Features of the organization of independent activities of preschool children. Block of independent activity of children
Activities of an adult and children
Block joint
In the first block in accordance with the schedule of lessons, the educational activities of children are planned, that is, the following are indicated: the type of each of the lessons, the name of the topic (if any), program tasks (of a teaching and educational nature), a short or more detailed course of the lesson (depending on the experience and qualifications of the teacher) ...
In the second block in one form or another, the joint activity of an adult and children is described, understood rather narrowly as an activity not related to the direct solution of educational tasks (carried out outside of class). The scope of such joint activities includes the morning reception of children, the organization of meals, daytime sleep, walks, special hardening and recreational activities, etc., in other words, educational activities carried out during regime moments. Of course, the main task of the teacher in the block of joint activities of an adult and children is also to reflect the process of solving educational tasks, for example, tasks for the development of labor activity in the course of:
Morning reception (caring for animals and plants),
Catering organizations (canteen duty),
Preparing for a walk (self-service), etc.
The essential features of the joint activity of an adult and children in this case do not play any role.
We add that in the block of joint activities of an adult and children, along with group and subgroup forms of work, it is also planned to work individually with children who have certain difficulties in mastering the basic educational program.
In the block of independent activity of children teachers, as a rule, indicate not the types of independent activities of children themselves, but the subject-development environment that is relevant for a given day (week), which allows children to independently make a choice and organize their own activities according to their interests.
At the same time, for various reasons (the analysis of these reasons is the subject of a separate conversation), the first - educational - block (a grid of classes) took a priority position in practice. It was on him, first of all, that the professional attention of teachers was focused. Satisfying the needs and demands of practice, most authors of programs and methodologies also actively developed systems with a dominance of classes. Methods became widespread, in which the implementation of the tasks was proposed to be carried out mainly through a system of classes. The latter came closest to the school system of instruction and, when replacing the corresponding words, duplicated (in form) the curriculum.
Against this background, the importance of other blocks in the development, upbringing and education of children decreased, their content became poorer and simplified.
The FGT is making significant changes to the current planning structure described above. They can be schematically represented as follows (see Table 2).
Fundamental differences between the new structure and the old one:
Replacing the educational block with blocks of educational activities carried out in the joint activities of adults and children.
An increase in the volume of joint activities of an adult and children, which, as can be seen from the table, includes not only educational activities carried out during regime moments, but also educational activities directly, not associated with the simultaneous holding of regime moments.
Changing the content of the concept of "joint activity of an adult and children" taking into account its essential (and not formal) features.
Changes in the scope and content of the concept of "direct educational activity".
All the above differences are interconnected, moreover, each previous one determines the subsequent ones. Let us dwell on their characteristics in more detail.
We considered the educational block (educational model, subject principle of building the educational process) in previous articles devoted to the complex-thematic principle of building the educational process and the principle of integrating educational areas. Since the essential feature of the educational model is the presence of educational activity of children, in fact, as the leading activity of preschool age, and this circumstance fundamentally does not correspond to the theoretical and methodological foundations of FGT, therefore, the entire educational block in the previous understanding cannot and should not be present in the practice of preschool education. However, from this provision it does not at all follow that the learning process is canceled. Education is one of the main components of preschool education (along with upbringing and development). The question is, what do we mean by “learning”. Understanding the solution to this issue is impossible without addressing the main methodological problem of not only preschool education - the problem of the relationship between learning and development processes.
Let us refer to the article by V.V. Davydov "On the concept of developing education" 3, in which he examines several scientific points of view on the relationship of these processes, which had developed by the beginning of the 30s of the XX century, described by L.S. Vygotsky and relevant to the present time. The first of them is the least interesting for preschool education at the beginning of the 21st century, since the processes of learning and development
3 Davydov V.V. About the concept of developing education. // Pedagogy. 1995. No. 1. P.29-39.
are presented in it as independent each "I." Cycles of development always precede the cycles of learning. According to the definition of I li. Davydov, "this theory is fully consistent with the famous didactic principle of accessibility, according to which i" I (and it is possible and necessary to teach only that OHM can understand why they have matured cognitive abilities. This M theory recognizes the so-called developmental-KI learning "4.
The followers of the second theory adhere to the point of view that “learning is development ... any learning becomes developmental. Teachers and methodologists, relying mainly on practical experience, can be supporters of just such a theory, which does not require a Complex procedure for differentiating the processes of “learning” and development, which are sometimes difficult to distinguish ”5.
The third theory attempts to overcome the extremes of the first two. Learning and development are not identical, but interrelated processes. Taking a step in learning, the child moves two steps forward in development, since the sphere ‘
the application of any principle learned by the child is always broader.
Further V.V. Davydov points out one very interesting circumstance. Despite the presence of three points of view, their adherents are divided into two, not three camps. The first of them denies the very possibility of developing education (the first point of view). “The second camp is made up of those who recognize the existence of developmental education no matter how it might be interpreted ...(highlighted by us. - OS, NF) "6. It includes adherents of both the second and third points of view: it is enough to systematically teach and educate a child, and he will develop by definition. This logic, to a certain extent, “provokes” the emergence of an educational model for organizing the process of teaching preschool children, for who dares to dispute the thesis of the classic that learning leads development?
Meanwhile, according to V.V. Davydova, L.S. Vygotsky, although sympathetic to the third point of view, apparently did not fully agree with any of them. And his popular expression that learning leads development, in the context of a holistic concept, "reads" somewhat differently: learning creates zones of proximal development, that is, those internal development processes that are now possible only in the sphere of child's relationships, in the first place , with an adult, but "prolonging the internal course of development", after a while they become an internal property of the child himself. And if we are to quote the phrase about the relationship between the processes of learning and development ("learning is not development, but properly organized, it leads ... development, gives rise to a number of such processes that outside of learning would generally become impossible" 7), I would like to draw your attention to the fact that L.S. Vygotsky is not talking about teaching in general, but about "properly organized" teaching. This also correlates with VV Davydov's remark that many consider themselves to be supporters of developmental education "regardless of how it can be interpreted."
We will not dwell once again on the evidence base for the discrepancy between the educational model of building the educational process in the field of preschool education and theoretical and methodological approaches to the problem of child development in the national psychological and pedagogical school. It is much more important to understand what should be “properly organized training”?
In a generalized form, the principal answer to this question is given by the same authors. V.V. Davydov, discussing the essence of developing education, writes: “... The universal and necessary forms of a person's mental development are his training and upbringing. They can be spontaneous and purposeful, but it is always thanks to them that a person assigns material and spiritual values.
" Vygotsky L.S. Pedagogical psychology. M., 1991.S. 388.
And the FGT contains an indication of which foreign ministries of activity can, in accordance with the theoretical and methodological foundations, be considered acceptable forms of practice for a preschool child. First of all, let us name the game, play activity as the leading activity of preschool age, as well as communicative, motor, productive, cognitive-research, labor, musical-artistic, reading (perception) of fiction. Thus, the specificity of preschool education, in addition to many other features, lies in the fact that the learning process is, in fact, the process of "assimilation ... in other (D.B. Elkonin does not mean educational. - O.S., N.F.) types of activity "9.
The scheme of development of any kind of activity in accordance with the cultural and historical concept of L.S. Vygotsky is roughly the following: first, it is carried out jointly with adults, then - in a joint action or to in with peers, and, finally, it is not independent activity .... i | to the "beyka of preschool age (sleigh geliness)."
I la the importance of organization in preschool FOZrast joint activity of adults and children is also indicated by D.B. Elkonin 10, which classifies the main activities of children of different ages into two groups. The first group is considered in the system "A child is a public subject." This is the subject-manipulative activity of young children, the educational activity of younger schoolchildren and the educational and professional activity of older adolescents. In the course of the development of these types of activities, an ever deeper orientation of a person in the objective world is mainly carried out, and his intellectual sphere develops. The second group of activities is considered in the system “A child is a public adult”. This is the direct emotional communication of the baby, play activity of a preschooler and intimate and personal communication of adolescents. In the course of their development, the child's ever deeper penetration into the sphere of motives and tasks of adults is carried out, and, accordingly, his personal sphere develops.
It should also be noted that one of the main essential features of activity, including at the stage of its development in the course of organizing joint activities with an adult, is the activity of the subject of activity. According to L.F. Obukhova, “in the term“ teaching ”the prefix“ about ”carries the meaning of external compulsion, as if bypassing the child himself. No influence of an adult on the processes of mental development can be carried out without the real activity of the subject himself. And the process of self-development depends on how this activity is carried out ”11.
But the joint activity of an adult and
11 is not only a stage in the development of any type of children's activity, it is also a certain system of their relationships and interaction. The essential features of the joint activity of adults and children, the presence of partner (equal) help and adult and partner forms of organization (cooperation between an adult and children, the possibility of free placement, movement and communication of children) - are noted in the works of a number of modern researchers (N.A. Korotkova , I.A. Modina, II. Yudina, etc.). One cannot but agree with E.G. Yudina, that it is, of course, about the absolute equality of the teacher and the child, and about their equivalence in the process of joint activity.
