarten or school, how often the baby is sad or angry, and what causes such emotions, how much the child is conflicted, how often he shows stubbornness and aggression.
• The manifestation of activity in communication, the child's initiative in contacts with peers and adults, shyness and shyness.
• Ability to communicate and contact with peers and older people.
• Compliance with established rules, the ability to resolve conflicts.
• Respect for the feelings and desires of others.
• The culture of communication, polite demeanor, the ability to strike up a conversation, understanding the basic manners of behavior, responding to suggestions from adults and peers.
• The presence of a cognitive interest in others, a desire to understand the inner world of loved ones and friends.
• The individual manifestation of the child in a variety of activities (the ability to put forward a personal idea, develop an action plan, correct mistakes, attitude to the advice of peers and adults, etc.).

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Non-state educational institution of higher professional education

Eastern Economic and Legal Humanitarian Academy (VEGU Academy)

Direction Pedagogy

Profile focus - Preschool education

COURSE WORK

Preschool pedagogy. Features withsocial development of preschoolers

Khusainova Irina Vladimirovna

Almetyevsk 2016

• 1. Social and personal development
• 2. What affects the social development of preschoolers
• 3. Help in the social development of preschoolers
• 4. Stages of personality formation
• 5. Methods of social and moral education
• 6. Five basic elements of the development of preschool children
• 7. Social factors in the development of the child's personality
• 8. Basic principles of organizing the process of social education
• Conclusion
• Literature

1. Social and personal development

The full-fledged formation of children largely depends on the specifics of the social environment, the conditions for its formation, the personal characteristics of the parents, which serve as the most important example for the formation of the personality of children. The closest circle of a child is considered to be parents and close relatives - grandmothers, grandfathers, that is, his family. It is in her that the final basic experience of relationships with others will take root, in the process of which the child develops ideas about adult life. It is their child who then transfers into communication with a wide circle - in kindergarten, on the street, in a store. The child's assimilation of social norms, models of role behavior is usually called socialization, which is considered by famous scientific researchers as a process of social development through a system of all kinds of relationships - communication, play, cognition.

Social processes taking place in modern society create the preconditions for the development of new goals of education, the center of which is the individual and his inner world. The foundations that determine the success of personal formation and development are laid in the preschool period. This important stage in life makes children full-fledged personalities and gives birth to such qualities that help a person to determine in this life, to find their worthy place in it.

Social development, being the main task of upbringing, begins during the period of primary socialization in infancy and early age. At this time, the child receives the necessary communication skills in life. All this is cognized through sensations, touches, everything that the child sees and hears, feels, is laid in his subconscious as the basic basic development program.

In the future, cultural experience is assimilated, aimed at reproducing by the child the historically formed abilities, methods of activity and behavior fixed in the culture of each society and acquired by him on the basis of cooperation with adults. This also includes ritual traditions.

As children master social reality, accumulate social experience, it becomes a full-fledged subject, personality. However, in the early stages, the priority goal of a child's development is the formation of his inner world, his self-valuable personality.

The behavior of children in one way or another correlates with his ideas about himself and about how he should or would like to be. The child's positive perception of his own "I am a personality" directly affects the success of his activities, the ability to make friends, the ability to see their positive qualities in communication situations. Its quality as a leader is determined.

In the process of interacting with the outside world, the child is an actively acting world, cognizes it, and at the same time cognizes himself. Through self-knowledge, a child comes to a certain knowledge about himself and the world around him. He learns to distinguish good from bad, to see what to strive for.

Morality, morality, rules of behavior in society, unfortunately, are not laid down in a child at birth. The environment is not particularly conducive to their acquisition. Therefore, purposeful systematic work with the child is necessary to organize his personal experience, where self-knowledge is naturally formed in him. This is not only the role of parents, but also the role of a teacher. In the types of activities available to him, the following will be formed:

Moral consciousness - as a system of simple moral ideas in a child, concepts, judgments, knowledge about moral norms, rules adopted in society (cognitive component);

Moral feelings - feelings and attitudes that cause these norms of behavior in a child (emotional component);

The moral orientation of behavior is the actual behavior of the child, which corresponds to the moral standards adopted by others (behavioral component).

Direct training and upbringing of a preschooler occurs through the formation of an elementary system of knowledge in him, the ordering of disparate information and ideas. The social world is not only a source of knowledge, but also of all-round development - mental, moral, aesthetic, emotional. With the correct organization of pedagogical activity in this direction, the child's perception, thinking, memory and speech develop.

At this age, the child masters the world through acquaintance with the main aesthetic categories that are in opposition: truth - lies, courage - cowardice, generosity - greed, etc. To get acquainted with these categories, he needs various material for study - this material is contained in many respects in fairy tales, folklore and literary works, in everyday life events. By participating in the discussion of various problem situations, listening to stories, fairy tales, performing game exercises, the child begins to better understand himself in the surrounding reality, compare his own and the actions of the heroes, choose his own line of behavior and interact with others, learn to evaluate his own and others' actions. While playing, the child is always at the junction of the real and the game world, along with this, occupies two positions: the real one - the child and the conditional one - the adult. This is the most important achievement of the game. It leaves behind a plowed field in which the fruits of abstract activity - art and science - can grow.

And didactic play acts as a means of comprehensive education of the child's personality. With the help of instructive games, the teacher teaches children to think independently, to use the knowledge gained in various conditions in accordance with the established task.

Children's play is a type of activity for children, which consists in repeating the actions of adults and the relations between them, aimed at orienting and comprehending object-related activity, one of the means of physical, mental, mental and moral education of children. When working with children, it is suggested to use fairy tales of a social nature, in the process of telling which children learn that they need to find friends for themselves, that one is bored and sad (the tale "How a Truck I Was Looking for a Friend"); that you need to be polite, to be able to communicate using not only verbal, but also non-verbal means of communication ("The Tale of an ill-bred mouse").

Through the children's subculture, the most important social needs of the child are satisfied:

- the need for isolation from adults, closeness with other people separately from the family;

- the need for independence and participation in social transformations.

Many didactic games pose a task for children to use the existing knowledge in mental operations: to find inherent features in objects and phenomena of the surrounding world; classify, compare objects according to certain criteria, draw correct conclusions, generalizations. The activity of children's thinking is the main prerequisite for a conscious attitude to the acquisition of solid, deep knowledge, the establishment of reasonable relationships in the team.

2. What affects the social development of preschoolers

preschool personality social education

The social development of preschoolers is strongly influenced by the environment, namely the street, house and people, who are grouped according to a certain system of rules and regulations. Each person brings something new to the baby's life, influences his behavior in a certain way. This is a very important aspect in the formation of a personality, his perception of the world.

The adult serves as an example for the child. The preschooler strives to copy all actions and deeds from him. After all, an adult - and especially parents - is a standard for a child.

Personal development occurs only in the environment. To become a full-fledged person, a child needs contact with the people around him. He needs to realize that he is separate from the family, realize that he is responsible for his behavior, actions not only in the family circle, but also in the world around him. The role of the teacher in this regard is to correctly guide the child, to show on the example of the same fairy tales - where the main characters also experience some moments of life, solve situations. All this is very useful for a child, especially in the identification of good and evil. Indeed, in Russian folk tales there is always a hint that helps the child to understand, using the example of another, what is good and what is bad. How to act and how not.

The most important source of development of the child's personality is the family. She is a guide who offers the child knowledge, experience, teaches and helps to adapt to the harsh conditions of life. A favorable home atmosphere, trust and mutual understanding, respect and love are the key to the success of the correct development of the personality. Whether we like it or not, the child will always be like his parents in some sense - behavior, facial expressions, movements. By this he is trying to express that he is a self-sufficient, adult person.

From six to seven years old, children's communication takes on a personal form. Children begin to ask questions about the person and his essence. This time is the most responsible for the social development of a small citizen - he often needs emotional support, comprehension and empathy. Adults are a role model for children, because they lively adopt their communication style, behavioral features and develop their own individuality. They start asking many questions, which are often very difficult to answer directly. But it is necessary to reveal the problem together with the child, to explain everything to him. In the same way, in due time, the child will give his knowledge to his child, remembering how the parents or the teacher did not push him away by the lack of time, but competently and easily explained the essence of the answer.

The personality of a child is formed from the smallest bricks, among which, in addition to communication and play, various activities, exercises, creativity, music, books and observation of the world around play a significant role. At preschool age, every child deeply perceives everything interesting, therefore the task of parents is to acquaint him with the best human works. Children ask adults a lot of questions that need to be answered fully and honestly. This is very important, because for a child your every word is an immutable truth, therefore, do not allow the collapse of faith in your infallibility. Show them your openness and interest, participation in them. The social development of preschoolers also occurs through play as a leading child's activity. Communication is an essential element of any game. During the game, the child's social, emotional and mental development takes place. Play gives children the opportunity to reproduce the adult world and participate in the social life they represent. Children learn to resolve conflicts, express emotions, and adequately interact with the people around them.

3. Help in the social development of preschoolers

The most convenient and effective form of social development of children is a play form. Play until the age of seven is the main activity of every child. And communication is an integral part of the game.

In the process of playing, the child is formed both emotionally and socially. He seeks to behave like an adult, "tries on" the behavior of his parents, learns to take an active part in social life. In the game, children analyze different ways of resolving conflicts, learn to interact with the world around them.

However, for preschoolers, in addition to play, conversation, exercise, reading, study, observation and discussion are important. Parents should encourage the child's moral behavior. All this helps the child in social development.

The child is very impressionable and receptive to everything: he feels beauty, with him you can visit cinema, museums, theaters.

It must be remembered that if an adult is feeling unwell or in a bad mood, then you should not organize joint activities with the child. After all, he feels hypocrisy and deception. And therefore can copy this behavior. In addition, it has been scientifically proven that the child is very sensitive to the mood of the mother. It is better at such moments to distract the child with something else, for example, give him paints, paper and offer to draw a beautiful picture on any topic you choose.

Among other things, preschoolers need communicative communication - joint games, discussions. They, like small children, learn the adult world from the beginning. They learn to be adults in the same way that we did in our time.

The social development of preschoolers is mainly due to communication, the elements of which we see in the facial expressions, movements, and sounds of children.

4. Stages of personality formation

The theoretical foundations of the social and moral education of preschoolers were laid by R.S. Bure, E.Yu. Demurova, A.V. Zaporozhets and others. They identified the following stages of personality formation in the process of moral education:

the first stage is the formation of moral feelings and social emotions;

the second stage is the formation of moral ideas and the accumulation of knowledge;

the third stage is the transition of knowledge into beliefs and the formation on this basis of a worldview and value orientations;

the fourth stage is the transformation of beliefs into concrete behavior, which can be called moral.

