Ways of organizing independent activities of children in the dhow. Organization of independent activities of children in the conditions of preschool educational institutions, taking into account fgos preschool

10.08.2019

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 a child is at least not less than that of an 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 related to 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 learning, 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 give him the opportunity to choose whether 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 a prepared summary of the lesson, in which the replies and questions of an adult, the answers of children are scheduled 9. The educational process involves making changes (adjustments) to plans, programs, taking into account the needs and interests of children, the notes can be used partially, to borrow factual material (for example , 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 and 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 the 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 nature, surrounding life;
- outdoor games;
- labor in nature and on the site;
- independent play 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-game,
labor,
sports,
productive,
communication,
role-playing and other games that can be a source and a 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 clarity 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 experiences 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 activities with adults, then in joint activities 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 an increase in physical strength, a surge of emotions, activation of thinking. Hence, we conclude that in a situation where the child freely realizes his interests, needs, shows will, his activity has powerful motivation, emotionally saturated and psychologically comfortable.
When choosing the methods and forms of organizing 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 its various spheres - this is the breadth of the child's interests, which the teacher forms by means of integrated activity.
Each day's 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 (reading competition, drawing, creating your own stories and fairy tales , poetry, 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 followed by a conversation about them, KVN.

4. "Muzyka" LLC - forms of organization of GCD - conversation, virtual excursions to the Philharmonic, the "Guess the melody" quiz, visiting a thematic holiday, theatrical studies. 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 efficiency 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 for 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 advantages of integrated lessons are to increase the motivation of learning, during which a phenomenon is viewed from several sides, forming a cognitive interest.
By 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.
Bibliography:
1. Federal state requirements for the structure of the main general educational program of preschool education, approved by order of the Ministry of Education and Science of the Russian Federation on November 23, 2009 No. 655
2. Abuzyarova, L. Subject - developing environment of preschool educational institution // Child in kindergarten / L. Arbuzova.-2004.-№6.-p.30-32.
3. Afonkina, Yu. A. Monitoring the quality of mastering the basic general educational program of preschool education / Yu.A. Afonkina. - Petrograd: Teacher, 2011.
4. Voskresenskaya, V. We create a developing environment ourselves // Preschool education / V. Voskresenskaya. -2004.№1.-p. 77-79.
5. Guskova, TV, What is an independent child? // Preschool education / T.V. Guskova -1988.-№11.-p.60-64.
6. Ivanova, N.V. Game training for children 5-7 years old. Methodical recommendations / N.V., Ivanova - M .: Sfera. - 2008. - 112 p.
7. Kalinina, R.R. Psychological and pedagogical diagnostics in kindergarten / R.R. Kalinin. SPb.-M.-2011
8. Kamerina, N. Business construction of a developing environment // Kindergarten. Management / N. Kamerina-2003.-№2.-p.5.
9. Kuznetsova, S. Updating the subject-developing environment / S. Kuznetsova, G. Romanova // A child in a kindergarten.-2004.-№4с58-65.
10. Makhaneva, M. The influence of the environment on the formation and development of the child's personality // Preschool education / M. Makhaneva.-1992.№2 –s.4-6.
11.Meremyanina, O.R., Kazantseva, A.S. Subject-developing space in preschool educational institution / O.R. Merem'yanina, A.S. Kazantseva // Educator of preschool educational institution.-2009.-№7.
12.Nishcheva, N.V. Spatial developmental environment in kindergarten. Construction principles, advice, recommendations / comp. N.V. Nishcheva. - St. Petersburg., "CHILDHOOD-PRESS". 2010.-128 s, ill.
13. Petrovsky, V.A., Klarina, L.M., Smyvina, L.A., Strelkova, L.P., Building a developing environment in a preschool institution. M., Scientific and Methodological Association "Creative Pedagogy", Small Enterprise "New School", 1993.
14. Subject-developmental environment of kindergarten in the context of FGT / ed. N.V. Miklyaeva.-M.: TC SPHERE, 2011-129s.
15. Teplyuk, S. The origins of independence (preschooler) // Preschool education / S. Teplyuk.-1991.-№7.-p.67-71.
16.Hvastunova, T.A. Organization of a subject-developing environment in accordance with modern requirements / T.A., Khvastunova // Educator of a preschool educational institution.-2009.-№2
17. Yusupova, G. Education of independence in children // Preschool education / G. Yusupova.-2002.-№8.-p. 28-29.