Taking into account the aforementioned essential features, the organization of joint activities of adults and children should extend both to the holding of regime moments (this was understood and done earlier), and to all educational activities directly. The latter is carried out in the process of organizing children's activities.
At a meeting of the authors with practitioners of the preschool education system in one of the constituent entities of the Russian Federation, a preschool teacher with 20 years of experience in response to explanations of these provisions, the FGT fearfully asked: “What now if some child does not want to do what I suggest to him, should I leave him alone? Let him play in the corner? So, today he will not go to study, and tomorrow others will join him ... ”.
Perhaps, without knowing it, the kindergarten teacher figuratively formulated the main disadvantages of the educational model of organizing the educational process of preschool children, as well as the possible risks of implementing the education of preschoolers in the form of joint activities of adults and children in the process of organizing children's activities. Indeed, even, not-
Despite the use of so-called play motives for the implementation of educational activities of preschoolers, the main motive for starting to study for a child in kindergarten is the authority of the educator. This authority also maintains the discipline of the pupils throughout the entire lesson, even if its content is not interesting for a group or individual children. In this case, we are not talking about the interaction of two equal partners, but about the influence of an adult on a child, carried out in a monologue mode.
According to I.A. Modina, “if an adult controls a child all the time, then he simply has neither the ability nor the need to make a volitional effort and master the means of regulating his own behavior (after all, someone already does it for him). At the same time, it is not the will of the child that develops so much as the will of the adult, who seeks to force the baby to act within his expectations. But just as it is impossible to eat or sleep for a child, it is also impossible to make his own volitional effort for him. Children's arbitrariness develops only in the process of vigorous activity that evokes emotions, which the child learns to regulate ”12. We are talking, in fact, about the risks of unformed or insufficiently formed neoplasms of preschool age.
The organization of not educational, but children's activities is already a motive. Z.M. Boguslavskaya, relying on the relevant instructions of D.B. Elkonina believes that “due to the absence of proper educational motives, the teaching of the majority of preschool children must necessarily rely on the“ non-educational context ”of activity. This context is the motives and goals of those activities that develop earlier than the actual learning activity. "
But this circumstance alone will also not be enough, because the educator needs not only to organize children's activities that are already interesting to the child as forms of active practice adequate to the age, but also to try in their process to solve the set educational tasks, for which additional motivation is needed. And if the educator decides to act within the framework of joint activities of adults and children, that is, within the framework of interaction (and not influence), he will have to achieve the necessary "discipline" in the course of educational activities not with the formal authority of an adult, but through the creation of a whole system of interests, including including and through the choice of interesting and significant topics for the child for the implementation of the complex-thematic principle of building the educational process, which we wrote about in one of the previous articles.
In connection with the above, it is necessary to consider another issue - about the use of adequate forms of work in the process of organizing children's activities. Apparently, the word “occupation” is not used in the text of the FGT. But not because the Ministry of Education and Science of the Russian Federation has moved to the position of "free education" of preschoolers. Undoubtedly, adults who have passed special professional training will not stop “working” with preschool children in Russian kindergartens. The absence of the above term in FGT is due to the main reason: not to provoke the understanding of the term "educational activity in the process of organizing children's activities" as the very educational activity, the main form of which was a specially organized lesson in the previous didactics.
Many researchers (Z.M.Boguslavskaya, E.N.Denisova, N.A. Korotkova, E.E. Kravtsova, V.T. Kudryavtsev, I.A. Modin, N.B. Mchedlidze, A.V. Petrovsky, G.B.Stepanova, E.E. Yudina and others). The main disadvantages of the lesson are the following:
“There is no situation that actually encourages and compels to expand and restructure the experience” 14;
“Furnishing” modern classes with a large amount of attractive material and game techniques creates only external amusement, which quickly disappears, not allowing children to maintain a steady interest in the content of the lesson;
“Requirements for assimilation are dictated and dosed from the outside - and the extent to which a child accepts them determines his relationship with an adult” 13;
“Learning is reduced to the transfer of knowledge, skills and abilities to children, which turns into an end in itself”, “mastering knowledge acts as a mandatory program requirement and is accompanied by strict forms of control”, “intuitive knowledge acquired by children in everyday life, which could become a source of cognitive interests , are ignored and replaced by the ersatz of knowledge presented in a ready-made form ”17.
Having familiarized themselves with the above, practicing teachers can ask the authors a question: "Well, are the kindergarten classes canceled now?" Not at all. It's just that the very concept of "occupation" has a different meaning: the word "occupation" is advisable to use in modern theory and
14 Psychology of personality and activity of a preschooler / Ed. A.V. Zaporozhets and D.B. Elko-nina. M: Education, 1965.S. 199.
16 The concept of preschool education (Approved by the decision of the board of the State Committee of the USSR on public education on June 16, 1989, No. 7/1) // Preschool education in Russia in documents and materials 2004 yula: Sat. current regulatory documents and program and methodological materials. M .: I NOM i D, 2004.S. 212.
Motor
The practice of preschool education in its widest sense - as entertaining business, without identifying it with za and it as a didactic form of educational activity.
In one of the following articles, we will try to reveal the essence of the lesson as an entertaining business, show various approaches to organizing lessons.
It should be noted that each type of children's activity (play, motor, communicative, productive, labor, musical and artistic, reading (perception) of fiction) corresponds to I) 1 certain forms of work with children (see Table 3).
We did not set ourselves the goal of forming an exhaustive list of forms of work that correspond to any type of child's activity. It was important for us to show that modern didactics of preschool education has accumulated rich and varied material on this problem (although, from our point of view, it is still insufficiently systematized and structured). I would also like to draw the attention of practitioners to the following points.
In accordance with the principle of integration of educational areas, forms of work that are organic for the organization of any type of children's activity can be used for organizing other types of children's activities. For example, play as a form of work with children can be used not only for organizing play activities. In the form of a game, the organization of motor, cognitive-research, communicative, musical-artistic activities is also partially carried out.
Accordingly, in addition to the forms of work for the organization of a specific type of children's activity, listed in table. 3, the forms of work of other types of children's activities can and should be used as additional ones. So, for example, for the development of the productive activity of children, undoubtedly, of paramount importance is the organization of the work of the workshop, in which decorations for the group room for the holidays will be made in accordance with the specific tasks of psychological and pedagogical work,
Children's activities
Productive
Communicative
Labor
Cognitive research
Table 3
Forms of work
Movable didactic
Outdoor games with rules
Play exercises
Competitions
Narrative games Games with rules
Workshop for the manufacture of products of children's creativity Implementation of projects
Situational conversation
Speech situation
Composing and guessing
Story games
Games with rules
Joint actions Duty Assignment Assignment Project implementation
Observation
Excursion
Solving problem situations
Experimentation
Collecting
Modeling
Implementation of the project
Games with rules
Musical and artistic
Reading fiction
Hearing
Execution
Improvisation
Experimentation
Outdoor games
(with musical
escort)
Musical and didactic
Discussion
Learning
attributes for plot games, souvenirs for relatives or young children, personal items, etc. But at the same time, conversation, and viewing, and observation, and excursion, and other forms remain relevant. The effectiveness of the "workshop" will be much higher if the teacher concentrates his efforts not only on the formation of skills and abilities necessary for the implementation of productive activities of children, but also on the study of the properties of objects (objects, phenomena) associated with the manufactured product, the formation of a positive emotional attitude to him, broadening the horizons of children, etc.
In conclusion, I would like to return to the internal structure of the main general educational program of preschool education. Monitoring the activities of preschool educational institutions for the introduction of the FGT indicates that those preschool educational institutions that are already planning the educational process in accordance with the FGT, in general, are guided by the same logic as the authors of this article. (see table 2), but with more detail. So, in GDOU - kindergarten No. 69 "Marina" of a compensatory type with priority implementation of qualified correction of deviations in the physical and mental development of pupils of the Krasnogvardeisky administrative district of St. Petersburg (director E.A. Vinokurova, scientific supervisor M.E. Verkhovkina) forms of prospective calendar planning have been developed for all specialists who carry out the educational process in a group of preschool children (educator, teacher-psychologist, physical education instructor, senior educator, music director). Let's take as an example a form of scheduling for a teacher (see table 4) and we note separately that the complex thematic principle of building the educational process is implemented in the specified GDOU through the project activities of adults and children (implementation of thematic projects).
The main practical question that must be resolved in order to fully understand the changes in planning is what content to fill the above form (see table 4), or rather columns 3-5, we have actually already answered.