In accordance with the stages, the following tasks of social and moral education are distinguished:

- the formation of moral consciousness;

- the formation of social emotions, moral feelings and attitudes towards different sides of the social environment;

- the formation of moral qualities and the activity of their manifestation in activities and actions;

- the formation of friendly relations, the beginnings of collectivism and the collectivist orientation of the personality of the preschooler;

- education of useful skills and behavior habits.

To solve the problems of moral education, it is necessary to organize activities in such a way as to create a maximum of conditions conducive to the realization of the possibilities contained in it. Only under appropriate conditions, in the process of independent various activities, the child learns to use the rules known to him as a means of regulating relations with peers.

The conditions of social and moral education in kindergarten should be compared with the conditions for the implementation of other directions of children's development, since it is pivotal for the organization of the entire educational process: for example, the integration of the lines of social and moral and socio-ecological education of preschoolers.

At the same time, the content of social and moral education includes the development of a social and moral culture of a preschooler's personality and its individual components - motivational-behavioral and emotional-sensual.

These components are formed and added to a single system during the following stages of work (according to S.A. Kozlova):

Preliminary,

· Artistic and educational,

· Emotionally effective.

Their content is selected in accordance with educational programs (for example, the program of social development and education of preschoolers and primary schoolchildren "I am a man!"

5. Methods of social and moral education

There are several classifications of methods of social and moral education.

For example, V.I. Loginova, based on the activation of the mechanism of moral development in the process of education:

* Methods for stimulating feelings and relationships (example of adults, encouragement, demand, punishment).

* Formation of the child's moral behavior (training, exercise, activity management).

* Formation of the child's moral consciousness (persuasion in the form of clarification, suggestion, ethical conversations).

B. T Likhachev's classification is based on the logic of the process of moral education itself and includes:

* Methods of trusting interaction (respect, pedagogical requirements, discussion of conflict situations, persuasion).

* Educational influence (clarification, stress relief, appeal to consciousness, will, action, feeling,).

* Organization and self-organization of the educational team in the future (game, competition, uniform requirements).

As methods aimed at the child's comprehension of the meaning and correctness of moral rules, researchers suggest: reading literature, in which the meaning of the rules is revealed by influencing the consciousness and feelings of a preschooler (E.Yu.Demurova, L.P. Strelkova, A.M. Vinogradova ); conversations with the use of assimilation of positive and negative images of characters (L.P. Knyazeva); solving problem situations (R.S. Bure); discussion with children of acceptable and unacceptable ways of behaving towards others. Consideration of plot pictures (A.D. Kosheleva). Organization of exercise games (S.A. Ulitko), dramatization games.

The means of social and moral education are:

- acquaintance of children with different aspects of the social environment, communication with children and adults;

- communication with nature;

- artistic means: folklore, music, cinema and filmstrips, fiction, fine arts, etc.

- organization of children's activities - games, work, etc.,

- the inclusion of children in practical activity, the organization of collective creative affairs;

Thus, the content of the educational process can vary depending on the direction of social and moral education. At the same time, the originality of the process of social and moral education of preschool children lies in the decisive role of the environment and education in the formation of the child, in the absence of principled interchangeability in the process of moral education and flexibility of educational actions.

Social and moral upbringing is an active purposeful process of the child's entry into the social environment, when the comprehension of moral norms and values \u200b\u200btakes place, the child's moral consciousness is formed, moral feelings and behavior habits develop.

The upbringing of ethical norms of behavior in a child is a moral problem that has not only social, but also pedagogical significance. At the same time, the family, kindergarten, and the surrounding reality influence the development of ideas about morality in children. Therefore, teachers and parents are faced with the task of educating a highly educated and well-bred young generation, possessing all the achievements of the created human culture. It is necessary to convey to children, especially preschool age, all the most important aspects of human life. Try to bring the positive aspects of upbringing from your life experience as much as possible.

Social and moral education in preschool age is determined by the fact that the child develops the very first moral assessments and considerations, he begins to understand what a moral norm is, and develops his attitude towards it, which, however, does not always ensure its observance in real actions. Social and moral upbringing of children occurs throughout their life, and the environment in which he develops and grows plays a decisive role in the formation of a child's morality. Therefore, it is very important not to miss important moments in a child's life, thereby giving him a chance to become a person.

The solution of the problems of social and moral development is facilitated by the organization of the educational process on the basis of a personality-oriented model, which provides for close interaction of children with a teacher who admits and takes into account the presence of preschoolers' own judgments, suggestions, and disagreements. Communication in such conditions takes on the character of a dialogue, joint discussion and development of common solutions.

6. Five basic elements of the development of preschool children

This is the development of the child's nervous system and his reflex activity, as well as certain hereditary characteristics. This type of development is primarily influenced by heredity and the close environment of the baby.

If you are interested in the smooth development of your child, then pay special attention to special courses that help parents better understand their child and learn how to interact with him extremely effectively. Thanks to such courses, the child easily goes through preschool development and grows up to be a very successful and self-confident person.

This type of development is influenced by absolutely everything that surrounds the baby, starting with music and ending with observing people who are in the close environment of the child. Also, the emotional development of preschool children is greatly influenced by games and stories, the child's place in these games and the emotional side of the game.

Cognitive development is the process of information processing, as a result of which the aggregate facts are added to a single store of knowledge. Preschool education of children is very important and requires taking into account all stages of this process, namely: what information the child will receive and how he can process it and apply it in practice. For example, these are retellings of fairy tales for practice. For the harmonious and successful development of preschoolers, you need to select information that will:

· Set out from an authoritative source by the right people;

· Meet all cognitive abilities;

· Opened and properly processed and analyzed.

Thanks to the preschool development of children in special courses, the child will receive the most necessary information, which will have a very positive effect on his general development, as well as the development of logical thinking and social skills. In addition, the baby will replenish his baggage of knowledge and rise one more step in his development.

Psychologicalaboute development of preschool children

This type of development includes all aspects that are associated with age-related characteristics of perception. At the age of three, the child begins the process of self-knowledge, thinking develops and initiative awakens. In any course, teachers will help the child cope with psychological developmental problems, which will contribute to the child's quick socialization.

Speech development is personal for each child individually. Parents, as well as teachers, are obliged to help the formation of the child's speech, increase his vocabulary and the formation of clear diction, and eliminate speech defects. The development of children in preschool age will help the child to master oral and written speech, the baby will learn to feel the native language and can easily use complex speech techniques, as well as form the necessary communication skills.

It is important not to leave your child's development unattended. The temporary intervention of experienced teachers, as well as the attention of parents, will help the child to assimilate as painlessly and easily as possible in this frightening adult world.

If you feel that you cannot give all the necessary skills and abilities to your own child, be sure to contact the specialists at the center for the development of preschool children. Thanks to experienced teachers, the child will learn how to speak, write, draw and behave correctly in society.

Social and personal development of preschool children

The development of a baby in society means that he understands the customs, values \u200b\u200band culture of the society in which he is brought up. The child receives the first skills of social development when communicating with his parents and close relatives, then from communicating with peers and adults. He is constantly being formed as a person, he learns what can and cannot be done, take into account his personal interests and the interests of those around him, how to behave in this or that place and environment.

The social development of preschool children plays a significant role in the formation of personality formation. Helps the child to become a full-fledged person with their own interests, principles, attitudes and desires, which should not be infringed upon by his environment.

For social development to occur rhythmically and correctly, each baby needs communication, love, trust and attention, first of all, from parents. It is mom and dad who can give their baby experience, knowledge, family values, teach them the ability to adapt in life to any conditions.

From the first days, newborn babies learn to communicate with their mother: to catch her voice, mood, facial expressions, some movements, and also try to show what they want at a certain point in time. From six months to about two years old, the baby can already communicate with parents more consciously, can ask for help or do something with them. Helping around the house for example.

The need to be surrounded by peers arises by about three years. Children learn to interact and communicate with each other. To come up with different games, situations together, play them.

The development of children in society from three to five years. This is the age of "why". Precisely because there are many questions about what surrounds the child, why it happens exactly that way, why it happens and what will happen if ... Children begin to diligently study the world around them and what is happening in it.

The study takes place not only by examining, feeling, tasting, but also by speaking. It is with her help that a child can receive information of interest to him and share it with the children and adults around him.

Preschool children, six to seven years old, when communication is personal. The child begins to be interested in the human being. At this age, children should always be given answers to their questions, they need the assistance and understanding of their parents.

Because close people are the main example for them to copy.

The social and personal development of children occurs in several directions:

· Obtaining social skills;

· Communication with children of the same age;

• teaching the child a good attitude towards himself;

· Development during the game.

In order for a child to treat himself well, it is necessary to create certain conditions that help him understand his significance and value for others. It is important for children to find themselves in situations where they will be the center of attention, they are always drawn to this themselves.

Also, each child needs approval for their actions. For example, collect all the drawings made by children in the garden or at home, and then show them to guests or other children at family celebrations. On the child's birthday, all attention should be paid to the birthday person.

Parents should always see the experiences of their baby, be able to sympathize with him, rejoice or be upset together, provide the necessary help in case of difficulties.

7. Social factors in the development of the child's personality

The development of children in society is influenced by some aspects that play a significant role in the development of a full-fledged personality. The social factors of child development are divided into several types:

· Microfactors are a family, close environment, schools, kindergartens, peers. What most often surrounds the child in everyday life, where he develops and communicates. This environment is also called the microsociium;

· Mesofactors are the place and conditions of a child's residence, region, type of settlement, ways of communication between people around;

· Macro factors are the influence of the country, state, society, political, economic, demographic and environmental processes in general on the child.

Developing social skills

The development of social skills in preschoolers has a positive effect on their activities in life. General good manners, expressed in graceful manners, easy communication with people, the ability to be attentive to people, try to understand them, condole, help are the most important indicators of the development of social skills. Another important thing is the ability to talk about your own needs, set goals correctly and achieve them. In order to direct the upbringing of a preschooler in the right direction of successful socialization, we suggest following the aspects of the development of social skills:

1. Show your child social skills. In the case of babies: smile at the baby - he will answer you the same. This is how the first social interaction takes place.

2. Talk to the baby. To the sounds made by the baby, respond with words, phrases. This will establish contact with your baby and will soon teach him how to speak.

3. Teach your child to be sympathetic. You shouldn't bring up an egoist: more often let your child understand that other people also have their own needs, desires, and concerns.

4. When bringing up, be affectionate. In upbringing, stand your ground, but without screaming, but with love.

5. Teach your child reverence. Explain that items have value and need to be treated with care. Especially if these are other people's things.

