Consultation for a parent meeting on the topic: “raising and developing a child in various activities. Organization of various types of activities as a condition for the development, training and education of preschool children Types of education of preschool children

19 Parenting in special cases and raising special children Children with increased needs need special education. Some children pose extremely difficult tasks for their parents because they have different abilities compared to ordinary children. Investing

Methods for identifying different aspects of intellectual productivity 1. Methodology “Progressive Matrices” by J. Raven. Indicator of ability for systematic thinking: the number of correct answers under conditions of a test time limit of 20 minutes.2. Methodology

“Activity-based” learning and “active” learning We have already said that, as follows directly from the terminology, the concept of “active learning”, adopted by many methodological scientists, by its very essence is opposed to the concept of “passive learning”. Well, first of all

Irina Kurylenko
Raising a child in various types activities.

REMINDER FOR PARENTS.

subject: Raising a child in various activities.

The formation of moral qualities in children requires daily work, tact, endurance, and unity of demands from parents. Child education, in particular obedience training, is formed in activities by practicing good deeds.

As psychological and pedagogical research shows, strong emotional impulses are born in children in practical activities, V various life situations. IN activities moral experience accumulates child.

Play, work, communication child have a big role in it mental development. To raise a child- means to lead him activities, communication, reinforce activity, success.

Game - leading child's activities before school age. she is independent activities, means education and the form of organization of children's lives. It is known that child plays most of the time.

Joint games between parents and children help:

To set up a contact,

Understanding,

Achieve compliance with requirements without much pressure.

Parents who treat the game with indifference, indifference, deprive themselves possibilities:

Gets close to as a child,

Find out his inner world.

Parents often underestimate the role of play and classify it as fun and pranks. child. They strive to prepare their children for school from an early age, read to them a lot, regardless of age, and are interested in early learning. Subordinating the game only to the task cognitive development child, they buy toys for older people. as a result small child with imagination, big amount toys, do not know how to play.

Teach child adults should play.

Role-playing games are very popular and loved by children, preparing them for their future life. For child Parents' approval and their participation in the game are very important.

Parents don't play with their children differently reasons:

- "hiding" for your age

- refer to employment: They think that playing together takes a lot of time.

Adults often have the opinion that for child It’s more useful to sit in front of the TV, at the computer, listen to recorded fairy tales, play computer educational games, etc. And in the game the child can:

To break something, tear it, get dirty,

Scatter the toys “then clean up after him, and he will receive knowledge in kindergarten anyway”.

It is important to find the strength, time, desire to teach child to play:

You can watch him play, ask questions, pick up toys;

Children should be taught in playful ways reproduction of reality;

Unobtrusively intervene in the game, encourage child act according to a certain plot, pay attention to who is doing what. For example, pronounce dialogues with an imaginary interlocutor, conduct simulation games with children, contact to the child through the role, encourage independent invention and initiative.

For 3-4 year old children it is necessary to create a variety of playgrounds. situations: "The bear is sick", “Let’s go to the country” etc. Parents should:

Pay attention to the characters' conversation;

Minimize the number of story toys;

Use substitute items;

Act with imaginary objects.

Child The 5 year old also needs to play with an adult. When children are at this age, then parents recommended:

Guide children’s play without destroying it;

Keep amateur and creative character;

Maintain the spontaneity of experiences, faith in the truth of the game.

With children 5–6 years old you can use indirect methods:

Suggestive questions,

Hints,

Introduction of additional characters and roles.

According to experts, it is enough to play with as a child just 15 – 20 minutes a day. Children aged 4–5 years should be played at least 1–2 times a week.

Don’t miss the opportunity to develop children’s play habits skills:

While walking,

Family holidays,

Everyday household chores.

How rich and varied will the role-playing game be? child, largely depends on adults.

In addition to gaming activities development and upbringing of the child carried out in labor. Hard work is invaluable for the formation of personality child.

Play and work are the most important means of moral education, formation of positive relationships between children, first social qualities. This is practical activity, leaving child satisfaction, joy.

Positive attitude towards activities(including labor) is formed at child in a family of two ways:

Firstly, it is a conscious, purposeful upbringing when parents form child love labor, useful skills and habits;

Secondly, this happens by imitation child work activities parents, his educate the living conditions themselves families: everyday life, traditions, interests and needs, parental relationship styles.