They (columns 3-5) indicate the appropriate forms of work with children, for each form - the educational tasks of two or more educational areas. The forms of work should be adequate in terms of the age of the children, the goals of the development of children's activities, the effectiveness of their use to implement the principle of integration, as well as the possibility of using them for a group, subgroup of children or an individual child.
The planning of the educational process in accordance with the FGT can be presented in other forms and types.
A poorly studied and highly relevant issue in the light of FGT in modern theory and practice of preschool education is the question of temporarily dosing children's activities and specific forms of work within each of them. We currently do not have completed studies on this issue. There are only instructions from individual authors, for example, O.M. Dyachenko and TV. Lavrentieva, that “children can engage in one type of activity from 10 minutes at the age of 1 year to
Planning educational work
I group ___________________________________
Project topic ___________________________________________________
Objective of the project ___________________________________________________
The name of the final event (event, holiday, etc.) _______________
The form of the final event (holiday, competition, exhibition, collage, action, etc.)
Date of the final event _______________________________
FULL NAME. the educator responsible for the final event
Educational areas
Joint activities of an adult
and children with integration
educational areas
Directly
educational
activity
Group,
Individual
Educational activities in security
moments
Organization
developing
environment for
independent
activities
children (centers
activity, all
premises
Interaction with parents / social partners (theaters, sports and art schools, educational institutions)
1-1.5 hours in senior preschool age ”18, of course, provided that this activity is feasible and interesting. Teachers and hygienists engaged in research in the field of preschool education need to unite their efforts for scientific substantiation and experimental confirmation of the solution of this issue in order to properly organize the educational process by practical workers of the preschool education system. The current hygienic requirements, for obvious reasons, establish the norms for the maximum volume of only the teaching load, including training sessions in preschool educational institutions, but not the norms for organizing children's activities and the forms of work corresponding to them.
8. The "Planned results of mastering the basic general educational program of preschool education" is introduced. It describes such integrative qualities (I emphasize, qualities, not knowledge, skills and abilities) that a child can acquire as a result of mastering the program: physically developed, inquisitive and active, emotionally responsive, having mastered the means of communication and ways of interacting with adults and peers, able to solve intellectual and personal tasks adequate to age, etc. ( Elena Leonidovna Nizienko, Deputy Director of the Department of State Policy in Education of the Ministry of Education and Science of the Russian Federation).
The independent activity of children takes up most of the wakefulness. Children's independent games arise on their own initiative. Kids are not limited either in the choice of play material or in time. The child is free to change the type of activity, the place of the game, its purpose.
In the process of independent activity in children, the motor sphere is improved, a positive attitude is fixed, the further development of cognitive processes, attention, speech, memory, thinking, imagination, the first shoots of creativity are noted.
But all this is possible only with the right guidance from an adult who needs:
Know the age and individual capabilities of children;
Create conditions for the development of their independence, experimentation, creativity;
Organize kids so that they are free to choose the type of activity;
See each child, understand his condition, come to the rescue on time, respect his interests, satisfy claims for gratitude;
Be able to interest kids, solve different game problems in different ways, participate in children's games, by example, advice to prolong, expand the game;
Provide for the possibility of negative emotions arising, warn and extinguish them in time;
Teach kids the rules of behavior in a team and forms of interaction with peers;
Teach to maintain cleanliness and order in the group.
The independent activity of children is enriched when organizing excursions in the kindergarten (medical office, kitchen, laundry, library, etc.) and on a walk (to the site of older preschoolers), during conversations with the staff of the institution (security guard, driver, etc.), in the course of various types of observation of people, animals and birds.
Parents also draw the child's attention to the workdays of the family, attracting them to their feasible participation in family affairs (cleaning the apartment, cooking dinner, doing laundry, working in the country, etc.). Together with the child, they observe the life of the street (cars, pedestrians, construction sites), visit public places (hairdresser, shop, etc.). Adults talk about the work of people of different professions, note the peculiarities of communication between people acting in different roles (doctor - patient, seller - buyer, driver - passenger). They go with the child to the circus, zoo, to visit, go to the sea, to the village, etc. Eve a family, and in a preschool, kids are taught the style of communication, norms of behavior.
The following types of independent activity of children of the second - third year of life are distinguished:
General movements and fine motor skills;
Communication and orientation in the environment;
Observations;
Subject-play activity;
Story-driven game;
Examination of paintings, books, etc .;
Construction;
Modeling, drawing;
Leisure activities.
For the development of all types of independent activities of children, an adult creates special conditions: allocates a permanent place (corner, zone), selects furniture, play material, based on the age and individual capabilities of the kids (sports, book corner, etc.).
Provided that a developing environment is created under the guidance of a teacher, all these types of children's activities can be enriched and complicated.
The developing environment allows you to most effectively develop the individuality of the child, taking into account his inclinations, interests, level of development.
The main directions of creating a developing environment are reflected in the "Concept of building a developing environment for organizing the life of children and adults in the preschool education system" (1993). The concept was developed by order of the Ministry of Education of Russia by a team of authors under the leadership of V.A.Petrovsky. It defines the basic principles of building a developing environment in a preschool institution.
The principle of distance-position focuses on the organization of the space for communication between an adult and a child “eye to eye” (E. Erickson), which contributes to the establishment of optimal confidential contact with each pupil. An adult must see all children and each child individually.
In the process of business cooperation between an adult and a child, the principle of distance - the position is modified, transformed.
With constant interaction with children, the adult plays different roles.
Adult - organizer of interesting cases. He reveals to the kid the purpose of this or that toy, shows how to play with it. He selects material for experimenting children, creates the necessary conditions.
Adult constantly teaches kids. Under his guidance, in the course of regime processes (feeding, dressing, etc.), they master a variety of actions; acting with toy objects, they master tool and correlating actions. In the process of story games, games-dramatizations, children master game actions. If the teacher is in a hurry, turns to plot games, without teaching the pupils effective, purposeful actions with objects and toys, then he suffers a defeat. Children cannot unfold the game, since they do not possess object-related actions, manual skills, and therefore are disappointed, lose interest in the game, scatter toys and leave.
In the process of learning, an adult is constantly next to the kids, comes to the rescue on time, supports, teaches to bring what has been started to the end.
The adult also acts as bearer of new ideas. As the game progresses, he encourages the child to take action, complicates the game ("Now try to roll the car through the narrow collar!"), Prolongs it.
In a joint game, an adult is attentive and empathetic partner. He can take on the main role, or he can act in a secondary role, but in any case, he must demonstrate to the child his interest, passion for the game, infecting him with his energy and emotionality. If the adult is a little distracted, the child's activity, interest in the game will fade away.
Adult - connoisseur of the child's success. He should not skimp on generous praise, noting even the smallest successes of the baby. Raising by love is an effective method of raising children. A positive assessment of an adult is very significant for a baby, plays a significant role in his further development.
While constantly interacting with an adult, the child also takes different positions.
Baby - an attentive observer. Observing the world around him, he tries to figure it out on his own, to introduce something new into his play activity, enriching his own play and life experience.
Baby - talented student. He shows interest in the actions of an adult, listens attentively to his explanations, demonstrates perseverance, activity, wanting to learn new things.
In joint actions with an adult, he can act as object of action, but this is characteristic only of the first stage of training. Later, he proclaims: "I myself!" - withdraws the hand of an adult trying to help, may turn away from him, striving for independence. He is impressed by the position subject of action, I like to feel on an equal footing with an adult, to act like him. Over time, the child begins to act as initiator of joint with an adult, and then with peers.
At the same time, he strives to be performer of his own game plan, act in an unchanging role experimenter and researcher.
In whatever role the kid plays, he invariably turns to an adult as a connoisseur of his own success. A positive assessment makes him feel the importance of his own efforts, supports the desire to improve his skills. In addition, with the help of an adult, the child develops a perception of himself, an idea of himself, and self-awareness.
The child's attitude towards a positive assessment of an adult changes with age. A child of the first year of life, hearing the admiration of an adult, expresses pleasure: "I'm good!" The baby of the second year of life decides: "They love me!" A child of the third year of life, evaluating his own result of actions, nevertheless turns to an adult and is satisfied if the adult's assessment coincides with his ideas about his skills and achievements. He is proud of his own result.
The principle of age differences provides for a rational arrangement of furniture and a selection of play material that carries a sufficient amount of information adequate to the level of perception of children of each age group and suitable for their experiments.
The fast pace of development of children provides for the selection of furniture for growth and its correct arrangement. For children aged 1 year -1 year 6 months, furniture is placed close to each other so that the kids who are learning to walk can, adhering, move around the entire play area on their own. Toys are placed throughout the playroom: on the sofa, by the bench, on the carpet, so that the kids can change their position on their own, take this or that play material at their own discretion, play without disturbing others and without being distracted. Removable panels with various objects are attached to the barrier table (the panels are periodically changed): wide zipper, switches, a rod with small rings, sets of fungi, ball throw, geometric box, etc. Part of the playroom should be free, where children can move with wheelchairs, pushing them in front of you, cars, play with balls.