6. Teach to share toys. This will help him make friends faster.

7. Create a social circle for your baby. Strive to organize communication between the baby and peers in the yard, at home, in a childcare facility.

8. Praise good behavior. The child is smiling, obedient, kind, gentle, not greedy: what is not a reason to praise him? He will record an understanding of how to better behave and acquire the necessary social skills.

9. Talk to your child. Teach preschoolers to communicate, share worries, and analyze actions.

10. Encourage mutual help, attention to children. Discuss more often situations from the child's life: this way he will learn the basics of morality.

Social adaptation of children

Social adaptation is a prerequisite and result of a preschooler's successful socialization.

It takes place in three areas:

· Activity

Consciousness

· Communication.

The field of activity implies the diversity and complication of the types of activity, good command of each of its types, its understanding and mastery, the ability to carry out activities in different forms.

Indicators of a developed sphere of communication are characterized by an expansion of the child's circle of communication, an increase in the quality of its content, possession of generally established norms and rules of behavior, the ability to use its various forms and types, suitable for the child's social environment and in society.

The developed sphere of consciousness is characterized by work on the formation of the image of the personal "I" as a subject of activity, understanding of its social role, and the formation of self-esteem.

When socializing, the child, simultaneously with the desire to do everything as everyone else does (mastering the established rules and norms of behavior), shows a desire to stand out, express individuality (development of independence, his own opinion). Thus, the social development of a preschooler occurs in harmoniously existing directions:

Socialization

· Individualization.

In the case when a balance is established between socialization and individualization during socialization, an integrated process takes place, aimed at the child's successful entry into society. This is social adaptation.

Social maladjustment

If, when a child enters a certain group of peers, there is no conflict between generally established standards and the child's personal qualities, then it is considered that he has adapted to the environment. If such harmony is violated, then the child may show indecision, isolation, depressed mood, unwillingness to communicate, and even autism. Children rejected by a certain social group are hostile, withdrawn, and inadequately assess themselves.

It so happens that the socialization of the child is complicated or inhibited for reasons of a physical or mental nature, as well as as a result of the negative influence of the environment in which he grows up. The result of such cases is the emergence of asocial children, when the child does not fit into social relations. Such children need psychological help or social rehabilitation (depending on the degree of difficulty) in order to properly organize the process of their adaptation to society.

The childhood of any baby consists of a certain number of different periods, some of them are very easy, and some are quite difficult. Children are constantly learning something new, getting to know the world around them. For several years, the child will have to overcome a lot of crucial stages, each of which becomes decisive in the crumbs' worldview.

The peculiarities of the development of preschool children are that this period is the formation of a successful and mature personality. Preschool development of children lasts several years, during this period the child needs caring parents and competent teachers, only then the child will receive all the necessary knowledge and skills.

At preschool age, the child enriches his vocabulary, develops socialization skills, and also develops logical and analytical abilities.

The development of children in preschool age covers the period from 3 to 6 years, each subsequent year you must take into account the peculiarities of the child's psychology, as well as methods of getting to know the environment.

Preschool child development is always directly related to the child's play activity. For the development of the personality, plot games are necessary, in which the child is unobtrusively learning with the people around him in different life situations. Also, the tasks of preschool development of kids are that kids need to be helped to realize their role in the whole world, they need to be motivated to succeed and taught to easily endure all failures.

In the development of preschool children, many aspects need to be taken into account, of which five main ones stand out, they need to be smoothly and harmoniously developed along the entire path of preparing the child for school, and throughout his entire subsequent life.

If we try to take into account all aspects of the harmonious upbringing of a child, create favorable conditions for all-round development, maintain friendly relations and contribute to the disclosure of his creative potential, then the process of social development of a preschooler will be successful. Such a child will feel confident and, therefore, will be successful.

The development of social competence is an important and necessary stage in the socialization of a child in the general process of assimilating the experience of social life and social relations. Man by nature is a social being. All the facts describing cases of forced isolation of young children, the so-called "Mowgli", show that such children never become full-fledged people: they cannot master human speech, elementary forms of communication, behavior and die early.

Socio-pedagogical activity in a preschool educational institution is the work that includes pedagogical and psychological activities aimed at helping the child, teacher and parent in the development of their own individuality, organization of themselves, their psychological state; assistance in solving emerging problems and overcoming them in communication; and also help in the formation of a small person in society.

The very word "society" comes from the Latin "societas" meaning "comrade", "friend", "friend". From the first days of life, a child is a social being, since any of his needs cannot be satisfied without the help and participation of another person.

Social experience is acquired by a child in communication and depends on the variety of social relations that are provided to him by the immediate environment. A developing environment without an active adult position aimed at translating cultural forms of relationships in human society does not carry social experience. The child's assimilation of the universal human experience accumulated by previous generations occurs only in joint activities and communication with other people. This is how the child masters speech, new knowledge and skills; he forms his own beliefs, spiritual values \u200b\u200band needs, and character is laid.

All adults who communicate with the child and influence his social development can be divided into four levels of proximity, characterized by various combinations of three factors:

· The frequency of contact with the child;

· Emotional richness of contacts;

· Informativeness.

At the first level parents are found - all three indicators have the maximum value.

Second level occupied by preschool educators - the maximum value of information content, emotional saturation.

Third level - adults who have situational contacts with the child, or those whom children can observe on the street, in the clinic, in transport, etc.

Fourth level - people whose existence the child may know about, but whom he will never meet: residents of other cities, countries, etc.

The immediate environment of the child - the first and second levels of intimacy - due to the emotional richness of contacts with the child, not only affect his development, but also themselves change under the influence of these relationships. For the success of the child's social development, it is necessary that his communication with the closest adult environment be dialogical and free from directiveness. However, even direct communication between people is actually a complex and multifaceted process. It carries out communicative interaction, information exchange takes place. The main means of communication between people are speech, gestures, facial expressions, pantomime. Not yet proficient in colloquial speech, the child accurately reacts to the smile, tone and intonation of the voice. Communication assumes that people understand each other. But young children are self-centered. They believe that others think, feel, see the situation the same way they do, so it is difficult for them to enter the position of another person, to put themselves in his place. It is the lack of mutual understanding between people that is most often the cause of conflicts. This explains such frequent quarrels, disputes and even fights between children. Social competence is achieved through productive communication between the child and adults and peers. For most children, this level of communication development can be achieved only in the educational process.

8. Basic principles of organizing the process of social education

Individual assistance in the elimination of conflict and critical

· Situations in the social interaction of the individual, the value formation of her life relations;

• education in a person of abilities and needs to discover and create himself in the basic forms of human activity;

• development of the ability to cognize oneself in unity with the world, in dialogue with it;

· Development of the ability of self-determination, self-actualization on the basis of reproduction, development, appropriation of the cultural experience of self-development of mankind;

· The formation of the need and ability to communicate with the world on the basis of humanistic values \u200b\u200band ideals, the rights of a free person.

Modern trends in the development of the education system in Russia are associated with the implementation of the request for an optimal update of its content and methods in accordance with the growing progress of society, science and culture. The public order for the development of the education system is predetermined by its main goal - the preparation of the younger generation for active creative life in the world community, capable of solving the global problems of mankind.

The current state of science and practice of preschool education testifies to the presence of a huge potential in the development and implementation of programs and technologies for the social development of preschool children. This direction is reflected in the requirements of the state educational standard, is included in the content of federal and regional complex and partial programs ("Childhood", "I am a person", "Kindergarten - a house of joy", "Origins", "Rainbow", "I, you , we "," The introduction of children to the origins of Russian folk culture "," Enduring values \u200b\u200bof the small homeland "," Development of children's ideas about history and culture "," Community ", etc.). These programs allow you to reveal the problem of preschool development.

An analysis of the available programs allows us to judge the possibility of implementing certain areas of social development of preschoolers.

Social development is a process during which a child learns the values, traditions of his people, the culture of the society in which he will live. This experience is represented in the structure of personality by a unique combination of four closely interdependent components:

1. Cultural skills - are a set of specific skills imputed by society to a person in various situations as mandatory. For example: the skill of ordinal counting to ten before entering school. Studying the alphabet before school.

2. Specific knowledge - representations received by a person in the individual experience of mastering the world around and bearing the imprints of his interaction with reality in the form of individual preferences, interests, value systems. Their distinctive feature is a close semantic and emotional relationship with each other. Their combination forms an individual picture of the world.

3. Role behavior - behavior in a specific situation due to the natural and socio-cultural environment. Reflects a person's acquaintance with norms, customs, rules, regulates his behavior in certain situations, determines his social competence. Even in preschool childhood, the child already has many roles: he is a son or daughter, a kindergarten pupil, someone's friend. It is not for nothing that a small child behaves differently at home than in kindergarten, and communicates with friends differently from unfamiliar adults. In every situation and environment, the child feels differently and tries to present himself from a different point of view. Each social role has its own rules, which can change and are different for each subculture, the system of values, norms, traditions adopted in a given society. But if an adult freely and consciously accepts this or that role, understands the possible consequences of his actions and realizes responsibility for the results of his behavior, then the child only has to learn this.

4. Social qualities, which can be combined into five complex characteristics: cooperation and caring for others, rivalry and initiative, independence and independence, social openness and social flexibility.

All components of social development are closely related. Therefore, changes in one of them inevitably entail changes in the other three components.

For example: a child has gained acceptance into games of peers who previously rejected him. His social qualities immediately changed - he became less aggressive, more attentive and open to communication. He felt like a person to be reckoned with and accepted. His horizons expanded with new ideas about human relations and himself: I am also good, it turns out that children love me, children are also not evil, it is interesting to spend time with them, etc. His cultural skills after a while will inevitably be enriched with new methods of communication with objects of the world because he will be able to observe and try these techniques with playmates. Previously, this was impossible, the experience of others was rejected, because the children themselves were rejected, the attitude towards them was unconstructive.

All deviations in the social development of a preschool child are the result of the wrong behavior of the surrounding adults. They simply do not understand that their behavior creates situations in the child's life that he cannot cope with, so his behavior begins to be antisocial.

The process of social development is a complex phenomenon, in the course of which the child appropriates objectively given norms of human society and constantly opens and asserts himself as a social subject.

The content of social development is determined, on the one hand, by the totality of social influences of the world level of culture, universal values, on the other, by the attitude of the individual to this, actualization of his own "I", the disclosure of the creative potential of the individual.