Upbringing, including labor, should be built primarily on positive examples and facts, vivid and convincing. It is necessary to involve children in ways that are understandable to them. educational-valuable family problems, accustom to independent work activities. Should be given child knowledge about who works for whom, to form respect for work and its results.

Basic methods and techniques necessary to manage various types of work of children in the family:

Determine the purpose of work (if the child decides for himself what he wants to do, what the result should be, you can clarify the goal or make another proposal);

Help to kid motivate your work, discuss with him why and for whom this work is needed, what is its significance;

Teach elements of work planning (for example, first prepare a bowl of water and a cloth for washing toys, then choose a place for clean toys, etc.);

Show and explain (or remind how to do the job better, advise on how to more successfully complete an assignment or duty;

Arouse interest in the upcoming task, maintain and develop it during the work;

Find out what has already been done and what else can be done to achieve a better result;

Remember with child basic« labor rules» (everyone must work diligently, it is necessary to help seniors, juniors, etc.);

Encourage independence, interest in business, the desire to overcome difficulties, achieving the intended goal;

Check systematically with as a child progress and results of work, evaluating it, paying Special attention manifestation of patience, independence, initiative, perseverance in achieving the goal;

Attract child to adult labor, set an example of a conscientious attitude to business, helping with advice or action in case of difficulty (but don't do the work for him);

Organize joint work with older and younger family members, discussing together the motive and expected result of the intended task, determine the share of work of each, advise how to help younger brother or sister, remind the rules of behavior and relationships during common work (demonstration of personal diligence, conscientiousness, friendliness);

Use encouragement, teach child fulfill requirements, check, evaluate and discuss the results of everyone’s work and contribution to the common cause;

Arouse initiative and resourcefulness by asking questions (what and how best to do, encourage independent decision-making;

Put child faced with the need to make a choice and help make correct solution(for example, you can go play, but first you need to finish your work, otherwise you won’t have time to prepare a gift for tomorrow);

At education labor needs of child adults should remember What:

The pleasure achieved through labor creates a need;

U child there must be permanent work assignments;

It is especially important to timely and correctly evaluate work child(overpraising or presenting unreasonably high demands on work child has a negative effect);

It is necessary to evaluate the result of work and attitude to work, and not the work itself child;

When assessing work it is important to help the child understand what he did well and what he did wrong;

When evaluating work, it is necessary to take into account individual characteristics child;

It is important to observe tact when communicating with easily excitable, vulnerable, shy children.

Children feel the need to share activities with parents. The source of joy lies not in the work itself, but also in the communication that work or any other activity.

Development and Raising a child outside of activities is impossible.

Preschool age lasts from 3 to 7 years and can be divided into several periods:

• · Junior preschool age (3 – 4 years);

• · Middle preschool age (4 – 5 years);

• · Senior preschool age (5 – 7 years).

Preschool age begins with crisis three years , otherwise they call it “I myself!” Crisis 3 years - one of the brightest crisis periods our life. It is characterized by a surge of increased independence in the child. In this regard, an internal psychological conflict arises between the child’s needs to be independent, to do everything himself, and his physical capabilities (more precisely, impossibilities). In addition, from this age, the demands placed on the child by adults increase. They tell him “You are already big”, “Look at your behavior”, “You must”, etc. This crisis is resolved due to the fact that the adult reveals new types of activities for the child, thanks to which the child can show his independence and initiative, and express himself.

During the period of preschool childhood, the child develops physically quite quickly. By preschool age, the child becomes physically stronger, coordination of movements improves, children can not only walk and run, by the age of three they can already jump, climb stairs, crawl, etc. Muscles are strengthened and skeletal system. In the future, all these movements are improved.