By the time children are awake at the age of 1 year 6 months - 2 years old, the equipment of the playroom looks different. The game material is placed higher - on open shelves, plot toys - at the table, bed.
The game material is grouped by type of activity: the slide is used both for the development of the movements of children in the first and second years of life, and for observing what is happening in the group, outside the window. For observation, a cage with a bird or a turtle, a flowering plant, etc. is periodically brought to the group. At the level of the child's eyes, 1-2 pictures, panels, models made by the hands of adults, etc. are placed. Large furniture is placed along the walls, allowing children to move freely throughout the play area. According to the same principle, they equip a playroom for children of the third year of life, taking into account their age capabilities and interests.
The principle of stability-dynamism is expressed in fixing the material in strictly defined places. This gives children the opportunity to freely navigate in space, independently change the play material. Kids learn new play material, new ways of acting and gradually introduce them into the game. As interest in any material fades away, some of it is replaced by another (every 7-10 days). In this way, the interest in toys is maintained in children. When choosing play material, it should be remembered that a small amount of it leads to conflicts between children, and an abundance leads to excitement and overwork.
Play corners (zones) can combine, complement each other (building material is located next to the garage, etc.), and over time they can be disconnected, rearranged, causing the kids to be interested in an oriented-cognitive plan. The main requirement for play material is its developmental character, which encourages children to be independent, to experiment, to research, develop imagination, and creativity.
The principle of integration and flexible zoning is carried out in the selection of play material, taking into account the age characteristics and level of development of all children in the group.
Each age group has its own sets of play and natural materials, household items, materials for research, experimentation (taking into account not only age, but also the level of development of children's skills). The groups are provided with a sports, book corners, places for games with dolls, games that promote sensory development (in boxes, boxes there are objects that are different in color, size, shape, texture, etc.), a corner with didactic materials (on carpet - building material and a garage, on the shelves - boxes with a small designer), desktop-printed material (loto, dominoes, cut pictures, etc.). Not far from leisure materials is an activity corner.
For leisure activities, children are offered wind-up toys, musical instruments (piano, tambourine, metallophone, etc.), bibabo sets, finger puppets, a screen. Children use all this material under the supervision of an adult.
In each age group, the game material for each type of activity is gradually becoming more complicated, its quantity increases, taking into account the success of the children. Toddlers love educator craft albums. For example, for children aged 1 year - 1 year 6 months, an adult offers the album "Moms and Babies" (animals and cubs), for children aged 1 year 6 months -2 years old - the albums "Vegetables and Fruits", "Types of Transport"; children of the third year of life - "City life", "At the dacha", "Seasons", etc.
In the book corner for children under 1 year and 3 months old, individual pictures are selected on a cardboard basis with bright realistic images of familiar animals, dolls in a static position, for children aged 1 year 6 months - images of dolls in action. Children aged 1 year 6 months -2 years old are offered books consisting of 3-4 dense pages, fairy tales, photo albums. Children of the third year of life are given free use of books of familiar content (fairy tales, poems; children love to "read" them to their dolls). Kids are offered colorful illustrative material, photo albums from the life of the group and family (in the country, trips to the sea, to the zoo, etc.).
The principle of the emotional nature of the environment ensures the comfort and emotional well-being of children.
Children have a better mood when, after a nap, they see in the playroom multicolored butterflies or birds made of corrugated paper, which sit on the windowsill, curtain, table. They immediately notice a model made by the hands of an adult, for example, a small hut, next to which there is a forest and a slide. In the forest there are skiers, on the hill there are little dolls in plasticine sledges. For several days, children will discuss what they have seen, remember their trips to the forest, sledding. As soon as interest in this topic begins to fade, the plot should be changed: put a hare near the hut, hide a wolf behind a Christmas tree. The children themselves will notice the changes in the plot and, together with the adult, will begin to discuss why the bunny is at the hut, who will protect him from the wolf, etc.
In the winter cold, you can make a summer story: by the lake (round mirror), under a multi-colored umbrella, a doll (black glasses, panama hat) sunbathes; a plasticine duck with ducklings is floating on the lake. Next time, you can land a fisherman with a fishing rod by the lake.
In bad weather, in order to maintain the good mood of the kids, you can arrange short dashes, catch butterflies that sit on the windowsill, then on the slide, then on the head or shoulder of the children (the butterflies are attached with a thread to the teacher's finger). With great interest, children are involved in outdoor games using various attributes (wreaths, bunny ears, butterfly wings, etc.).
In quiet evenings, a variety of leisure activities are organized on the initiative of children. Someone shows the dolls from behind a screen a fragment of a familiar fairy tale, someone arranges a musical evening with singing and dancing, etc.
The behavior of children aged 1 year - 1 year 6 months is often characterized by bright outbursts of negative emotions. There are often conflicts between children over toys, despite a sufficient number of them. They have no inhibitory processes.
For example. The kid seeks to satisfy the desire to take possession of the toy, but he cannot wait yet. The child is going to take away the bear from his friend, who attracted his attention with his actions (sings, dances). The adult's attempts to prevent the conflict by asking him to take a similar toy from the shelf were unsuccessful, since the bear is in a static position. You should take the bear and show the kid how he tumbles, stomps, that is, captivate him, interest him, and the conflict will be settled.
Children do not have sufficient experience in conflict resolution.
For example. The girl abruptly snatched the car out of the hands of the boy standing next to her. With one hand, she pressed the car to her, and with the other began to stroke the head of the offended one. At the same time, the girl looks at the teacher, showing with all kinds that she is doing the right thing. The teacher suggested that she return the toy, with her appearance, voice, reproaches showing her attitude to what was happening. At the same time, you should not leave the girl in a dormant state. You need to help her find a similar toy or switch her attention to another game.
Conflicts will be much less if an adult maintains a cheerful, joyful mood in the kids, monitors their behavior, preventing the emergence of conflicts. As often as possible, you should organize running games, sing songs to children, tell nursery rhymes, catch butterflies, birds (made of colored paper on a string) with them, stimulating a variety of physical activity, organize finger games "White-sided magpie", "There is a horned goat", "Finger-boy" and others.
Among children over 1 year 6 months, there are bullying who feel like breaking the buildings of their peers, pushing them, who like to run aimlessly. Restricting fidgets, do not sit them on a chair: "Sit down, take a break and calm down!" The child will find something to do under the chair, and soon he will leave altogether. It is better to offer him an interesting business away from everyone, so that he does not interfere with others. It should be borne in mind that excitable children cannot concentrate on one game for a long time, they quickly lose interest in a toy. Such children can be offered options for the development of events. ("A bunny ran, hit a tree stump and was crying. What are we going to do?"
Slow, timid children need help in completing games. This should be done emotionally: “What a beautiful little kitty you have! Let's tie a bow to her and go with her to the park! " You can invite them to tell what Murka is doing at home, what she is treated to. Let the baby show her jumping, tumbling, etc.
It is necessary to support the independence of children, their increasing ability to occupy themselves.
For example. The boy is standing on the slide. Perhaps he is watching what is happening outside the window or looks down in surprise when he sees the playroom, adults and children from an unusual perspective. Observation is one of the child's activities and should not be disturbed. If he glances indifferently, without fixing his gaze on any of the objects, you can come to his aid.
When working with children of the third year of life, one must not forget that at this age they are going through a difficult period for themselves, called the crisis of three years. Therefore, both in kindergarten and at home, one should show a gentle, sensitive, benevolent attitude towards children.
Special attention and kindness should be shown to the newcomers who appear in the group. A new child will quickly enter the peer group if you involve him in various games, during which he can get to know the children, remember their names (“Take the picture, Tanya! Give it to Sasha!”). Or you can invite kids to play pyramid.
For example. The teacher collects four children at the table and shows them a pyramid consisting of 15 rings. The adult removes the first ring, names its color and hands the pyramid to the child sitting on the left: "Now Katyushka will take off and name the color of the ring!" Then the pyramid goes to the next child: "And now Kostya!" Etc. At the end of the game, there are 3 rings in front of each child. The pyramid moves in the opposite direction. Now everyone finds the largest ring, string it on a rod and hands it to a friend sitting on the right, calling his name.
The principle of the aesthetic organization of the environment presupposes coziness and comfort in a group room, the presence of bright, attractive play material and aids. All this arouses in children a stable positive attitude, interest in what is happening, a desire to actively participate in the life of the group, to maintain cleanliness and order themselves.
The principle of activity is manifested in the behavior of children themselves in different types of activity (motor, speech, cognitive, in communication with adults and peers).