How to contribute to the social development of a preschooler? The following tactics of interaction between a teacher and children can be proposed in order to form socially acceptable forms of behavior and the assimilation of the moral norms of society:

· To discuss more often the consequences of actions of a child or an adult on the feelings and emotions of another person;

· Emphasize the similarities between different people;

· Offer children games and situations in which cooperation and mutual assistance is necessary;

· Involve children in the discussion of interpersonal conflicts arising on moral grounds;

· Consistently ignore cases of negative behavior, pay attention to the child who is behaving well;

· Do not repeat endlessly the same requirements, prohibitions and punishments;

· Articulate rules of conduct. Explain why you should do this and not otherwise.

Social experience, to which a child is attached from the first years of his life, accumulates and manifests itself in social culture. The assimilation of cultural values, their transformation, contributing to the social process, is one of the fundamental tasks of education.

With regard to the content of preschool education in the aspect of social development, we can talk about the following sections of culture and the corresponding directions of the organization of the pedagogical process: the culture of communication, included in the content of moral education; psychosexual culture, the content of which is reflected in the section on sex education; national culture, realized in the process of patriotic education and religious education; ethnic culture included in the content of international education; legal culture, the content of which is presented in the section on the foundations of legal consciousness. This approach, perhaps, slightly limits the content of social development, omitting the sections of ecological, mental, labor, valeological, aesthetic, physical, economic education. But these approaches are fundamental to the social development of the child.

However, the process of social development presupposes the implementation of an integrated approach, the legitimacy of the conditional separation of these sections from the integral pedagogical process is confirmed by one of the essential grounds associated with the social identification of the child at preschool age: species (child - human), generic (child - family member), sexual ( a child is a carrier of a sexual essence), national (a child is a carrier of national characteristics), ethnic (a child is a representative of the people), legal (a child is a representative of a legal state).

Social development of the individual is carried out in activity. In it, a growing person goes from self-discrimination, self-perception through self-affirmation to self-determination, socially responsible behavior and self-realization.

Due to the specifics of the development of mental processes and functions, identification of a preschooler is possible at the level of emotional experience that arises in the course of comparing oneself with other people. The effectiveness of social development as a result of socialization-individualization is due to the influence of various factors. In the aspect of pedagogical research, the most important of them is education, the purpose of which is to familiarize with culture, its recreation, appropriation and creation. Modern research on the personal development of a child (in particular, the team of authors for the development of the basic program "Origins") makes it possible to supplement, concretize the indicated list and refer to universal human abilities a number of basic personality characteristics, the formation of which is feasible in the process of social development: competence, creativity, initiative, arbitrariness, independence, responsibility, safety, freedom of behavior, self-awareness of the individual, the ability to self-esteem.

The social experience that a child joins from the first years of his life is accumulated and expressed in social culture. The study of cultural values, their transformation, contributing to the social process, is one of the fundamental tasks of education.

The copying mechanism is of great importance in the process of mastering culture and in the formation of universal social abilities as one of the ways to penetrate the semantic structures of human activity. Initially, imitating the people around him, the child masters the generally accepted ways of behavior, regardless of the characteristics of the communicative situation. Interaction with other people is not divided according to species, generic, sex, national characteristics.

With the actualization of mental activity, the enrichment of the semantic social spectrum of interaction, there is an awareness of the value of each rule, norm; their use becomes associated with a specific situation. Actions that were previously mastered at the level of mechanical imitation acquire a new, socially meaningful meaning. Awareness of the value of socially directed actions means the emergence of a new mechanism of social development - normative regulation, the influence of which in preschool age is inestimable.

The implementation of the tasks of social development of preschool children is most effective in the presence of a unified pedagogical system built in accordance with the main approaches of the general scientific level of pedagogical methodology.

· The axeological approach allows us to determine the set of priority values \u200b\u200bin education, formation and self-development of a person. With regard to the social development of preschoolers, the values \u200b\u200bof communicative, national, legal culture can act as such.

· The culturological approach allows taking into account all the circumstances of the place and time in which a person was born and lives, the specifics of his immediate environment and the historical past of his country, city, the main value orientations of the representatives of his people, ethnic group. The dialogue of cultures, which is one of the dominant paradigms of the modern education system, is impossible without familiarization with the values \u200b\u200bof one's culture. From childhood, parents teach their children the customs of their culture, unconsciously instilling in them cultural development, which children, in turn, will pass on to their descendants.

...

Similar documents

The relevance of ecological education of the younger generation. Play as the main activity of preschool children, in the process of which the child's spiritual and physical strength develops. Principles of environmental culture education among preschoolers.

thesis, added 03/11/2014


Significance, tasks (health-improving, educational, educational) and principles of physical education of older preschool children. Consideration of ways of developing agility and speed in preschoolers. Determination of the role of outdoor games in child development.

term paper, added 01/16/2010


Environmental education as a new direction in preschool pedagogy, its main ideas and methods of implementation, importance in the formation of a child's personality. The development of preschoolers through didactic games. Experimental confirmation of these techniques.

certification work, added 05/08/2010


Didactic principles and conditions for playing games and activities with young children. Didactic game as a means of education and a form of teaching preschool children. Studying the features of sensory education in children in didactic play.

term paper, added 05/18/2016


Environmental education as a direction in preschool pedagogy. The main goals of environmental education. The essence of the game as a leading activity. Using didactic games as a means of developing preschoolers in the framework of environmental education.

certification work, added 05/08/2010


Organization of the labor activity of schoolchildren, the search for relevant methods and means that contribute to the development of their personality. Labor as a means of all-round development of a preschool child. The technology of a person's entry into real labor relations.

abstract, added 12/05/2014


Control work to identify the formation of the level of formation of aesthetic qualities in young children. Genesis of the concept of "play" as a means of aesthetic education of preschoolers. The development of a child's logic, thinking and independence.

term paper added on 10/01/2014


The place of national identity in the structure of personality. Methods and means of forming patriotic feelings in preschool children. State Program for the upbringing of a preschool child. The main forms of familiarizing preschoolers with their native land.

term paper, added 12/09/2014


Features of social development of preschool children. The role of play in the socialization of the personality of a preschooler. Experienced and practical work on the formation of social and communicative skills and abilities among older preschoolers in the process of play.

term paper added 12/23/2014


Determination of the importance of labor education in the development of the child's personality. Diagnostics of the level of development of labor skills in preschoolers. Development of a system of work on the labor education of senior preschool children in a small kindergarten.

GOU SPO (SSUZ) "Chelyabinsk State Pedagogical College No. 2 »

Preschool pedagogy

Test assignments for intermediate certification of students

Compiled by: S. V. Pronyaeva,

preschool teacher

Introduction

In modern conditions of the development of Russian society, it is believed that one of the important trends in the reform of the educational system is the introduction of the state educational standard.

The state educational standard is designed to solve a wide range of tasks, such as ensuring a high level of professional education and the quality of training specialists; ensuring the academic freedom of an educational institution in the formation of a flexible and variable content of education and the organization of the educational process; ensuring the unity of the content of education and compliance with the norms and requirements for the organization of the educational process throughout the educational space of Russia; ensuring control over the effectiveness of the VET system and the quality of education in it.

Education cannot be complete without regular and objective information about the degree of mastering by students of educational material, about their practical application of knowledge. The need to control learning and assess knowledge is dictated by the mandatory implementation of the following chain: the goal of learning - the learning process - the result - a new goal. The most important component of teaching technology is a test as a tool for measuring the level of knowledge, without which it is impossible to identify the fulfillment of the standard, but also to optimally manage the educational process, without which it is impossible to achieve high-quality assimilation of the standard.

The course of preschool pedagogy is one of the leading teachers in professional education, its study takes a fairly large amount of time, which requires a variety of types and forms of control. Test control is not the only form of control; in the presented version, it claims to assess knowledge along the content lines of the educational program and does not affect the practical skills of students.

These materials can be certified on the following grounds:

Name of the discipline: preschool pedagogy

Name of the educational program: Preschool Pedagogy, 2005

Purpose of creation: intermediate certification

Number of tasks: 15

Number of options: Z, 4

lead time: 30 minutes

Type and form of tests: closed, with a choice of answers

Assessment: 100% - 80% - grade "5"

81-70% - grade "4"

71- 60% - grade "3"

"5" - the student knows the program material, understands and has firmly mastered it, gives correct, conscious and confident answers to questions

"4" - the student knows the program material, understands it well, makes minor mistakes

"3" - the student discovers knowledge of the basic program material, experiences some difficulties, overcomes them with the help of a teacher

"2" - the student discovers ignorance of most of the program material, answers uncertainly, makes gross mistakes

Instructions for use: 1. Read the question carefully, paying attention to the construction of the question. 2. Indicate the number of the question and the answers to it 3. If you wish, you can first answer the questions, the answers to which do not cause you any difficulties, and then on more difficult questions

Test on preschool pedagogy on the topic "Education is the leading function of preschool pedagogy"

1.The upbringing of preschool children is:

a) the process of introducing universal human values \u200b\u200bto the world

b) the process of forming moral values

c) the process of interaction between an adult and a child aimed at the formation of the child's personal qualities in accordance with universal human values

2. From the proposed groups of value relations, select the one in which universal human value relations are presented:

a) Attitude towards the family, attitude towards oneself, attitude towards the Fatherland, attitude towards culture, attitude towards art, attitude towards religion

b) attitude towards national culture, attitude towards material culture, attitude towards the historical events of one's country, attitude towards national heroes, attitude towards the traditions of one's family

c) attitude towards national holidays, attitude towards birthdays, attitude towards genealogy, attitude towards Orthodoxy, attitude towards Russian culture

3. From a number of proposed definitions, select the one that, in your opinion, most fully reveals the essence of the process of moral education:

a) Moral education - the influence of the educator on the educated person in order to form his moral qualities of the personality

b) Moral education is a pedagogical process aimed at promoting the development of moral qualities of a person based on the assimilation of universal and national moral values

c) Moral education - organized interaction between the educator and the educated, aimed at the formation of consciousness, feelings and relationships

4. Indicate the researchers of the problems of moral education of preschool children:

a) Vinogradova A.M.

b) A.V. Zaporozhets

c) Nikolaeva S.N.