At this age it is very important . It lies in the fact that the child must be taught to take care of his health and enjoy physical exercise. One of the most effective methods educating preschoolers will be your personal example of behavior. What kind of physical education can we talk about if mom and dad spend the entire weekend lying on the couch and watching TV?! Or do they spend time sitting at the computer?! If a child attends kindergarten, then on weekdays he will do morning exercises there. On days off – you must lead by example. Judge for yourself: if in kindergarten they say that it is necessary to do exercises, that it is good for health, the child there sees how everyone is taking up this useful habit, but at home? Parents don’t want to do this at all and... don’t do it! The child has a contradiction: “What is the right way? Is someone cheating? Need to check!". And... checks... with childish pranks, for which he bears the undeservedpunishment! Therefore, try to stick to what is usual for your child, do exercises with him, at least 5 minutes. It will be good for the child and good for you. Design your own morning exercise complex.

Good means for physical education children at this age - communication with nature, acquaintance with various sports, outdoor games.

Physical development of a preschooler child directly related to the mental. Thanks to their physical activity, developed movements, coordination, children are better able to show their curiosity, explore the world, observe, study, experiment, etc. This is where it manifests itself and development of preschool children . The age of 4 years and older is rightly called the “age of why”. The child constantly asks adults various questions. By the nature of the questions you can judge at what level of development your child is. The preschooler’s first questions indicate the world around him (“what is this?”, “who is this?”, “what is this called?”, etc.). Next, questions appear that help establish causal and cause-and-effect relationships, the key word in them is “HOW?” and why?" (“how is this made?”, “how does it work?”, “why does the wind blow?”, “why does a butterfly fly?”, etc.).

Carrying out preschooler child , an adult must answer all the child’s questions, no matter how tired he is of them. If you constantly brush aside your child’s questions, there will be a decrease in cognitive interest, which will later be replaced by indifference. Of course, an adult needs to “try very hard” for this, because... Curiosity in preschoolers is quite stable, but some people succeed. If you satisfy the need for knowledge, then cognitive interest of a preschooler will be at a fairly high level, which will help in the future with preparing a child for school .

In addition to the outside world, preschoolers begin to be interested in their inner world, i.e. preschool children begin to show cognitive interest to ourselves, to our body, to our feelings and experiences - this is called development of self-awareness in preschoolers. Developing children's self-awareness goes through a number of stages: first, children separate themselves from the world around them; then they begin to realize their name; then they develop self-esteem , which in preschool age depends entirely on the adult’s assessment; by the age of three, children are aware of their gender and try to behave in accordance with their gender; by 5 over the years, children become aware of themselves in time, for example, they can say “when I was very little, my mother gave me milk from a bottle”; and by the age of 7 they begin to realize their rights and responsibilities, which is very important for preparing children for school .

Also, the developed self-awareness of preschoolers helps the manifestation of arbitrary behavior, i.e. By the age of 7, a child already knows how to manage his behavior, feelings, emotions, which is also indicator of a child’s readiness for school.

Closely related to mental education development of preschoolers' imagination. Development of imagination in preschool age contributes to the accumulated stock of knowledge about the world around us, it is thanks to it that preschoolers build new images in their imagination. About the level development of imagination of preschoolers can be judged by their performance. If a child comes up with a variety of interesting stories, comes up with new images (characters or roles), and uses substitute objects, then we can talk about a well-developed imagination. Sometimes it seems that there are no limits to the fantasies of preschoolers; they are constantly in a world of images that attract them. You can also determine where the child gets these images from for games or artistic creation: from films, cartoons, book illustrations, fairy tales, short stories, etc. Some adults make the mistake of thinking that children's imagination is better developed than that of adults. This is wrong. Preschooler's imagination much poorer than an adult’s imagination. For a developing personality, this is the basis, the foundation for the development of the intellect and emotional sphere of children.

The most important achievement of preschool age is closely related to the mental and physical development of preschool children - development of different types of activities of preschoolers: gaming, labor and artistic. From here we can consider the types of education - labor, aesthetic and