An adult, choosing play material, gradually complicates it, thereby maintaining children's activity, a steady interest in play actions. So, the first independent acquaintance of children with pyramids begins with Velcro pyramids, then on a cone, and then children master the pyramid, consisting of 3-8 rings, freely orienting themselves in their color and size. The toy itself contributes to the development of their activity. Over time, children begin to be active on their own. For example, when, together with a friend, they take out tiny mittens tied by their parents from the magic chest, pick up booties of the same color for them in a pair, dress up the dolls in clothes of the same color, learning to operate with buttons, zippers, buttons, developing fine motor skills of the hands.
The teacher must know the level of development of the skills of his pupils, the potential capabilities of each of them. Ignorance of the peculiarities of the development of children can lead to banal coaching and radically drown out their initiative and independence. At the same time, a long delay at the previous stage of the development of play activity will negatively affect the activity, interest of children, on the further improvement of play actions, and general mental development.
Children should not be carried away with a plot game without developing their manual skill in object-related actions. In this case, they will not be able to either dress the dolls or redeem them, which will lead to disappointment, loss of interest in the game.
Children are characterized by high physical activity, but they basically perform the same actions: walking, running. During the entire waking time, there is a constant load on the spine, as children walk or sit. The same muscle groups work, which leads to physical fatigue, which makes babies nervous and capricious. Therefore, different movements need to be included in games with children. For example, you can invite toddlers to portray puppies that will bounce, tumbling, crawling under a chair, wagging their tail, or jumping like goats or foals, making joyful sounds that are characteristic of each of them. The inclusion of different muscle groups is envisaged when conducting entertainment games "Sun Bunnies", "Bubbling", "Catching a bird", picking up balls that have rolled in different directions, organizing short fun games.
For example. Game "Kitties" (for children aged 1 year - 1 year 6 months). The kids are cats. The teacher calls them: “Kis! Kitty! Kis! ”- slowly retreating into the room. "Kitties" crawl after him (an exercise for unloading the spine), meow, "twist their tails", roll from side to side, crawl under a chair, etc.
Game "Mice" (for children over 1 year 6 months). Kids represent mice. They squeak, "wave their tails", crawl under a log (inflatable), run along a narrow bridge (gymnastic bench) across the river and hide in whatever direction: under a table, a chair, outside the door, etc.
Game "Bears" (for children over 1 year 6 months). The kids represent the cubs. They waddle over a log, stomp on a narrow bridge and slowly waddle on all fours.
Game "Mice and Bears" (for children over 2 years old). One group of children depicts mice, the other - bears.
“Mice and bears have made friends and are inviting each other to visit,” says an adult and invites the children to perform the appropriate movements. - The little mice were delighted and quietly ran to visit the bears. They quickly got over the stream on the bridge, crawled under the log and ran to the house, and it is closed. The mice began to knock, look in the windows, try to crawl under the door. Nothing works. And the bears sleep in the house and hear nothing. So the mice fled home with nothing.
The bears woke up and also began to gather to visit the mice. They took a present - a keg of honey and stomped. While we climbed over the log, we almost drowned in the river. Tired, walking, waddling from side to side, groaning.
The mice heard noise, din, they got scared and hid in all directions: behind the sofa, under the table, etc. And the bears came and looked - there were no mice. Where are they? They walk around the house, look in all corners, and cannot find mice in any way. We sat down to rest. We heard the mice that it was quiet, looked out and saw our friends. The mice got out. To celebrate, everyone began to treat themselves to honey and dance. "
The adult must keep the children active. If the child is playing with concentration on his own, his play should be protected in every possible way. If the baby is bored, the adult sits down next to him and starts a conversation with him, based on his interests and level of development, evoking vivid memories of recent interesting events, which contributes to the subsequent independent activity of the child.
Particular attention should be paid to children running aimlessly in the group. For example, stopping a kid with a car in his hands, an adult can say: “Do you remember when the driver brought us apples and milk by car? The dolls are also waiting for a treat. You can bring them both berries and sweets on your car. Let's go and see where they are stored. ”Now the child's activity will be directed towards interesting things.
When activating the play activity of children, it is necessary to take into account the nature of their previous or subsequent activities. Before gymnastics or a music lesson, it is inappropriate to stimulate those games that coincide in nature with the upcoming activity. It is better to offer children calm didactic building games. After sculpting, drawing, you can arrange running games, etc. After a walk and before going to bed, it is necessary to involve children in quiet games: you can offer to put a duckling, an elephant calf to bed, read a book, look out the window, etc. still others lie down on the bed, putting their daughter to bed. In the summertime, it is good to spread a light blanket in the lace shade of the trees and invite the kids to play on it.
In the process of wakefulness, different types of activities of children should be alternated: games with high motor activity should be replaced by calm games. For example, a toddler who has actively participated in dashes can comfortably sit on a carpet, at a table or by a window with a ball throw or a geometric box. The main thing is that he should be comfortable, comfortable, comfortable.
Cognitive and speech activity of children develops in the process of observation. An adult engages children in a discussion of what they have seen, teaches them to express their own opinion, develops stability and duration of observations. For example, watching a leaf fall outside the window, with children of the second year of life, you can have a specific conversation about what they saw, children of the third year of life can be attuned to memories of recent summer days.
Observations of a flower blooming on the windowsill with younger children are based on clarifying, fixing the color, size of the flower, on observing how adults take care of the plant. Children of the third year of life can be asked along the way to remember what flowers they noticed when entering the kindergarten, what flowering plants they have at home (with their grandmother in the village), what flowers they saw in the south, etc.
At the aquarium, younger children observe how the fish absorb food, how adults look after them. Older children can remember what kind of fish they saw in the pet store, zoo, what kind of fish they caught with their dad in the village, etc.
Watching a bird in a cage can be continued when you go out for a winter walk, comparing the behavior of birds, remembering birds from a pet store, a zoo.
An adult should not ignore the children in the book corner. Here the kids look at albums with photographs, “read” books to the doll (for example, tell a nursery rhyme based on a picture), play bingo, where one child plays the role of a teacher (demonstrates role behavior). An adult can unfold the conversation in a familiar picture, ask 2-3 questions about the plot, praise the children who play the role of educator, suggest what else can be "read" to the doll, etc. Children become more active when they engage in interesting conversations with adults and peers.
In the evening, you can start a conversation with older children about who was vacationing where in the summer. For this purpose, parents bring photographs of children on vacation in advance, writing on the back the names of those who are shown in the photo, the name of the dog, the goat, etc. From the photo, the baby will remember what else happened in the village, at sea. The rest of the children will also actively enter into the conversation. After that, everyone will begin to build a village house with a barn or a summer cottage with a garage, next to the teacher's reminder a forest will appear, in which forest dwellers will settle. Children will begin to amicably discuss where the squirrel will live, and where is the cat, where is the kid, and where is the hare, etc.
With the attraction of plot pictures, photographs, conversations about going to the circus, theater, zoo, etc., are briskly held.
The teacher makes sure that the children have a stable feeling of comfort and psychological security, confidence in a good attitude towards themselves from adults during the entire time of their stay in kindergarten.
Similar information.
INDEPENDENT WORK OF CHILDREN IN CLASSES in a preschool educational institution
“It is a great pleasure for the child,if he himself noticed and found out some phenomenon for himself,
and if his reasoning turned out to be really correct,
in the same way, what gives him the greatest pleasure is
what he did himself and achieved without the direction of others. "
P.F. Lesgaft
Directly educational activities, in contrast to traditional activities, are carried out in various types of children's activities: play, productive, work, communication, etc.
Meanwhile, it is necessary to understand the difference between "old" training and "new"
The learning process in kindergarten in the form of educational activities through the organization of children's activities
1. A child is an object of the formative pedagogical influences of an adult. The adult is in charge. He leads and controls the child.
1. Child and adult are both subjects of interaction. They are equal in importance. Everyone is equally valuable. Although an adult, of course, is both older and more experienced.
2. The activity of an adult is higher than the activity of a child, including speech (an adult speaks "a lot")
2. The activity of the child is at least not less than the activity of the adult
3. The main activity is educational. The main result of educational activity is the solution of any educational task assigned to children by an adult.
The goal is the knowledge, skills and abilities of children. Children's activity is needed to achieve this goal.
3. The main activity is the so-called children's activities. The goal is the genuine activity (activity) of children, and the development of knowledge, skills and abilities is a side effect of this activity.
4. The main model of the organization of the educational process is educational
4. The main model of the organization of the educational process is the joint activity of an adult and a child
5. The main form of work with children is occupation. 5. The main forms of working with children - examining, observing, talking, talking, experimenting research, collecting, reading, implementing projects, workshop, etc.