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 in 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 pupils' ability 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. 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? (made of 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 are the parts of the house? (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 pies to the animals.
Modeling: "Pies"
Educator:
5. Reflection
- We put all the animals in houses. They feel good there. They will live together, go to 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 them. Now you can play with the animals.

Organization of independent activities of children

in the conditions of a preschool educational institution, taking into account the federal state educational standard

Savchenko Lyubov Alexandrovna,

senior educator MBDOU d / s "Joy",

Tsimlyansk

In the Federal State Educational Institution of Education, the independent activity of children is emphasized less vividly than the joint activity of adults and children. Nevertheless, in targets independence, the ability to choose your occupation is paramount. The need for the formation and development of independence is dictated by the needs of society for non-standard people who are able to think creatively, make discoveries for the benefit of humanity. And the solution to this issue is reflected in the development of independence, which allows a person to pose new problems, find new solutions.

In the scientific pedagogical literature, there are different points of view on the definition the concept of "independence":

This is the ability not to succumb to the influence of various factors, to act on the basis of their views and beliefs.
This is a general characteristic of the regulation (management) of a person's activities, relationships and behavior.
This is a gradually developing quality, a high degree of which is characterized by the desire to solve the tasks of activity without the help of other people, the ability to set the goal of the activity, carry out elementary planning, implement the conceived and get a result adequate to the set goal, as well as contribute to the manifestation of initiative and creativity in solving emerging problems.

Scientific research shows that in conditions of optimal education and training children can reach a certain level of development of independence in different types of activity: play, communication, motor, cognitive - research, productive (drawing, modeling, art work), work, music and art, reading.

The development of independence is facilitated by the development by children of the ability to put goal(or accept it from a teacher), ponder the path to achieving it, implement your design, evaluate the received result from the position of the goal.

The development of independence is an important indicator of a child's readiness for school, especially an emotional and volitional one. The child develops the ability to act arbitrarily, regulating and subordinating his behavior to the achievement of a certain goal, which is set for him by an adult, a group of children, and then he himself. By the end of preschool age, a child of 6-7 years old sets a goal for himself, performs certain sequential actions to achieve it, and brings the work started to the end.

Thus, an independent activity of a preschooler is a work that is performed without the direct participation of the teacher, 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 actions ...

So: the independent activity of children - one of the main models of the organization of the educational process preschool children:

1) free activity of pupils in the conditions of a subject-developing educational environment created by teachers, which ensures the choice of activities by each child according to interests and allows him to interact with peers or act individually;

2) the activity of pupils organized by the educator, aimed at solving problems related to the interests of other people (emotional well-being of other people, helping others in everyday life, etc.).

Independence does not mean complete freedom of action and deeds, it is always enclosed within the framework of the norms accepted in society, that is, there must be a rule for every need. We, adults, live by the rules, for children there are also certain rules (one in kindergarten, another at school). What are the rules for your groups? (what you took - put it back; do not shout or run in the group; do not interfere with others; neatly fold clothes in the locker, greet everyone who comes to the group, etc.).