d) V.G. Nechaeva

5. Choose methods of education aimed at the formation of moral consciousness:

a) ethical conversation

b) an ethical story

c) encouragement

d) reading fiction

6. Identify methods that are not used in parenting:

a) suggestion

b) physical punishment

c) accustoming to the rules of social behavior

7.What is included in the content of preschool education:

a) physical education

b) polytechnic education

c) moral education

d) aesthetic education

8. What is the purpose of the ideal goal of education:

a) is a guide to human capabilities

b) helps to formulate the tasks of upbringing in different directions of a multifaceted personality

c) is the basis for the development of tasks in educational programs

9. Determine the patterns of upbringing preschool children:

a) the activity of the child himself

b) the child's need for love

c) the personality develops effectively in a situation of success

c) respect for the rights of the child

10. Name the main components of the moral education mechanism for preschool children:

a) knowledge and understanding

b) skills and habits

c) moral qualities

d) feelings and relationships

11. The means of moral education in kindergarten are:

a) children's own activities

b) the environment surrounding the child

c) nature

d) mass media

12. Name the semantic blocks that make up the content of moral education:

a) education of humanity

b) education of collectivism

c) education of patriotism and citizenship

d) political education

a) education of collectivism

b) education of humanity

c) education of hard work

d) fostering discipline

14. What are the conditions for the effectiveness of the use of educational methods:

a) tactful application of the method

b) the reality of the method

c) humanity of the method

d) isolation of methods

15. What methods should be predominant in preschool age:

a) practical methods

b) methods of forming consciousness

c) methods of persuasion

d) methods of punishment

Test on preschool pedagogy for the topic "Child and Society"

1. Indicate children's social development programs:

a) "I am a man"

b) "I, you, we"

c) "Open yourself"

d) "Childhood"

2. What is included in the concept of "social reality»?

a) material objects

b) social phenomena

c) everything that surrounds the child

3. Highlight a means of familiarizing yourself with social reality:

a) activities

b) knowledge

d) didactic aids

4. What is the function of knowledge characterizes the introduction of the child to the values \u200b\u200bof knowledge:

a) regulatory

b) informative

c) emotiogenic

5. Which of the tendencies of children's familiarization with social reality does not correspond to the age characteristics of preschool children?

a) optional knowledge

b) formal introduction of children to social reality

c) overloading children with knowledge about social reality

6.In the course of which process does the child become involved in the sphere of social reality:

a) socialization

b) democratization

c) individualization

7What methods of familiarizing with social reality activate the cognitive activity of children?

a) surprise moments

b) switching to another activity

c) elementary and causal analysis

8. What types of activities contribute to the child's involvement in social reality in a real way?

b) observation

c) household activities

9.What is the content of familiarizing preschoolers with social reality?

a) attitude towards oneself

b) attitude towards the Motherland

c) attitude towards people of different nationalities

d) familiarization with spatial and temporal relationships

10. What sections are included in the program of S.А. Kozlovoy "I am a man"?

a) Earth is our common home

b) What do I know about myself

c) Man is a creator

d) Children of the whole Earth are friends

11. What concept is pivotal in the “I am a human” program?

a) Human

b) Reality

c) Child

12. What regulatory documents underlie the social development of the child?

a) Declaration of the rights of the child

b) The concept of preschool education

c) Regulations on a preschool institution

13.Name the researchers of the problems of social development of preschool children:

a) A.V. Zaporozhets

b) E.V. Ryleeva

c) S.A. Kozlova

14. Name the indicators of the child's social development:

a) the level of mastering self-service skills

b) social adaptation

c) social status

d) level of knowledge

15. The result of the social development of a preschool child is:

a) socialization

b) individualization

c) socialization-individualization

Test on preschool pedagogy for the topic "Raising a healthy child»

1. Determine the most accurate definition of the concept of "physical culture":

a) it is part of the general culture of the people

b) it is a set of material and spiritual values \u200b\u200bof society, which are accumulated, created and used for the physical improvement of people

c) exercise system

d) academic discipline in educational institutions

a) methods and techniques of physical education

b) outdoor games

c) daily routine in kindergarten

d) exercises in basic movements

3. What means of physical education are used to solve health problems:

a) rational regime

b) good nutrition

c) social factors

d) artistic means

4. What means of physical education are used to solve educational problems:

a) an example of an adult

b) the healing forces of nature

c) artistic means

d) own activities

5. What means of physical education are used to solve educational problems:

a) various activities of children

c) exercise

d) fiction

6. What groups of tasks are allocated in the system of physical education:

a) educational

b) developing

c) wellness

d) educational

7. Name the researchers of the theory of physical education:

a) P.F. Lesgaft

b) G.V. Khukhlaeva

c) T.I. Osokina

d) S.A. Kozlova

8. What tasks belong to the group of educational tasks of physical education:

a) the formation of skills for performing basic movements

b) protection and promotion of health

c) the formation of ideas about your body and health

d) fostering will, courage, discipline

9. What groups of cultural and hygienic skills are included in the content of upbringing of preschoolers:

a) skills to manage their own behavior, discipline

b) skills to maintain order in the environment

c) food culture skills

d) skills to keep the body clean

10. What skills are included in the food culture skills group:

a) chew food correctly, use a napkin

b) hold a spoon, fork, bread correctly

c) thank for the meal

d) skip ahead of small children, girls

11.Choose the principles of cultural and hygienic skills formation:

a) the presence of algorithmic execution of procedures

b) creating conditions for the independence of the child

c) an example of an adult

d) creating situations that clearly demonstrate the effect of household procedures

12. Name the methods of forming cultural and hygienic skills in kindergarten:

a) exercise

b) artistic word

c) playing techniques

d) experiment

13. What are the main components of the educational process that are included in the content of the morning:

a) morning reception

b) walk

c) afternoon tea

d) classes

14. Determine the reason for the distribution of the content of the activities of children on the walk by stages:

a) the need to alternate calm activity and physical activity

b) algorithmization of the regime process

c) discipline

d) parental requirements

15. What are the components of the walk:

a) observations

b) outdoor games

c) sports entertainment

d) on duty

Test on preschool pedagogy for the topic "Continuity between preschool educational institution and school"

1. The continuity between kindergarten and school is:

a) one of the forms of communication between educational institutions

b) a set of educational programs

c) management structure

2. Choose meaningful components of continuity:

a) pedocentric

b) communicative

c) information and educational

3.Choose the types of school readiness:

a) motivational

b) practical

c) intellectual

4. Select the components of motivational school readiness:

a) interest in school

b) the ability to cooperate

c) desire to learn

5. Indicate the tests that are included in the diagnosis of school readiness:

a) Kern-Jirasek test

b) graphic test

c) "Secret" technique

6. Name the grounds for continuity between kindergarten and school:

a) development of curiosity

b) the development of communication

c) training in writing and counting

7. What are the options for interaction between kindergarten and school:

a) kindergarten-school

b) preschool

c) primary classes are located in kindergarten

8.Choose aspects of interaction between kindergarten and school:

a) methodical

b) outreach

c) communicative

a) mutual visits to educational institutions by teachers

b) teachers' councils

c) parenting meetings

10. The components of intellectual school readiness are:

a) knowledge of the school

b) desire to learn

c) cognitive mental processes

11. Name the researchers on school readiness issues:

a) L.A. Venger

b) S.L. Novoselova

c) V.A. Petrovsky

12. What is the main activity of the preschooler:

a) educational activities

b) play activity

c) labor activity

13. What is the main activity of a younger student:

a) educational

b) educational and cognitive

c) productive

14.What is special preparation of children for school:

a) physical fitness

b) training in the main educational areas (mathematics, the world around)

c) psychological preparation

15. What regulates the relationship between kindergarten and school:

a) a special agreement on interaction between kindergarten and school

b) a plan of joint work

c) educational program

Test on the topic "Play activities of a preschooler"

1.Complete the phrase: "The main components of the game as an activity":

c) result

d) actions

e) imaginary situation

2. Creative games are:

a) dramatization games

b) fun games

c) plot-role

d) movable

e) musical

g) didactic

3. The basis of games with rules:

a) a set of formalized rules

b) an imaginary situation

c) a set of game actions

d) win

4. Games with rules:

a) chess

c) "shop"

d) mothers and daughters

e) paired pictures

5. The type of relationship played in games with rules:

a) friendly relationship

b) involvement

c) competition and rivalry

d) cooperation

e) rivalry

6. End result in creative play:

a) he is not

b) implementation of the game concept

c) win

d) creative recreation of actions

e) victory

f) establishing friendly relationships

7. The main purpose of creative games:

a) enjoy the process

b) implementation of the plan

c) take the role

d) actions with objects

e) organization of leisure

8. Basic gaming tools:

A) toys

B) imaginary objects

C) substitute items

E) game actions

9. The main components of role-playing games:

a) didactic task

b) game task

c) imaginary situation

e) game actions

f) rules

10. Characteristic features of the role-playing games of older preschoolers:

a) chain of 1-2 actions

b) the roles are not recognized

c) an imaginary situation is held by an adult

11. Highlight the correct statement:

a) "game child of labor"

b) the game is social in content

c) the game is social in origin

d) "labor of the child of the game"

e) the game is of biological origin

12. Name the researchers of technology role-playing games:

a) A.P. Usova

b) D.B. Mendzheritskaya

c) L.S. Vygotsky

d) S.L. Novoselova

e) N.A. Korotkova

f) A.N. Leontiev

13. Name the main components of didactic games:

a) imaginary situation

b) didactic task

c) game relationships

d) rules

f) play actions

14. Determine the dependence of the older preschooler's play activity on toys:

a) the child first defines the game, then the toy

b) the child first chooses a toy, then a game

c) the game does not depend on the toy

d) the game can proceed without a toy

e) toy - the material basis of the game

15. What needs are met in the game:

a) the need for movement

b) the need for communication

c) the need for actions with objects

d) biological needs

e) the need for knowledge of the surrounding world

16. What toys ensure the development of the child's creativity?

a) game modules

b) substitute items

c) items and benefits

d) sets of themed toys

e) didactic toys

17. Highlight the main components of the technology of leadership role-playing games S.L. Novoselova:

a) the minimum number of toys

b) educational games

c) the game "phone"

d) activating communication between an adult and a child

e) subject-play environment

f) fantasy games

g) familiarization with others

18. Highlight the paradoxes of the game, identified by L.S. Vygotsky:

a) game-school of will

b) game-school of morality

c) the contradiction between desires and possibilities

d) play and real relationships

e) the need for leadership in creative activity

f) an imaginary situation develops all the time

Topic: The system of preschool education

1. What stages of study does the educational system unite?

a) preschool

b) after-school

c) additional education

d) independent

2. What institutions are educational?

a) institutions of additional education

b) preschool

c) correctional

d) professional

3. What document defines the specifics of the institution's activities and is the basis for the development of the charter of an educational institution?

a) RF Law on Education

b) Model provision on educational institution

c) Educational program

d) The concept of preschool education

4. Define the types of preschool institutions:

a) kindergarten

b) orphanage

c) a kindergarten for supervision and recovery with priority implementation of sanitary and hygienic, preventive and recreational activities

d) child development center - kindergarten with the implementation of physical and mental development, correction and recovery of all children