6. Mainly so-called direct teaching methods are used (with frequent use of mediated ones) 6. Mainly so-called indirect teaching methods are used (with partial use of direct ones)
7. The motives for learning in class, as a rule, are not associated with the interest of children in the learning activity itself. The authority of an adult "keeps" children in the classroom. That is why teachers often have to "decorate" the lesson with visualization, game techniques, characters in order to clothe the educational process in an attractive form for preschoolers. But after all, "the real goal of an adult is not at all to play, but to use a toy to motivate the development of subject knowledge that is unattractive for children." 7. The motives of teaching, carried out as the organization of children's activities, are primarily associated with the interest of children in these activities
8. All children must be present at the lesson
8. The so-called free "entrance" and "exit" of children are allowed, which does not at all imply the proclamation of anarchy in kindergarten. Respecting the child, his condition, mood, preferences and interests, an adult is obliged to provide him with a choice - to participate or not to participate with other children in a joint business, but at the same time he has the right to demand the same respect for the participants in this joint business.
9. The educational process is largely regulated. The main thing for an adult is to move according to a predetermined plan, program. The teacher often relies on the prepared summary of the lesson, which contains the remarks and questions of the adult, the answers of the children.9 , interesting information about composers, writers, artists and their works), individual methods and techniques, etc., but not as a "ready-made sample" of the educational process.
Organization of various types of children's activities
Directly educational activities are organized in all areas of educational work with children: familiarization with the environment, speech development, musical education, visual activity, design, the formation of elementary mathematical concepts, physical culture. When conducting educational activities directly, there are three main parts ... The first part is introducing children to the topic of the lesson, defining goals, explaining what the children should do. The second part is the independent activity of children to complete the task of the teacher or the plan of the child himself.
The third part is the analysis of the assignment and its assessment.
Forms of training organization.
The teacher has the opportunity to carry out training using various forms of organization of children, there are frontal forms of training:
a walk that consists of:
- observations of the nature surrounding life;
- outdoor games;
- labor in nature and on the site;
- independent gaming activity;
excursions;
games:
- plot and role-playing;
- didactic games;
- dramatization games;
- sport games;
work:
- collective;
- household;
- work in a corner of nature;
- artistic work;
reading fiction;
conversations;
show of puppet theater;
At the preschool educational institution - special time is allocated in the process of conducting regime moments, individual work with children is organized. The content of training in this case is the following activities:
subject and game,
labor,
sports,
productive,
communication,
role-playing and other games that can be a source and means of learning.
Methods and techniques for organizing training
Visual and play methods in combination with verbal methods prevail in preschool educational institutions
The process of teaching children in kindergarten is built on the basis of visualization in teaching, and a special organization of the environment contributes to the expansion and deepening of children's ideas
For example, to organize work activities, we use assignments (including subgroup ones), cognitive experiments and assignments, shifts, practice-oriented projects, etc. For musical and artistic - listening, performing, musical-didactic and folk games with musical accompaniment, staging, dramatization, etc.
We connect all educational areas with each other: reading, child
learns; learning, talks about what he has learned; interacts with peers and adults through research and discussion. So the interpenetration and interconnection of educational areas ensure the formation of a holistic picture of the world around the child. This is how the way of organizing children's activities is changing: not the leadership of an adult, but the joint (partner) activity of an adult and a child - this is the most natural and effective context for development in preschool childhood.
The development of types of activity is carried out in joint activity with adults, then in joint activity with peers and, finally, it becomes an independent activity of the child.
Practice has shown that in the independent activity of children, there is a personal interest (internal motivation). The motive can be both interest and a desire to help someone, and the desire to receive praise and the need to satisfy some other of your needs. In any case, intrinsic motivation causes a rise in physical strength, a surge of emotions, activation of thinking. Hence, we conclude that in a situation where a child freely realizes his interests, needs, shows will, his activity has powerful motivation, is emotionally saturated and psychologically comfortable.
When selecting methods and forms of organization of GCD, it is necessary to focus on the desires, interests, inclinations, and abilities of children. Activities motivated in this way are more effective, because contributes to the development of certain abilities of each child. "What do you want to do?", "If you want to know ... - you have to do ...", "You will succeed, and you can ...", "Let's try together, and you will see ..." - such kind of questions, convictions, conversations teachers with children contribute to the formation of the orientation of the personality, the active motivation of the child to activity. The integration of GCD is more effective than isolated fragments; children have a special breadth of interests - which in the future can become the basis for a diverse experience. The desire to engage in different and dissimilar activities, desire
try your hand at different spheres - this is the breadth of the child's interests, which is formed by the teacher by means of integrated activities.
Each day educational block includes some kind of
productive activity: creating collective work, inventing the end of a fairy tale or story, inventing and portraying the character of heroes through movement, attributes, creating structures from building or improvised material, etc.
It is possible to single out the most successful combinations of the forms of organization of GCD for various educational areas.
1.OO "Reading fiction" - the form of holding - a literary living room, an excursion to the virtual library (for example: a reading room), role-playing games on literary plots, dramatization, dramatization, expressive reading of poems (recitation competition, drawing, creation of your own stories and fairy tales , poems, riddles).
2. PA "Communication" - thematic_travels (to a virtual zoo - if the topic is "Wild animals", to a farm / village - if "Pets", etc., press conferences for older preschoolers, watching a cartoon - for pupils of younger groups ...
3. LLC "Knowledge" - involves the use of cognitive games,
research activities, children's experimentation, as well as problem-search situations, excursions (to the "construction site", if the topic is "profession") and even watching puppet shows with a subsequent conversation on them, KVN.
4. "Muzyka" LLC - forms of GCD organization - conversation, virtual excursions to the philharmonic society, quiz "Guess the melody", visiting a thematic holiday, theatrical sketches. workshops, etc.
Conclusion
Thus, integrated classes have distinctive features.
Firstly, it is clarity, compactness, high information content of the educational material - the lesson should be small in volume, but capacious, which is possible with an integrative approach, when a specific subject or phenomenon is viewed from several sides in its various aspects.
The second feature is logical interdependence,
the interconnection of integrated subjects in the classroom is ensured
interpenetration of material from different educational areas through
a variety of activities. It is important that educational areas
were combined with one another and between them there was a connecting element - an image. Switching to a variety of activities helps to keep
attention of children, which increases the effectiveness of the lesson, relieves fatigue and
overvoltage. Combining different areas of knowledge in one lesson
allows you to save time for playing, walking, together with a teacher and
independent activity of preschoolers.
Integrated classes promote emotional development
preschoolers, since they are based on the elements of music, painting, literature, increasing the motivation of learning, the formation of cognitive interest, a holistic picture of the world and broadening the horizons. So, by the end of the school year, older preschoolers develop an emotional and conscious attitude to art, increase their creative activity, independence, initiative, reduce tension, stiffness, behavior becomes more open.
The advantage of integrated lessons is to increase the motivation of learning, during which a phenomenon is viewed from several sides, forming a cognitive interest.
Pushing pupils to mental activity, integrated classes in kindergarten teach to receive information, thinking outside the box, to compare and generalize it, to draw conclusions. Since they are held in an easy, playful way, they are much easier to transfer than classes in individual subjects. Children do not overexert themselves and study with great interest.
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Annex 1
Summary of GCD "Animals from cylinders" (for older preschool children)
Tasks: to teach children to create a variety of interesting animal toys from paper by twisting rectangles into cylinders and semicircles into cones (depending on the shape and position of the body, they are placed vertically or horizontally), supplementing them with details; develop the ability to work according to a template; to consolidate the skills of working with scissors, using glue; foster a desire to see things through to the end.
Content. A grandmother (an adult) comes to visit the children. She loves pets very much, but lives alone. Then he makes riddles about the animals he wants to have:
I can wash clean
Not with water, but with a tongue.
Meow! How often do I dream
A saucer with warm milk. (Cat)
Long ear, lump of fluff.
Jumping dexterously, gnawing carrots. (Rabbit)
Who has a patch,
Not clenched into a cam?
On the feet of his hooves.
Does he eat and drink from the trough? (Piglet)
He is friends with the owner,
The house is guarding
Lives under the porch
And the tail is in a ring. (Dog)
Who sings so loudly
That the sun is rising? (Rooster)
The teacher invites the children to help their grandmother and make the animals she dreams of for her. But first, consider animal toys and answer the questions:
What parts does a cockerel consist of? (The body is a cone, there is a head, a comb, eyes, a beak, a beard, a bushy tail).
What are the parts of the kitty? ((Torso - top hat, head, eyes, ears, mustache, tail and paws).
What parts is the rabbit made of? (The body is a top hat, long ears, etc.).
Then the teacher demonstrates a method of making a cylinder from a rectangle by twisting it and gluing the edge; cone from a semicircle.
Educator: Next, according to the templates, you draw the rest of the details, cut them out and glue them to the body. Children do the work on their own.
Fizminutka "We live in the yard ...".
Children continue to work. The grandmother performs a qualitative analysis of children's work, thanks the children for the animals and says goodbye to them.
Appendix 2
Abstract of GCD for design.
Topic: "Teremok".
Integration of educational areas: cognition, communication.