consists of introducing children to self-service, household work, social and mental work. Labor education of preschool children begins with introducing the child to self-care. By the age of three, the child tries to do everything himself: he dresses himself, eats himself, combs his hair himself, etc. And it is precisely these aspirations that must develop into the desire to work. Main means of labor education for preschool children- this is the attitude of adults towards the manifestation of independence of children. Adults should not suppress the independence of preschoolers, but it is important to create a “success situation” for the child and encourage the child’s desire for independence. For example, if a child does not yet know how to tie shoelaces, he should wear shoes with Velcro. The child will feel joy, not disappointment, when he can not only put on his shoes on his own, but also cope with the fastener. From the age of two, children are able to feed themselves, but this does not always work. Fine motor skills and coordination of movements of babies are still imperfect and therefore they are not always able to get a spoon into their mouth. Be patient, do not scold your child for a soiled blouse or table. When the baby succeeds, he rejoices and strives to do even better. Create conditions for independence. Give your child clothes that he can put on on his own (pants, tights, slippers, socks, etc.), encourage your baby, tell him that everything will work out, that he is already an adult, and all adults dress and eat themselves, etc. d. Don’t get annoyed or scold your child if something doesn’t work out for him; on the contrary, say that “it didn’t work out now, don’t be upset, it will work out tomorrow.”

From the age of 3, children love to help adults - water flowers, wipe dust, wash dishes, wash, iron, etc. And here, too, the main thing is not to suppress this aspiration. Do not scold your child if he snatches the broom from your hands and asks you to sweep the floor. Let him do it. You’ll redo it later, BUT, when the baby doesn’t see it. During washing, give him a separate basin with handkerchiefs - let him help you wash. Or let him wash the doll’s clothes, believe me, your child will be in seventh heaven that he was allowed to do this. And when you are washing the dishes and the baby asks you to help, what do you say?! “Move away, otherwise you’ll ruin everything!” or something like that. Let your baby help you, give him a towel, let him dry the dishes you washed. And when the child grows up, and you allow him to wash the dishes himself under the tap, this will be a great honor for him, and in the future it will turn into an honorable duty. By the age of 7, you can get some kind of pet so that the child feels all the responsibility of work. But provided that you and your child distribute the responsibilities for caring for the animal. And, of course, you should definitely study the conditions under which your pet is kept.

Aesthetic education of preschool children is also primarily associated with the development of various types of children’s activities. Main facilities aesthetic education preschoolers– this is, firstly, the environment (scientific name – developmental environment). All things must be in their place, which means that every thing must have a place. The developmental environment should be organized in such a way that the toys are in a place accessible to children, and it is also very important that the child can also easily put these toys back in their places. Do not allow your child to take a toy until he has put away the one he was just playing with.

Secondly - personal example of behavior. A child should see neat parents: combed, in clean clothes, dressed tastefully, etc.

Third - artistic activity of preschoolers, or rather joining it. To do this, adults themselves must show interest in creative activity: sculpt, draw, make appliqués with children. Now there are quite a lot of new directions in artistic creativity.

Fourthly, the child’s hygiene skills. Introducing the baby to neatness, neatness, and developing a sense of taste.

In preschool age, moral standards of behavior are actively acquired. In this regard, it is carried out moral education of preschool children. The most effective a means of moral education of preschool children there will be imitation. The child imitates adults in everything: appearance, behavior, and even standards for assessing the environment. Parents discuss situations that happened during the day every day, using certain evaluative words: “good”, “bad”, “wrong”, “respects”, etc. Children should see kindness, tenderness, generosity and other moral qualities around them. In addition, it is very important to praise and encourage children for their own kindness and generosity. Then these qualities will develop. IN moral education of preschoolers It is very important to teach a child to put himself in another person’s place.

It should also be noted the development of relationships between preschoolers and peers. Preschool children begin to appreciate each other's company. They begin to share feelings, thoughts, retell films, cartoons they have seen, and life events. Friendship arises. At this age, it is necessary to maintain friendly and friendly relationships with other children - this is very important for the social development of children.

In conclusion, I would like to consider education mechanism :

Knowledge – feelings – motives – beliefs – actions – habits – behavior – result (personal quality).

Topic 1

1.1 Name the types of children's activities for children in preschool educational institution?

The main activities of children in preschool educational institutions are:

Motor;

Productive;

Communicative;

Labor;

Cognitive and research;

Musical and artistic;

Reading (perception) of fiction.

1.2 What is the leading activity in preschool age?

In preschool age, the leading activity is play. In play activities, the child’s need to influence the world is first formed and manifested. All games usually reproduce one or another, thereby meeting the child’s need to take part in the life and activities of adults.