5. What components are included in the concept of "education system"?

a) a set of educational institutions

b) the system of educational authorities

c) the totality of the system of educational programs

d) a set of state educational standards

6. What procedures constitute the system of legal bases for improving the quality of preschool education?

a) certification

b) licensing

c) program review

d) accreditation

7.The preschool licensing procedure grants the right:

a) for teaching activities

b) to open a kindergarten

c) admission of children to kindergarten

d) for financing

8. The kindergarten accreditation procedure grants the right:

a) for funding

b) to open a kindergarten

c) to protect the rights and dignity of the child

d) on the parent's guarantee in raising children

9.What is the subject of examination during the licensing procedure for a preschool institution?

a) equipment of the pedagogical process

b) staffing

c) software

d) conditions of stay of children in kindergarten

10. When does a preschool institution receive increased funding?

a) if certified for a category (second, first)

b) if it meets sanitary requirements

c) if it meets the parents' requests

d) if ensures the safety of life and health of children

11. In what case does a preschool institution acquire the status of a "Development Center"?

a) if educational services exceed the requirements of the State Standard in all areas

b) if educational services exceed the requirements of the State Standard in one direction

c) if the institution meets the parents' requests

d) if it receives budget financing in an increased amount

12. Who takes part in the certification procedure of a preschool institution?

and) pedagogical staff of the kindergarten

b) parents

c) special commission

d) public organizations

13. Do the principles of state policy in the field of education apply to the preschool education system?

c) partially

d) are adjusted taking into account the specifics of the kindergarten

14. What are the directions of development of the preschool education system:

a) development of theory and practice of preschool education

b) development of a network of preschool educational institutions

c) development of the material base of preschool institutions

d) training

15. How is the national-regional component implemented in the content of preschool education?

a) updating the content with the traditions, culture of the area where the child lives

b) the division of children by ethnicity within a preschool institution

c) studying the interests of parents

d) updating technologies for raising a child

Preschool Pedagogy Test

Topic: Teaching Preschool Children

1. Choose the correct answer:

a) teaching method is a way of cognitive activity of an adult and a child

b) the teaching method is a system of ways of work of the teacher and children with the aim of acquiring knowledge, skills and abilities by children, developing cognitive abilities

c) the teaching method is a method of interacting with a child about the acquisition of cognitive information

2. Which of the following methods are illustrative?

a) conversation

b) observation

c) showing methods of action

3. Which of the following is a form of training organization?

a) classes

b) excursion

c) viewing the picture

4. Play methods belong to the group:

a) practical

b) visual

c) verbal

5. Which of the following are not verbal teaching methods?

a) conversation

b) sample show

c) a story about a picture

6. Highlight the learning patterns of preschoolers:

a) developing

b) activating

c) personality-oriented

7.Which teacher was involved in preschool education?

a) A.S. Makarenko

b) A.P. Usova

c) N.N. Poddyakov

8. What is the main form of education in kindergarten?

a) classes

b) circle

c) independent activity

9.Choose the most complete answer:

a) learning is the process of transferring knowledge, skills and abilities

b) learning is a way of acquiring cognitive information

c) learning is the process of interaction of a teacher with children in order to acquire knowledge, skills, abilities, methods of cognitive activity

10. Name the main components of the learning process:

c) way

d) form of organization

11.The goal of preschool education is:

a) transfer of knowledge, abilities, skills

b) teaching methods of cognition, experience and transformation of the surrounding reality

c) transfer of experience

12. What didactic principle of teaching Ya.A. Comenius called the “golden rule of didactics” in preschool age?

a) systematic

b) visibility

c) availability

13. The purpose of which process is the transfer of methods and means of cognition of the surrounding reality?

a) learning

b) education

c) education

14. Name the components of the learning process:

a) learning

b) teaching

{!LANG-7ea07353df9a5410a42ca3582bb75287!}

{!LANG-73e9573c9a0b4076d158b4a7b9dc3369!}

{!LANG-95f3f3d9ae5d60cc87728504a3e2038b!}

{!LANG-3520248e6b61568ea5b42b99401a6f16!}

{!LANG-e7eaca61a9263a4c291e34d272e5782f!}

{!LANG-4d1284a83290520a34c2adb37f6e3311!}

{!LANG-160446a5fba81629623bb066007a09f5!}

{!LANG-846781bd3e1325e1e6b2c2dfe013ec40!}

1. {!LANG-7b85be57ad03ecbfda04a7083f5f3cad!}

{!LANG-4a5ced1a23292f9dc3b224923a963800!}

{!LANG-240aa24dff858d0bb4f0a240a3a5f4a3!}

{!LANG-dd2683a677f104e52384ab5fc671ab1c!}

{!LANG-d476ed10713f08f800044d2f0ed1310a!}

{!LANG-25b22d3eb9e6e7c1fbef6b7f5eb44132!}

{!LANG-500aa811df53f18c06ae163003865842!}

{!LANG-084e2a3245d9297ce9884c078f312cb4!}»:

{!LANG-4b442f07250b98761a58b6c376ff7d41!}

{!LANG-9a26a02063c72985039605fa9e2f06e7!}

{!LANG-0dc387934950e0c3517df592db00b44f!}

{!LANG-bdbed8a374b7e831df2f667539786390!}

{!LANG-25b22d3eb9e6e7c1fbef6b7f5eb44132!}

{!LANG-d9b55b913b971884d7fa0bdd7a87f72e!}

{!LANG-1c4ccbafe92817e7b6a0bc7d0bfb6347!}

{!LANG-4fa17a7c0267649d382c60c92037c9da!}

{!LANG-ab5ba002b1ecaed7130522097eb0f21d!}

{!LANG-e6bf7df8cc581b79bf17fc9fc49a694d!}

{!LANG-25b22d3eb9e6e7c1fbef6b7f5eb44132!}

{!LANG-4244d065c8ee46dcc8abac555468acce!}

{!LANG-173ccb3c9b55e621098746a6b710f242!}

{!LANG-79171bade8060d066d95d940d6bb4342!}

{!LANG-9f882b236d10416f90b8c1deaa01abd1!}

{!LANG-9abb8c53b3717301687f054915cbfa7a!}

{!LANG-25b22d3eb9e6e7c1fbef6b7f5eb44132!}

{!LANG-7065dd6f8921cd0d466f5b9a2fb13d88!}:

{!LANG-eedeeaf5a2bc87e0e5a770475dbc281b!}

{!LANG-85c79f79dce3873dd7f26890c7271eba!}

{!LANG-bc9181a54c3d028a66cdd8a4988d56cf!}

{!LANG-7a81216934090ddc855232eefb830b81!}

{!LANG-5f9fb9323236eed41f7fedb0cc1bf34c!}

{!LANG-171609efe854c7ac996e598b2b23909d!}:

{!LANG-988319c30ec4ead15b182497acd981fd!}

{!LANG-383cb2d2df6f4cdce6c27314bd22a2fe!}

{!LANG-57c82827d6f44a227856841a0fd96ac0!}

{!LANG-54c5ff0254ac62b2a0a0a1cad5ca3903!}

{!LANG-ea24396c8cda282895a4b7068e13e201!}

{!LANG-e82baf3d9ca27f8301de93db3fedee56!}:

{!LANG-fbf6c912c926d816ce7d6920ff22270b!}

{!LANG-481a75419b02e711f25ae6f03a14afcb!}

{!LANG-cb592d4a7e76eb12bf626fcf6fa14de4!}

{!LANG-2651980d59e45cb15b65f5594900751c!}

{!LANG-f46d6b297440028823103e258fd1fc1e!}

{!LANG-8066200b26c57e6a1402b00714fbb19f!}

{!LANG-d49be9a9da70d4309bcd4bed21bd806f!}

{!LANG-ff0fa540c4806658a40a4ce0ee9b8022!}

{!LANG-b95ce56e3c448a96c2400d9eef010375!}

{!LANG-2651980d59e45cb15b65f5594900751c!}

{!LANG-f2ef61ed3ceae80273a85cca634092e2!}

{!LANG-aa6c15631fad625603837ed567ce2f68!}

{!LANG-bea569294295df610ad9696cc388ff6f!}

{!LANG-2de9328d8fbda931ed1d8d4e6841f53b!}

{!LANG-1b7e3bf35eb6f1dd87e9db02f5e9b3a0!}

{!LANG-5b1d9e28bcf891a50dc2b81c6262aeaa!}

{!LANG-ae9a6ac698d20a380869d67d9e282869!}

{!LANG-913a5b47ce1d8ff61c43aa82f57e77bc!}:

{!LANG-612782096c0b2b3316e89dcbbe435ade!}

{!LANG-8599efa87397f609dac121e28ba97ce3!}

{!LANG-b0a9d3791031c0cd9f33986b0cd74462!}

{!LANG-bcdc1bc5ef125aa1b7780a76349bfa57!}

{!LANG-5f9fb9323236eed41f7fedb0cc1bf34c!}

{!LANG-6ac15ee638234412db5a035b90a787b3!}:

{!LANG-9647ae482ca6cec5589b5975a254f683!}

{!LANG-1ccee9b59f4224876c5b361299ec4339!}

{!LANG-d74aec5a5fea64d6ea7e95c4755bb35d!}

{!LANG-a1d59b7d23df0ff2489925fa6c69bb75!}

{!LANG-e246c7060c5064aa1f1a198e02c5f755!}

{!LANG-69574dc435e588a8ffb6ff626632fb13!}

{!LANG-f4e95c975344276d98d7b06164e437a8!}

{!LANG-aae99808532ab7bf87374d0f9390dd76!}

{!LANG-ac12b5104f46ac72b143e1703e064792!}

13. {!LANG-eef6421cfd1acff965b66a2aac63473e!}:

{!LANG-a1603350537b2476feacd47a25735ec2!}

{!LANG-bb97d29fa631f9b8cf584a356f0276f5!}

{!LANG-62666c68d896f197613b2d1177b015a1!}

{!LANG-e5cb3d03a556ea13c71c58dfa7f042a4!}

{!LANG-7a27ba082cf98f3af83531c0deec89c0!}

{!LANG-70286e793c4f8dcb065568ae9bc93950!}:

{!LANG-7ab52eb1847afe0a210ad2977ece43b5!}

{!LANG-f095cb252e73f53c75f08d84e6a52015!}

{!LANG-16a2f197ad5088fd0f152e787b10452e!}

{!LANG-86f25a391f71cbb2b771416fe8a50d51!}

{!LANG-210235a1ab797022eb7987b34665552b!}

15. {!LANG-bb8848d522cf34b4292379a82b7ff3a6!}:

{!LANG-3e3927bfa3749476ed1faf1bdc015575!}

{!LANG-29a291659ffd1dbf5ab2911ab5bfa513!}

{!LANG-fd63549ac69beb776f4cbf3a97ffcf93!}

{!LANG-d4329cbdb828496fe7583610bb9032b2!}

{!LANG-3f01f1e17333956fdbb1985fa0507737!} »