Activities: play, work, communicative, productive, cognitive and research
Purpose: Formation of the ability of pupils to construct elementary buildings.
Tasks:
Educational: Continue to teach children to build houses using various building materials (cubes, bricks, prisms, make ceilings. Strengthen knowledge of the fairy tale "Teremok" with children, activate words-signs in speech: large, small, wide, narrow) Secure the name of the building material , color, size.
Developing: develop fine motor skills of hands, attention, speech, thinking, sensory perception.
Educational: Foster a desire to help fairy-tale heroes.
Means of education. Desktop building material, animals from the fairy tale "Teremok", plasticine, planks for modeling, models of Christmas trees, rivers, presentation - a fairy tale: "Teremok".
Technical: computer, projector.
The course of the lesson.
1. Organizational moment
Educator: - Guys, do you like fairy tales? (children's answers)
There are many fairy tales in the world
Children are very fond of fairy tales,
Everyone wants to visit them,
And play a little.
-Everyone sit next to you,
Let's play along.
Prepare ears, eyes,
We begin our tale.
- Stands in the field teremok (together):
He is neither low nor high
The teacher offers to watch a fairy tale: "Teremok"
2. Viewing the presentation "Teremok"
Guys, look, here it is, only it collapsed: it was broken. And who broke the tower? (Answers of children Bear-toed)
Educator: And please tell me who lived in this little house?
Children - (Little mouse, frog-frog, bunny-jumping, chanterelle-sister, volchok-gray barrel).
Educator: Guys, Mishka - the clubfoot didn't want to destroy the house at all - he just didn't fit in. Why couldn't he fit in? (He is big)
And what was the house? (Small)
And where did all the animals run? (In the forest)
Educator: Let's go to the forest and find the animals.
- Oh - and here is the river! To get into the forest, we need to cross the river. And for this we will build a bridge. What are we going to build the bridge from? (from bricks)
3. (Laying out bricks)
- Cross the bridge
We need guys.
We will go to the distant forest
There are animals and animals!
Now we go further
(Physical minute)
On a flat path
Along a flat path (children walk at a pace)
Our legs walk once, twice, once, twice.
Through the hole - gallop.
Boo - fell! (sat down)
Where did we end up?
We walked, walked -
And they came to the forest
- Here they are - our animals. We found them. They hid under the Christmas tree.
Say hello guys. (Hello little animals)
Educator. Guys, since the animals' house has broken down, they now have nowhere to live.
How can we help them. Correctly it is necessary to build a new teremok. And let's build each little animal its own house - a teremok.
4. The main part. Construction.
Explain and show progress
What parts does the house consist of? (Walls, roof)
What are we going to build houses for the little animals? (from cubes, bricks - walls, triangles - roof).
I put two cubes next to each other, a brick on top, and a roof at the very top.
-What color do I have cubes? (In green)
-What color are the bricks? (in yellow)
- And the roof? (in red)
-Do you want to build houses for the animals?
-Then let's get started!
Individual work
-Who will we put in Son's house? (Mouse)
-What house will we put the frog-frog in? (The smallest)
-The spinning top is a gray barrel where he will live (in a high house)
-Where do you want to settle the bunny? Little fox sister?
-What color is your roof, Sasha, and Andryusha's?
-Where are we going to put the bear? (To the big house that I built
Anya).
Physical minutes "Teremok"
Stands in the field teremok, teremok (go in a circle)
He's not low (squat)
not high (hands up)
Tower, tower spin, spin
Turn around, stop.
Back to the forest, facing us
And the window and the porch
(Children clap their hands, point their thumbs back, hands forward, window and porch)
Educator: What good fellows you are to build houses for all the animals. Now let's stick some pies on the little animals.
Modeling: "Pies"
Educator:
5. Reflection
- We put all the animals in houses. They feel good there. They will live together, visit each other. We treated them to pies.
They were very happy and thanked you for your efforts. They picked apples in the forest and treated you to. Now you can play with the animals.
Methodological materials "Pedagogical conditions for the organization of independent activities of preschool children"
Bykova Lyudmila Anatolyevna, musical director of MADOU DS No. 464
In the Federal Law "On education in the Russian Federation" of December 29, 2012 N 273-FZ declares that preschool education is the first level of general education. Preschool education is aimed at the formation of a general culture, the development of physical, intellectual, moral, aesthetic and personal qualities, the formation of the prerequisites for educational activities, the preservation and strengthening of the health of preschool children .
Educational program for preschool children (3 years - 8 years) should include a number of activities, such as play, including role-playing, game with rules and other types of play, communicative (communication and interaction with adults and peers), cognitive and research (researching objects of the surrounding world and experimenting with them), as well as the perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from various materials, including constructors, modules, paper, natural and other materials, fine (drawing, modeling, applique), musical (perception and understanding of the meaning of musical works, singing, musical rhythmic movements, playing children's musical instruments) and motor (mastering basic movements) forms of child activity. .
In accordance with the federal state educational standard for preschool education (hereinafter FSES of preschool education) pedagogical tasks should be solved by teachers:
- during security moments
- in joint activities of children with a teacher
- in the independent activity of children
- in joint activities with the family.
One of the main forms of organizing the educational process in a preschool educational institution is the independent activity of children. The study of the problem of independence of preschool children today is carried out in various aspects. Investigated: the essence of independence, its nature (G. A. Ball, A. G. Khripkova); structure and ratio of components of independence (Yu.N. Dmitrieva, G.N. Godina, T.G. Guskova); stages, conditions and methods of development of independence (Z. V. Eliseeva, N.S. Krivova, K. P. Kuzovkova); the importance and role of independence as a factor of adaptation to a preschool institution
(T.N. Filyutina)... Therefore, the research topic we have chosen is relevant.
Based on the relevance of the problem, we determined the purpose of the study: to theoretically study and practically check the pedagogical conditions for organizing the independent activity of children in the older group of preschool educational institutions.
Object of research: the process of organizing the independent activity of preschool children.
Subject of research: pedagogical conditions conducive to the organization of independent activity of older preschoolers.
Research hypothesis: the process of forming independent activity of preschoolers may be successful if the following pedagogical conditions are created:
- support by the teacher of children's initiative and independence;
- organization of a developing subject-spatial environment for the self-development of a senior preschool child;
- use in the educational process of independent search and research activities of older preschool children.
In accordance with the purpose, object, subject of research, we have identified the following tasks.
- To analyze the current state of the problem of organizing independent activity among preschoolers in the psychological and pedagogical literature.
- Determine the pedagogical conditions that are necessary for organizing the independent activity of older preschoolers.
- To check the effectiveness of the revealed pedagogical conditions in cognitive and research independent activity in children of the older group of preschool educational institutions.
Structure of the work: the work consists of an introduction, 2 chapters (1 theoretical and 1 practical), conclusion, list of references.
CHAPTER 1. THEORETICAL APPROACHES TO THE PROBLEM OF RESEARCH
1. 1. Modern approaches to the organization of independent
activities of preschool children in pedagogical
theory and practice
In modern preschool pedagogy, the problem of organizing educational work in preschool institutions occupies a special place. Because today the question of the need to design educational work focused on the principles of humanity, non-violence, subjectivity, integrity and integrativity arises with all the urgency. .
It is the humane attitude towards the child as a subject of the educational process and the need to develop his inner potential with the aim of a more successful and less painful passage of active socialization that are considered as the leading trends at the present stage of development of preschool education.
Preschool didactics proceeds from the position that the full development of the child should be carried out in an interesting, meaningful activity for him. Therefore, the teacher constructing the educational process must provide the child with the opportunity to engage in various types of children's activities, pedagogically competently coordinating and integrating them with each other.
The modern educational strategy orients preschool workers towards the purposeful design and building of education based on the unity of the processes of socialization and individualization of the developing personality. The main requirement for the organization of educational work is the confirmation of the child's subjective position in the system of his life. In this regard, in the theory of preschool education, as well as in the practice of modern preschool institutions, it is a priori recognized that the process of teaching preschoolers is one of the most undeveloped and laborious in educational work.
This is explained, firstly, by the fact that in the history of the formation and development of preschool pedagogy at various historical stages, various and often directly opposite methodological approaches prevailed and the most contradictory author's concepts and theories of teaching preschoolers were proposed; secondly, by the idea of practitioners that teaching preschoolers should be based on school didactics and approach the classroom-lesson, subject-informative teaching model.
Independence - independence, freedom from external influences, coercion, from outside support, help. Independence - the ability to act independently, to judge, to have initiative, to be decisive. In pedagogy, this is one of the volitional spheres of the personality. This is the ability not to succumb to the influence of various factors, to act on the basis of their views and motives.
Independent activity is such work that is performed without the direct participation of the educator, but on his instructions, at a specially provided time for this, while the child consciously strives to achieve the set goal, using his efforts and expressing in one form or another the result of mental or physical (or both together) action.