FSES DO implies creation of conditions for the free choice of activities by children, in this sense it is difficult to overestimate the importance of the subject-developing environment. Let us recall what a developing subject-spatial environment is? Developingsubject-spatial environment is a set of conditions that have a direct and indirect impact on the comprehensive development of a child in kindergarten, on the state of his physical and mental health, on the success of his further education, as well as on the activities of all participants in the educational process in a preschool institution. According to the requirements of the Federal State Educational Standard of DO, the developing subject-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

Development scheme for any type of activity in accordance with Vygodsky's concept is as follows: first, it is carried out by joint activity with adults, then - in joint activity with peers, and, finally, it becomes an independent activity of the child. In this case, a special role is assigned to the educator. The teacher must create a diverse play environment (we are talking about a developing subject-spatial environment in a preschool educational institution), which must provide the child with cognitive activity, must correspond to his interests and have a developing character. The environment should provide children with the opportunity to act individually or together with peers, without imposing mandatory joint activities. The teacher can connect to the activities of children in cases of conflict situations requiring the intervention of an adult, or, if necessary, help a particular child enter a peer group.

Subject-developing environment should be organized in such a way that every child has the opportunity to do what they love. Such an environment should correspond to the individual and age characteristics of children, their leading type of activity - play. At the same time, it should contribute to the development of creative abilities, awaken imagination, activity of actions, teach communication, a vivid expression of one's feelings.

Kindergarten play should be organized, firstly, as a joint game between a teacher and children, where an adult acts as a playing partner and at the same time as a bearer of a specific "language" of the game. The natural emotional behavior of the educator, who accepts any children's ideas, guarantees freedom and ease, the child's pleasure from the game, contributes to the emergence in children of the desire to master play methods themselves. Secondly, at all age stages, play should be preserved as a free independent activity of children, where they use all the means of play available to them, freely unite and interact with each other, where the world of childhood, to a certain extent, independent of adults, is ensured.

Along with the game, a significant place in the life of a child takes free productive activity children (constructive, pictorial, etc.) As well as in the game, the possibilities of the child's development are enriched here.

To organize independent artistic activity the child must have an artistic experience that the child acquires in the classroom. Planned learning allows you to gradually accumulate and increase the volume of skills and abilities, and already on their own initiative, children can manifest themselves in various types of artistic activity: musical, artistic and speech, visual, theatrical and play.

Maths for a preschooler should be fun and entertaining. For independent cognitive mathematical activity to be effective, it is necessary:

- to create a special subject-development environment;

- to offer children, in independent cognitive and playful activities, a complex of entertaining play mathematical material;

- to use special methods of guiding independent cognitive and game mathematical activity.

The effectiveness of independent cognitive mathematical activity can be tracked by the level of children's independence; cognitive activity of children; level of motivation.

Thus, the teacher should devote a large amount of time during the day to organizing the independent activity of children in a preschool educational institution, at a time specially presented for this, where 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 actions. And if in joint activities with children the teacher is an equal partner, then in independent activities the teacher is only an observer.

List of used literature:

We bring up preschoolers to be independent: Collection of articles - Russian state. Ped. Hertsin University, St. Petersburg: Childhood-PRESS 2000, 192 p.
Kononova I., Ezhkova N. Preparing children for independent activity. // Preschool education, 1991 - № 6. - P. 11-14
Kuznetsova N.P., We create a developing environment step by step // Handbook of the senior educator No. 8 2016.
Educational environment and organization of independent activity of senior preschool age [Text]: guidelines / ed. OV Dybina / -M .: center of pedagogical education, 2008.
FSES DO.

Organization of independent activities of preschool children in accordance with the Federal State Educational Standard.

(speech at the district MO of educators, prepared by educator Yurova L.I.)

In accordance with the FGT and FGOS, educational tasks should be solved

During the regime moments,

in joint activities of children with a teacher (including in the classroom),

in the independent activity of children

in joint activities with the family.

One of the main forms in the process of education and upbringing of children in kindergarten is the independent activity of children. Before moving on to the issue of organizing this independent activity in a preschool educational institution, I will tell you about what must be understood by independence.

About the concept of "independence" in scientific literature

In the scientific pedagogical literature, there are different points of view on the definition of the concept of "independence"

1. This is the ability not to succumb to the influence of various factors, to act on the basis of their views and beliefs.