{!LANG-2e12e2723fbbd89fa5a0024c45a6f563!}:

{!LANG-1e75ddd9f4be0d876350f832c3dac4e6!}

{!LANG-2570d191e187b599cdf590c28640c419!}

{!LANG-48f787a1626ad93f5e47426f86b4eec5!}

{!LANG-b4d89ab633ef3d4703137efaf95c6a01!}

{!LANG-c4802c4b44dbdf8533b73281ac37983d!}:

{!LANG-b274b3242d51beaae3eec07e239746e8!}

{!LANG-0cd1633bad4e8fcb029e9cc142297890!}

{!LANG-56baf542a78348116e1c50f490817e3e!}

{!LANG-51d6f263ae83a840facd3dc39001a441!}

{!LANG-9d4e793f0d5c5d117229c0945e27cabc!}:

{!LANG-c7826f26a6cdd675fc96fbacf42fd7f0!}

{!LANG-5d5a5e5a51433674c0f3c57b543cc0fc!}

{!LANG-426df94f999f5cd4d91fe6413a83f2f8!}

{!LANG-68669b3d750431c0d9d2dfda15fd30b9!}

{!LANG-4c1b35ae60d49b66b99aa09a669c416a!}

{!LANG-b143d1a7296e4415a032d346c19a12af!}

{!LANG-ce4a5804028f3ad200f3156fb4bf672e!}

{!LANG-6e99823e368990aaf188b947a0ca61ad!}:

{!LANG-a6ea1f47865af223fbaafd8b304f94db!}

{!LANG-9a08725f362bb23ea9e0ae175f18c4af!}

{!LANG-5dfa51b8d069e21a3630919ee2fbd380!}

{!LANG-309d97b14ac86559405b4ad340901232!}

{!LANG-23c26bf3e462eef66bc0354df8a65c1b!}:

{!LANG-c843f9cad71325319cb3fc0be6ab718a!}

{!LANG-453a8a616468af7f2992b7f0f130b835!}

{!LANG-37ebd2a0b2cc7e7ce8b0312273395262!}

{!LANG-a5252df8a5303bb9f4a6f589f6b748fe!}

{!LANG-282562ed3b16af1e18e6ec9b02ab84d7!}:

{!LANG-5bec3d7e7d00c651d6b7039ce7274586!}

{!LANG-67a7d017803ffac80afc6d1ff494bbbf!}

{!LANG-0011eb90d6bb3e479c2545255ebcca97!}:

{!LANG-82554056d07223036362e9d1670d5c2b!}

{!LANG-0767deae5d64bbd05b854e301a87dd0f!}

{!LANG-4177576e8875d3557d33292439c4950b!}

{!LANG-a93bcd8bfb36a952728a1c8f475d989c!}

{!LANG-5f383d51e82b92ada07eaff79038a7f6!}:

{!LANG-b8d2f0bd8db9d1a41eaf88bc0f834dc1!}

{!LANG-6dc731a9519ddf466c2743c050ab0a77!}

{!LANG-bbb7f223942ea188881550ffcc72450d!}

{!LANG-4bc2b3c79b249823ef9db1247d998009!}

{!LANG-5f9e5724af6efcd3faaf6f4775a15a80!}:

{!LANG-4d2e3e8c080f232821e251fb50d19f1a!}

{!LANG-9079cfa7b56bfc1fe329d1deded3d95e!}

{!LANG-d94f1dd9a354c14318be3a2a25b3453d!}

{!LANG-cc83034f9ddfdcac5047d00b39dc8c03!}

{!LANG-d07e5bbe25e1263bf7ea75cc92b70c78!}

{!LANG-fb24102e7959e805f1cf35aa1a16b60e!}

{!LANG-4042266cd2e9f315e4e39c9ca1c5b55f!}

{!LANG-ef34e7829de4ffde093dae221ce5e408!}

{!LANG-1c586a484d86f586962c791e76506a6a!}

{!LANG-b71f01e4f606b4759821f4086e55c460!}:

{!LANG-a1ef999fc95ce7d03829ecbfc9249090!}

{!LANG-e3f6f603b6242019b13e21c45319f476!}

{!LANG-bb8de623d309897bb8e5ac48ef29c1ff!}

{!LANG-7ef82f6047f3a5986a9f972206378233!}

{!LANG-a008225b9739571619e1842368e78780!}:

{!LANG-d7e6779c4c38f576fa929eccceed7695!}

{!LANG-7f24474486f85a60273a8c74c47c0d21!}

{!LANG-6d9f79f3b2d14079d7d065695f52eac1!}

{!LANG-0131d1ccee61e1e33188cab969f491e0!}

{!LANG-b03e55d67af4d6a1882b410fc438e267!}

{!LANG-41a46924c48cce30fd0b3e30ae56a7be!}

{!LANG-7379d6460700b26de032d24e60ce93ef!}

{!LANG-d0b63a68c211ab4f9b27677d800b0054!}

{!LANG-1c875f3c4641670c356bf66cf418271f!}

{!LANG-6a1aea614a78a5e445e04bbae0c270a7!}:

{!LANG-699a3ea1ddd453738a380fd2c043720d!}

{!LANG-3a134cbf2dc1bee80b32b95119991b44!}

{!LANG-054fc8733a0c93de1c2f69f0efc4969d!}

{!LANG-ec111cea7f47c7ff7c3a1a290568dae9!}

{!LANG-48e19d031c9d5226bcb2607b484e0e9c!}

{!LANG-c0b391c3eb39199b5ebd8969e524e007!}

1. {!LANG-a39c19da8ff2f08644f1f3e6c187896d!} 2. {!LANG-f2e4bb57a9b0a4034d7093d4313a9ae4!} 3. {!LANG-48a246fe2475632abc9623f48f0805e1!} 4. {!LANG-1d55510794c8cd2845f1677292e5cb0f!} 5. {!LANG-8fde150a42382f5192e4781af9694909!} 6. {!LANG-48a246fe2475632abc9623f48f0805e1!} 7. {!LANG-75888c7cb41c9685947cbabd1b78992f!} 8. {!LANG-c15c49a8f55a3dd0da7c8eda0e7485f9!} 9. {!LANG-7dc34c4ef6342b5cb9ddd851213c03ec!} 10. {!LANG-8fde150a42382f5192e4781af9694909!} 11. {!LANG-30fdbbf36cd0146b23fbb530577e0eb9!} 12. {!LANG-7dc34c4ef6342b5cb9ddd851213c03ec!} 13 {!LANG-6c563f0c784eb1663ebc0cdac8d50cee!} 14. {!LANG-7dc34c4ef6342b5cb9ddd851213c03ec!} 15. {!LANG-7dc34c4ef6342b5cb9ddd851213c03ec!}

{!LANG-b65908060867243bc117e0ae122cd1a8!}

1. {!LANG-30fdbbf36cd0146b23fbb530577e0eb9!} 2. {!LANG-48a246fe2475632abc9623f48f0805e1!} 3. {!LANG-2ff1e15e431d6ea11728343e2c158553!} 4. {!LANG-48a246fe2475632abc9623f48f0805e1!} 5. {!LANG-30fdbbf36cd0146b23fbb530577e0eb9!} {!LANG-8cc8cb3435f1349187451643dca76b82!}{!LANG-b4deb9012718710ef136359d8252ff7e!} 8. {!LANG-057e16f532739987b83638e6ec55470a!} 9. {!LANG-7dc34c4ef6342b5cb9ddd851213c03ec!} 10. {!LANG-7dc34c4ef6342b5cb9ddd851213c03ec!} 11. {!LANG-b4deb9012718710ef136359d8252ff7e!} 12. {!LANG-2ff1e15e431d6ea11728343e2c158553!} 13. {!LANG-057e16f532739987b83638e6ec55470a!} 14. {!LANG-75888c7cb41c9685947cbabd1b78992f!} 15. {!LANG-bf44672226a49cab577451711c25eb59!}

{!LANG-0d377467b6cc93a4a66c054cbe77bcee!}»

1 {!LANG-27d3b282f2acbe3ac80434f191e6f85a!} 2 {!LANG-140f65349ecd964ed0178c983c7201d5!} 3 {!LANG-074939554ef04b801df936f460691465!} 4 {!LANG-ea5a1ce53e95a2f6fcc4f8df9f9e91fc!} 5 {!LANG-a4993cd7bc18d2dcda582163a82791f5!} 6 {!LANG-bc8df3cad7b577da02ea253657ff1cf0!} 7 {!LANG-074939554ef04b801df936f460691465!} 8. {!LANG-bf21428547d17b89999f3a1a0c361c96!} 9 {!LANG-140f65349ecd964ed0178c983c7201d5!} 10 {!LANG-cdf24100abf0ce0e83a1c5d5f52e6c64!} 11 {!LANG-65f296ead1419face3e0ac0a2b2e61c7!} 12. {!LANG-9fd69c3e092b38aebbb10fb1ab58441c!} 13 {!LANG-65f296ead1419face3e0ac0a2b2e61c7!} 14. {!LANG-359b329a7d73350a84fb7afa3b236811!} 15 {!LANG-598851ff9c3f00d8d10cdc7d4ea907a0!}

{!LANG-1f5d343a1a9fba42c4578401c7c764bd!}

1. {!LANG-c15c49a8f55a3dd0da7c8eda0e7485f9!} 2. {!LANG-c15c49a8f55a3dd0da7c8eda0e7485f9!} {!LANG-5119afdf30599c4dd5ce5affd1d283bc!}{!LANG-1d55510794c8cd2845f1677292e5cb0f!} 4. {!LANG-1d55510794c8cd2845f1677292e5cb0f!} 5. {!LANG-2ff1e15e431d6ea11728343e2c158553!} 6. {!LANG-2ff1e15e431d6ea11728343e2c158553!} 7. {!LANG-1d55510794c8cd2845f1677292e5cb0f!} 8. {!LANG-2ff1e15e431d6ea11728343e2c158553!} {!LANG-cda1faf40c01d4b8bac2cae2b1020a1d!}{!LANG-1d55510794c8cd2845f1677292e5cb0f!} 11 {!LANG-967b4d634bc03e6a67b5e18c7c87860d!} 12. {!LANG-48a246fe2475632abc9623f48f0805e1!} 13. {!LANG-c15c49a8f55a3dd0da7c8eda0e7485f9!} 14. {!LANG-48a246fe2475632abc9623f48f0805e1!} 15. {!LANG-2ff1e15e431d6ea11728343e2c158553!}