According to A.I. In winter, independent activity is presented as purposeful, internally motivated, structured by the object itself in the totality of actions performed and corrected by it according to the process and result of the activity. Its implementation requires a sufficiently high level of self-awareness, reflectivity, self-discipline, personal responsibility, gives the child satisfaction as a process of self-improvement and self-knowledge.
Preschool age is the most important stage of childhood. The high sensitivity of this age period determines the great potential for the versatile development of the child.
In the Friedrich Froebel system (1782-1852) the main emphasis is on the activity of the child himself, on the need to motivate and organize his own activities. Therefore, in the upbringing of preschool children, the enormous educational and educational value of play is emphasized. Teaching children in F. Frebel's kindergartens is based on a system of games with specific didactic material. An important place in F. Frebel's system is occupied by the artistic activity of children: drawing, modeling, applique, music and poetry.
Play in the forms in which it existed in preschool childhood is gradually being replaced by learning and work, the essence of which is that these types of activities, unlike play, which are simply fun, have a specific purpose. Games in the learning process are of great interest for preschoolers. These are games that make you think, provide an opportunity for the child to test and develop his abilities, including him in competition with other children. The participation of preschoolers in such games contributes to their self-affirmation, develops perseverance, desire for success and various motivational qualities. In such games, thinking is improved, including actions for planning, forecasting, weighing the chances of success, choosing alternatives.
The question of the nature and essence of the game worried and still continues to attract the attention of many researchers, such as: P.Ya. Galperin, V.L. Danilova, A.V. Zaporozhets, D.B. Elkonin. Different approaches to children's play are reflected in many works. Among these approaches, one can single out the explanation of the nature of the essence of children's play as a form of communication (M.I. Lisina.), or as a form of activity, including the assimilation of the activity of adults (D. B. Elkonin) either as a manifestation and condition of mental development (J. Piaget)... Each of these approaches, highlighting some aspect of play, ultimately turns out to be insufficient to explain the essence and specificity of children's play as a whole.
L.S. Vygotsky noted that in preschool age, play and activities, play and work form two main channels along which the activity of preschoolers proceeds. L.S. Vygotsky saw in play an inexhaustible source of personality development, a sphere that determines "Zone of proximal development" .
In the works of N.E. Veraksy says that one of the effective methods of working with older preschool children in organizing independent activities is the method of project activity, which is based on understanding the role of the child's personality in the preschool education system.
There are three main types of project activities: creative, research and normative - each of which has its own characteristics, structure and characteristic stages of implementation. Design is an important area of children's cognitive activity, which is not compensated by the development of other forms of activity of preschoolers. Project activity has a number of characteristics that have a positive impact on the development of a preschooler.
A.S. Mikerina points out in her dissertation research "Cognitive development of preschool children" that in the practice of modern preschool organizations the following types of projects are used:
- research projects (they require a well-thought-out structure, are completely subordinate to the logic of research, imply the advancement of an assumption of a solution to the indicated problem, the development of ways to solve it, including experimental, experimental ones. Children experiment, conduct experiments, discuss the results obtained, draw conclusions, draw up the results of the research)
- creative projects (as a rule, these types of projects do not have a detailed structure of joint activities of the participants, it is only outlined and further develops, obeying the genre of the final result, which can be framed as a script for a video film, dramatization, holiday program, album. holiday, video film, dramatization, sports game, entertainment)
- play (role-playing) projects (The structure of these projects is also only outlined and remains open until the completion of the work. Children take on certain roles due to the nature and content of the project. These can be literary characters or fictional characters imitating social or business relationships, complicated by situations invented by the participants. For example, children enter the image of the characters of the fairy tale and solve the problem posed in their own way)
Information-practice-oriented projects (they are initially aimed at collecting information about some object, phenomenon; it is supposed to familiarize the project participants with this information, analyze it and generalize the facts)... Moreover, the result of the project is necessarily focused on the social interests of the participants themselves. Children collect information, discuss it and implement it, focusing on social interests; the results are presented in the form of stands, newspapers, stained-glass windows.
Cognitive - research activity of preschool children, in its full expanded form, assumes the following:
- the child identifies and poses a problem that needs to be resolved
- offers possible solutions
- checks these possible solutions against the data
- draws conclusions in accordance with the results of the audit
- applies inferences to new data
- makes generalizations.
Experimentation presents great opportunities for the cognitive development of preschoolers. As proved by H.H. Poddyakov, deprivation of the opportunity to experiment, constant restrictions on independent activity at an early and preschool age lead to serious mental disorders that persist for life, negatively affect the intellectual and creative development of children, and the ability to learn in the future.
Thus, we can conclude that the problem of organizing the independent activity of preschoolers is presented in sufficient detail in the theory of preschool pedagogy.
- 1. All equipment in the group is selected according to the age characteristics of children. The equipment is placed rationally, convenient for children.
- 2. In the afternoon, children give preference to the following games - role-playing, construction, mobile, board.
- 3. On the initiative of the educator, role-playing games arose: she proposed new play actions, new roles, brought in additional equipment. Also, the teacher organized didactic games in order to expand the children's ideas about the world around them.
- 4. At the initiative of children, there were mobile, building, plot-role-playing games. Children were enthusiastically designing, the boys were building various garages, houses; girls preferred to build castles, houses for dolls. Some kids love to color. They are positioned so that you can see how the other guys are playing.
- 5. In games, children most often reproduced scenes from everyday life (going to a store, a hairdresser's, a hospital; holidays).
- 6. Children imitated the household chores of their relatives, the work of an educator, doctor, teacher, driver, pilot. Elements of everyday life, work and social life were often combined in the same game: the mother takes her doll-daughter to kindergarten, and she herself rushes to work in the hospital; parents with children go to a holiday, etc.
- 7. Often the structure of the plot was one-dark, but multi-character.
- 8. Sometimes in real work the children introduced a playful image. So, putting on a white apron and a kerchief to make cookies, the child turned into a worker in a confectionery factory, and when cleaning the site, he became a janitor.
- 9. Roles were assigned based on the gender of the child. Boys didn't want to take on the role of girls. Girls were also reluctant to take on roles where they could play the role of a character of the opposite sex.
- 10. Leading play interests of children: not only regime moments, but also various holidays, excursions, work of adults. Interest in games with social themes was especially noticed.
- 11. The peculiarity of planning the leadership of creative games in a group was that the teacher tried to organize the activities of children in such a way that in the process of playing children learn about the world and develop comprehensively.
The level of development of skills in creative play
"From birth to school" edited by N.Ye. Veraksy, T.S. Komarova, M.A. Vasilyeva
|
Actual play skills Leonida Kachalova |
|
|
Desire to organize role-playing games. |
Lenya often shows a desire to organize his peers for a role-playing game. |
|
The ability to develop a plot based on knowledge gained from the perception of the environment, from literary works, excursions, travel. |
Repeatedly noticed that Lenya introduced new actions into the plot, citing an example from his perception of the environment. |
|
Ability: to distribute roles, prepare the necessary conditions, agree on a sequence of joint actions, establish and regulate contacts in a joint game: negotiate, make peace, yield, persuade, etc. |
Lenya likes to take responsibility for preparing the necessary attributes for the upcoming game. He showed sensitive attention to his peers. |
|
To be able to complicate the game by expanding the composition of roles, coordinating and predicting role-playing actions and behavior in accordance with the plot of the game, increasing the number of unified plot lines. |
In order not to offend other children with the insufficient number of roles, Lenya invented and introduced new roles into the game. Or he gave his role to a peer who, in his opinion, was offended. |
|
To be able to collectively erect buildings necessary for the game, plan the upcoming work, together to carry out what was conceived. |
He willingly took part in the construction of buildings with other guys. Lenya listens to other guys in teamwork. |
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Be able to independently organize familiar outdoor games. |
During the practice, it was not possible to observe this skill. |
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To be able to build a line of behavior in a role, using attributes, costume details. |
At rehearsals for the upcoming holiday, we managed to observe his behavior as a soloist. |
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Be able to follow the rules of the game. |
He always observes the rules of the game. |
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To be able to compare objects, notice minor differences in their characteristics, combine objects according to common characteristics, compose a whole from a part, determine changes in the arrangement of objects. |
Didactic games of a different nature do not cause difficulties. Likes to think for himself, and not ask adults for help. |
|
Have qualities such as friendliness, discipline, and a culture of fair competition in competitive games. |
Lenya has such qualities as friendliness, discipline. In outdoor games, he prefers fair competition. |
Based on observation of Leonid Katchalov and conversation with him, I came to the conclusion that his level of development of creative play is high. He possesses most of the gaming skills recommended by the Birth to School program. Knows how to organize a role-playing game, come up with new roles and new actions to enrich it. Disciplined in following the rules of the game. Shows friendliness towards other children. He willingly turns on and actively works in a group of children.