2. This is a general characteristic of the regulation (management) of a person's activities, relationships and behavior.

3. This is a gradually developing quality, a high degree of which is characterized by the desire to solve the tasks of activity without the help of other people, the ability to set the goal of the activity, carry out elementary planning, implement the conceived and get a result adequate to the set goal, as well as contribute to the manifestation of initiative and creativity in solving emerging problems.

Scientific research shows that in conditions of optimal education and training, children can reach a certain level of development of independence in different types of activity: play, communication, motor, cognitive - research, productive (drawing, modeling, art work), labor, musical. WITH independent activity of children- one of the main models of organizing the educational process of preschool children:

2) the activity of pupils organized by the educator, aimed at solving problems related to the interests of other people (emotional well-being of other people, helping others in everyday life, etc.).

The scheme for the development of any type of activity in accordance with the concept of L. S. Vygodsky is as follows: first, it is carried out jointly with adults, then in joint activity with peers, and, finally, it becomes an independent activity of the child. In this case, a special role is assigned to the educator.

The teacher must create a diverse play environment (we are talking about a subject-developing environment in a preschool educational institution), which must provide the child with cognitive activity, must correspond to his interests and have a developing character. The environment should provide children with the opportunity to act individually or together with peers, without imposing mandatory joint activities.

The teacher can connect to the activities of children in cases of conflict situations requiring the intervention of an adult, or, if necessary, help a particular child enter a peer group.

Subject-developmental environment should be organized in such a way that every child has the opportunity to do what he likes. Such an environment should correspond to the individual and age characteristics of children, their leading type of activity - play.

At the same time, she should contribute to the development of creative abilities, awakens imagination, activity of actions, teaches communication, a vivid expression of her feelings.

Play in kindergarten should be organized, firstly, as a joint game between the teacher and the children, where the adult acts as a playing partner and at the same time as a bearer of the specific “language” of the game. The natural emotional behavior of the educator, who accepts any children's ideas, guarantees freedom and ease, the child's pleasure from the game, contributes to the emergence in children of the desire to master play methods themselves. Secondly, at all age stages, play should be preserved as a free independent activity of children, where they use all the means of play available to them, freely unite and interact with each other, where the world of childhood, to a certain extent, independent of adults, is ensured.

Along with play, a significant place in a child's life is occupied by the free productive activity of children (constructive, visual, etc.). As well as in play, the child's development opportunities are enriched here.

To organize independent artistic activity, the child must be formedartistic experience that the child acquires in the classroom. Planned learning allows you to gradually accumulate and increase the volume of skills and abilities, and already on their own initiative, children can manifest themselves in various types of artistic activity: musical, artistic and speech, visual, theatrical and play.

First of all, teaching in art classes by me is structured so that children act not only on direct instructions and my show, but also without help. If the child learns to independently complete educational tasks, then he will be able to act in the same way outside of class: organize dramatization games, sing and draw at his own will.

In the classroom, the teacher shows how a fairy tale can be presented in different ways. First, the children listen to it, then they look at the illustrations and make up a fairy tale from them, then they stage it in a table theater or sketch characters and use the figurines to display them on the flannelgraph. Subsequently, they use these techniques completely independently - in their free time they look at illustrations, retell fairy tales, and dramatize them. Books, pictures, homemade books, children's works on literary plots are of great importance in the group.

There is a sufficient number of books at the free disposal of children (in the children's bookcase). Along with books, there are several thematic folders with pictures, photographs, children's drawings and albums for free viewing by children. To get every child interested in my work, I use various forms of work with children in the book corner. Which I plan daily in a calendar-thematic plan (reading, viewing and discussing books, participating in the analysis and systematization of books and pictures, repairing, etc.).
Once a month I organize an exhibition of books in a group. The first one - at the beginning of the school year - is advisable to devote to the children’s favorite books. I try to satisfy every child's desire. Subsequent exhibitions can be thematic: books about nature, about our Motherland, about technology, fairy tales, etc. Every Thursday in our group there is an advertisement for a book that parents read to their children at home. Children bring the book to the group and tell what it is about to all the children. The group also operates a center for musical and theatrical activities for theatrical games. This center contains all the necessary equipment - a screen and sets of various types of puppet theater, theatrical costumes, board games, musical instruments, a tape recorder. One of the most striking forms of independent artistic activity is a game. It can be different depending on the content of the activity. So, children pick up baby books in order to play in the library, shop; made of paper, sculpted from plasticine, dough toys to decorate the room of a dollhouse for playing with the family. Sometimes I propose to the children to come up with and draw decorative patterns for the fabric. This serves as the impetus for the deployment of the game to the store where children “buy” these fabrics.
All materials used for artistic independent activities are constantly updated and vary.