{!LANG-b69704b0746dc6371b1542e820962ee8!}

1. {!LANG-b771d4a0e2a0e4741dcdc5867dd012b1!} 2. {!LANG-c8f11436c4de3db5ffe3e0de38090ced!} 3. {!LANG-b4deb9012718710ef136359d8252ff7e!} 4. {!LANG-355c375d881921efa1a712f59b17c5f5!} 5. {!LANG-8fdb83c0be2e93cfd30546ee906b5017!} 7. {!LANG-c15c49a8f55a3dd0da7c8eda0e7485f9!} 8. {!LANG-7dc34c4ef6342b5cb9ddd851213c03ec!} 9. {!LANG-a39c19da8ff2f08644f1f3e6c187896d!} {!LANG-4d198867168a877aa1c3626068c239de!}{!LANG-4bd0573a72483d56e0db8b45f6aeb616!} 11. {!LANG-7dc34c4ef6342b5cb9ddd851213c03ec!} 12. {!LANG-898f7f91d9ace3142b5bac0a480d7e65!} 13. {!LANG-ea4dddabfc7d3fbb55d33aaec898289b!} 14. {!LANG-c15c49a8f55a3dd0da7c8eda0e7485f9!} 15. {!LANG-be1213db2a23761b979a014d5b6abcdc!} 16. {!LANG-2ff1e15e431d6ea11728343e2c158553!} 17. {!LANG-20901b36ea6f17c3ef9c479d46e9a06a!} 18. {!LANG-98e56564f88d7d1812e3c2046e8757b8!}

{!LANG-15dfdda98f7e7d05e74f3b57a96deb11!}

1. {!LANG-1d55510794c8cd2845f1677292e5cb0f!} 2. {!LANG-8fde150a42382f5192e4781af9694909!} 3. {!LANG-48a246fe2475632abc9623f48f0805e1!} 4. {!LANG-75888c7cb41c9685947cbabd1b78992f!} 5. {!LANG-7dc34c4ef6342b5cb9ddd851213c03ec!} 6. {!LANG-8fde150a42382f5192e4781af9694909!} 7. {!LANG-c15c49a8f55a3dd0da7c8eda0e7485f9!} 8. {!LANG-72cc4da35403aec9d35bf9bae7f544c8!} 9. {!LANG-8fde150a42382f5192e4781af9694909!} 10. {!LANG-c15c49a8f55a3dd0da7c8eda0e7485f9!} 11 {!LANG-f19e823a9d62ba1f2ecf9a5e3c282c70!} 12 {!LANG-967b4d634bc03e6a67b5e18c7c87860d!} 13. {!LANG-b4deb9012718710ef136359d8252ff7e!} 14. {!LANG-30fdbbf36cd0146b23fbb530577e0eb9!} {!LANG-943bd2304f8e4b0fae23677b50d1f997!}{!LANG-69097b0491468265378a5658c3c2524f!}

{!LANG-1e09ed77763e670a13e473ba3cdad5c2!}

1. {!LANG-48a246fe2475632abc9623f48f0805e1!} 2. {!LANG-057e16f532739987b83638e6ec55470a!} {!LANG-654e737d1e8b10e0f10877bb075a9292!}{!LANG-c15c49a8f55a3dd0da7c8eda0e7485f9!} 5 {!LANG-6c563f0c784eb1663ebc0cdac8d50cee!} 6. {!LANG-2ff1e15e431d6ea11728343e2c158553!} {!LANG-1d6904faafe85aaa8782cf8bf51fff41!}{!LANG-c15c49a8f55a3dd0da7c8eda0e7485f9!} 9. {!LANG-bf44672226a49cab577451711c25eb59!} 10. {!LANG-2ff1e15e431d6ea11728343e2c158553!} {!LANG-ee868a1e9c40aee28f4371ea7fc1b0f3!}{!LANG-f2e4bb57a9b0a4034d7093d4313a9ae4!} 13. {!LANG-c15c49a8f55a3dd0da7c8eda0e7485f9!} 14. {!LANG-057e16f532739987b83638e6ec55470a!} 15. {!LANG-7dc34c4ef6342b5cb9ddd851213c03ec!}

{!LANG-de0dfaf20743faaac2e939c7519188c3!}

1. 2 3 2 . 3 3. 3 4. 1 5. 2 6. 3 4 5 7. 2 4 5 8. 9. 1 2 3 10. 1 2 3 11. 1 2 3 12. 2 4 5 13. 3 14. 2 15 .

{!LANG-20a5e5b84c57b0671ab36dc9d99317ad!}»

1. {!LANG-b4deb9012718710ef136359d8252ff7e!} 2 {!LANG-86c9f9458783238b8bd2bc0b62b79fa1!} 3 {!LANG-74b5b8e2ae7303c20534e45cd2beb5de!} 4 {!LANG-6fe3787e8287d87066180d8b1bd2e34d!} 5 {!LANG-163fcda898a118b8e550df9813e7bee3!} 7 {!LANG-efe56ae843ee009ca26d3cf626f853ec!} 8 {!LANG-7b7b4bdf5168765f577009c462ffa45a!} 9 {!LANG-6bc833cce2b1fb2b33badea8fc58eb5b!} 10 {!LANG-7b7b4bdf5168765f577009c462ffa45a!} 11 {!LANG-f5fa5087dd7062c6adb36bcd238a0653!} 12 {!LANG-f9cb668c0d18fa052d265359a0b6b83d!} 13. {!LANG-359b329a7d73350a84fb7afa3b236811!} 14. {!LANG-fb60a3e4d44335c47f23707999d6732a!} 15 {!LANG-bd64abd590817d6c5450839db143d488!}

{!LANG-864b452037dcdcc7aa6dbf7a0c4b3c74!}

{!LANG-bf9bca75c369fc55f0f311feea038486!}

{!LANG-1fee3183d2c710365695e77823193727!}

{!LANG-2a05ee782c8866a28d382aeaaafdf2b9!}

{!LANG-3ada9d536f8e274867a8d9aaa9fc1c6c!}

{!LANG-113aa756217dedc0ffad8e90d4c27227!}

{!LANG-7f39b23e5abf3d907147655fe13a20c9!}

{!LANG-d90d4148c691f02dd64a84f4865d74de!}

{!LANG-44363a74fffe629083a792fbc1c5fc94!}{!LANG-cef9e383ce85c14945df2ee41e4233aa!}

{!LANG-cd9cd37a823c08d0720713eb75b5e041!}{!LANG-b987b9f701934a126f6455c053da7e84!}

{!LANG-ddd99184b1e31b01993bde3c2997cbde!}{!LANG-7b8fc205d1198cafc20dab90b518a6b9!}

{!LANG-7d66c848d7b3864bac8bb0bc36f78a14!}{!LANG-2d47b7337f87db492cb1acb0d90e7c90!}

{!LANG-763ce9ab6835aba4e57d71c31a82104b!}

{!LANG-920fcfccac10ee3db7ffb770cbe7fa9c!}

{!LANG-7f6d1eaad02c7fba1c167cc6b76113b0!}

{!LANG-4141ef4a66dac2f99a5ef37e3ee0b88a!}

{!LANG-2ed202012ad8bc328dc72b23c69ba929!}

{!LANG-34afc059f3ebe5c6c30cbdeb0aff9e0d!}

{!LANG-ea18c7b2ef1730aa2c2d802d9e2e7fa1!}

{!LANG-000e204f13ca7bba8ce05e7413dc819d!}

{!LANG-b98e6ded4dfe81d981133197a88c1b66!}

{!LANG-64944533ed3e1e86478e4168a9927ccd!}

{!LANG-ecf227a3aa8d690933868a1506076ca0!}

{!LANG-94c76aa5d08ad92258d835c4ffda1008!}{!LANG-df539729d95e691935bbf60f8f07e732!}

{!LANG-a92e2714e051b0881803ef9ad776dce0!}{!LANG-340ecf7fce83c466698556f6de4b4804!}

{!LANG-700bc326f8393d9ed72b99d329297456!}{!LANG-656d8a3bef0bae4ceb64ddb50786b49d!} {!LANG-4b07c2963dc0697a0bbddb3757293664!}{!LANG-eb4634c13b2b21b74a53592dd68dbe5b!} {!LANG-84a7f11a16ed79760ad0e0cd33802fb1!}

{!LANG-0762439413b106dedb7f6b608966f2eb!}{!LANG-dfba5a88bafae4bbdcaf2ca04539ed65!}

{!LANG-4a1ec9761e89d248c25e42bf22424d50!}

{!LANG-a28fdb57cb87e6cb9be8de4d75335531!}

{!LANG-a0f43a4e6c25eb4db22fb3b57171f569!}

{!LANG-b4c558f6772f558e2ffcbadef1a48eed!}

{!LANG-051fa1b7f00d8332b038a629b6e9f721!}

{!LANG-a17ee087442cf2a73698e78508ebdfbc!}

{!LANG-bb89e63bcb24785cc1565c9088a5592a!}

{!LANG-24d5a24c0658efaf88625632a398fd37!}

{!LANG-b43fb4c4953b891d5e519fbe552a7b28!}

{!LANG-569468e7d3a2c8ef40148b9489c28ece!}

{!LANG-3cb4a5aa6d3c8699e4000bbb51708143!}

{!LANG-a5c27a1596e5e83a8564cdbc24cde665!}

{!LANG-a066eb023bd7428fd328461ca120423d!}

{!LANG-f4a1dc82d67f679d6371281f61affcd5!}

{!LANG-541b8d40ec485a1a1593401878983d2a!}

{!LANG-ac608a5f1372c97971318c074b6f9c63!}

{!LANG-81c79c3f8e66015f688cb94768682bf6!}

{!LANG-81c0dbf292bc59a54b6b2214bc5a482f!}

{!LANG-ad993cb9b8ea18f32fb9eff62de7337f!}

{!LANG-4e38f7aafc986536a42ede3daab845e6!}

{!LANG-9306250351ab63a3652ba55646ca88ba!}

{!LANG-b19cda1bcf65c1e1a07935f5bb07bf14!}

{!LANG-bda496c691b20ed9487bc8bccf1ec7af!}

{!LANG-fbe90303d729407d3bee59c52ce55669!}

{!LANG-a3515aa6e70b9a85f978164cdaec6f3a!}

{!LANG-5ebce73a361737f283a98ee53aad1906!}

{!LANG-d8a9507f821d0698768a6126f1314f56!}

{!LANG-c1144489ff698385c646474533f13b33!}

{!LANG-e60c35bc4de7930cd142566f960d0d44!}

{!LANG-3bcf1a2235dbe1423da4d59cc2d0d88e!}

{!LANG-27896f60582eddee9e1e45e8f23506e4!}