Another pedagogical condition is the influence of holidays and entertainment. The child gets a lot of impressions at the holidays from the sound of music, songs, colorful decoration of the room, costumes, expressive intonations of the artistic word. He becomes involved in social phenomena reflected in an artistic-figurative form, and this becomes an indirect stimulus that makes him want to convey his impressions and experiences in a different artistic form: drawing, play, dance. An important condition for the development of children's artistic independent activity is the connection with the family. Everything that the child sees and hears at home does not go unnoticed. Adults sing, dance, paint, decorate rooms, go to the theater, cinema, watch TV. The child, observing, taking part in this, receives artistic impressions. Arriving at kindergarten, he shares them with his peers, the teacher, expresses his attitude to what he saw in the games.

In accordance with federal state requirements, the mathematical development of preschoolers is carried out through the joint educational activities of the educator and children, as well as through the independent cognitive and play activities of the children themselves. A preschooler, even an older child, is a playing creature, and his greatest interest is a game, play exercises. But, very often, the method of teaching elementary mathematical concepts should not only give the simplest knowledge and skills, but also on their basis develop thinking, imagination, ingenuity, and reaction speed in a preschooler. Math should be fun and entertaining. For independent cognitive-game mathematical activity to be effective, it is necessary:

Create a special subject-development environment;

Offer children a complex of entertaining play mathematical material in independent cognitive and playful activities;

Use special techniques for guiding independent cognitive and game mathematical activities.

The effectiveness of independent cognitive-game mathematical activity can be tracked by:

Children's level of independence;

Cognitive activity of children;

Motivation level.

For the organization of children's activities, a variety of developing games, didactic aids, materials were used to "train" children in establishing relationships, addictions. The ratio of play and cognitive motives in preschool age determines that the most successful cognition process will be in situations requiring the intelligence of children. In the kindergarten, in the morning and in the evening, games of mathematical content, tabletop-printed, were held, such as: "Dominoes", "Make a picture", "Arithmetic dominoes", "Logical lotto", "Lotto", "Find the difference" , games of checkers and chess, solving mazes and others.

The variety of entertaining material allowed each of the children to choose a game according to their interests. These are printed board games, games for the development of logical thinking, leading children to master the game of checkers and chess: "Fox and Geese", "Mill", "Wolves and Sheep", etc.; puzzles, logic tasks and cubes; labyrinths, games for composing a whole from parts; to recreate silhouette figures from special sets of figures; movement games.

The teacher can plan in advance the independent activities of children, taking into account the topic that is relevant for a given day (or week), the goals and objectives of educational work in the daily routine, that is, the principle of a comprehensive - thematic construction of the educational process in a preschool educational institution should be implemented. The teacher "starts" from this topic when organizing the independent activities of children.

So, for example, in the senior group the theme of the week is "Dear Maslenitsa is coming ..."

How can teachers organize independent activities of children:

1. On the eve of the group to organize the exhibition "Maslenitsa Doll" with the help of demonstration material: paintings, children's drawings, newspaper clippings, children's books, rag dolls.

2. Introductory conversation between the teacher and the children on the topic.

Purpose and exhibitions and conversations : motivation of children for independent study, consideration of demonstration material.

3. Introduce material of various properties for artistic creation (pencils, brushes, paints, wax crayons, applique paper). Using the pedagogical method of advancing (that is, praising the child in advance, making him believe in himself), the teacher motivates children to independent artistic creativity (applications "The Sun", drawings "Maslenitsa Doll", etc.)

4. During a walk, tell the children about the rules of an active holiday game (which is played on the Maslenitsa holiday): a goat went through the forest, a freckle is spring, cold is hot. And invite them to play them on their own, as well as tell other children about the games and play together.

5. Children, if they wish, take pre-made crafts "The Sun" and through these crafts the teacher can encourage them to round dance games. (The role of the educator is to direct, the rest is done by the children themselves)

6. In the "Hostess" corner, invite the children to bake pancakes (after reading fiction, chants and poems about pancakes), s.i. "Culinary specialists"

Thus, the teacher should devote a large amount of time during the day to organizing the independent activities of children in a preschool educational institution. And if in joint activities with children the teacher is an equal partner, then in independent activities the teacher is only an observer.

At the endI want to note that thanks to the transition to a new form of scheduling, the organization of independent activity is clearly reflected and intersects (integrates) with other forms of work during the day (walk, regime moments, group - subgroup, joint activity). But in the comprehensive thematic planning of the preschool educational institution, an emphasis is not placed on the independent activity of pupils, this activity is not separately prescribed, but only implied. Consequently, the following question remains open: the inclusion of the section on organizing independent activities in a comprehensive - thematic planning of a preschool educational institution.

Thus, the independent work of children in a preschool educational institution is such work that is performed without the direct participation of the educator, 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 actions.

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 goal.

In the process of independent activity in children, the motor sphere is improved, a positive attitude is consolidated, 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 every child, understand his condition, come to the rescue on time, respect his interests, satisfy claims for gratitude;

Be able to motivate 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, the zoo, to visit, go to the sea, to the village, etc. Eve the family, and in the preschool, the kids are taught the style of communication, the 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 system of preschool education" (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 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 should 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 the experimentation of 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 correlative 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 distracted a little, 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 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, play 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!" A child 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 learn to walk can, adhering to, 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 one or another 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, 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 paintings, 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, arousing the kids' interest 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 include sports, book corners, places for games with dolls, games that contribute to 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.). There is an activity corner not far from the leisure materials.

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 gradually becomes 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 base 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 feel better when, after a nap, they see colorful butterflies or birds made of corrugated paper in the playroom, sitting 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 tree. The children themselves will notice the changes in the plot and, together with the adult, will begin to discuss why the bunny is standing by the hut, who will protect him from the wolf, etc.

In the winter cold, you can make a summer story: by the lake (a round mirror), under a multi-colored umbrella, a doll is sunbathing (black glasses, panama hat); 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 take place 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, 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 stopping 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.

Particular 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, memorize 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 takes off 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 over 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 supporting 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, tumble, crawl under a chair, wag their tail, or jump 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 the 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 into 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, they just can't find mice. 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 a 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.

In 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 sleep, 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 actively participated in dashes can easily 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 was 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. To this end, 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 start 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 the cat, where the kid, and where the hare, etc.

With the attraction of plot pictures, photographs, conversations about going to the circus, theater, zoo, etc., go lively.

The teacher makes sure that during the entire time of their stay in kindergarten, the children have a stable feeling of comfort and psychological security, confidence in a good attitude towards themselves from adults.

Similar information.

Methodological materials "Pedagogical conditions for the organization of independent activities of preschool children"

Bykova Lyudmila Anatolyevna, musical director of MADOU DS No. 464

In 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 games, including role-playing games, playing with rules and other types of games, 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 different 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 urgency 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 independent activities 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 organizing 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 is based on the assumption that the full development of a 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 the teaching of 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 system of Friedrich Froebel (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, in contrast to play, which are simply enjoyable, have a specific purpose. Games in the learning process are of great interest for preschoolers. These are thought-provoking games that 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 persistence, 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 in general.

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 activity 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 develops further, 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
suggests 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.