By the end of preschool age, play activity is differentiated into such forms as plot-based role-playing games, games of dramatization, games with rules. The game develops not only cognitive processes, speech, communication, behavior, but also the child’s personality. Play in preschool age is a universal form of development; it creates a zone of proximal development and serves as the basis for the formation of future educational activities.

1 .3 What is communication? What is the essence of pedagogical communication?

Communication is the most important component of human existence, present in all types of human activity.

Communication is a way of interaction between people, determined by socio-economic and cultural relations in society.

In communication, mutual understanding and coordination of actions, actions, behavior are achieved, the qualities of a person as a subject of culture, knowledge, and work are formed. Communication is the most important professional tool of pedagogical activity, as it acts as a factor in the formation of a person’s personality and as a means of education.

At present, it should be taken into account that not only social relations, family, school have changed, but also the child himself: his level of awareness, the degree of claims and demands, and the form of communication have changed. All this involves making changes to the organization of the educational process and choosing a different form of pedagogical communication. Today, what comes to the fore is not educational influence, when the child acts as a passive object of influence from the teacher, but interaction.

Pedagogical communication presupposes respect for the child’s personality and opinion. Not every teacher is interested in the opinions of their students; they can “join” the child’s opinion and consider his opinion correct and interesting. Well, only a few can ask for forgiveness for the fact that, for example, they mistakenly considered him to be the culprit of the conflict. Although this not only does not reduce the authority of the teacher in the eyes of his students, but, on the contrary, brings them closer together. At the same time, if you invite children, for example, to think about how best to hold a New Year tree or fairy tale holiday, then there will be many proposals and ideas born of children's imagination. Therefore, the expressions “What do you think?”, “What do you think?”, “Where is better?” and so on. should be an integral part of the teacher’s communication with his students. Pedagogical communication is characterized by purposefulness, the desire of the teacher to solve certain developmental and educational tasks.

Creating a situation of success - important point in pedagogical communication. It is not so much words as interested participation in the life of children that is decisive in the communication between the child and the teacher, the focus on developing the child’s personality, creating an atmosphere of kindness and mutual trust.

Pedagogical communication can be expressed through assessment.

Pedagogical assessment is part of the communication between the teacher and the child. The teacher's assessment of the child's response in class, helping a friend or participating in a holiday, caring for flowers or the speed of tying a shoelace on his own - everything is significant for the child, everything needs a positive assessment: in a word, a look, a gesture, a good wish. A positive assessment is a kind of incentive for vigorous activity, good appetite, proper behavior and success of children.

The higher the score, the more desire the child has to learn, work, play, and create. This, of course, does not mean that assessments should be only positive, and there should be as few negative ones as possible. Even the lack of a positive assessment in itself is a certain punishment for the baby. That is why it is so important in each specific case, when assessing a child’s activity, to be extremely careful, because children have different abilities and capabilities.

Communication should be relaxed and free. Particular importance should be attached to the formation of proper communication skills in kindergarten, helping children to learn the necessary norms and rules of behavior: in a team, in a game, in joint activities, at the table, at a holiday, etc.

If a child from the first years of life sees kindness and care around him (and not only towards himself), he perceives this as the norm and follows it himself. This is the main and determining factor in the life and behavior of a child today and an adult tomorrow.

1.4 How can you assess the culture of communication between an adult and a child?

The culture of communication involves the child’s compliance with the norms and rules of communication with adults and peers, based on respect and goodwill, using appropriate vocabulary and forms of address, as well as polite behavior in public places and everyday life.

A culture of communication presupposes the ability not only to act in the right way, but also to refrain from actions, words, and gestures that are inappropriate in a given situation. The child must be taught to notice the state of other people. Already from the first years of life, a child must understand when it is possible to run and when it is necessary to slow down desires, because at a certain moment, in a certain environment, such behavior becomes unacceptable, i.e. act based on a sense of respect for others. It is respect for others, combined with simplicity, naturalness in the manner of speaking and expressing one’s feelings, that characterizes this important quality child, like sociability.

A culture of communication necessarily presupposes a culture of speech. A.M. Gorky considered concern for purity of speech an important weapon in the struggle for a common human culture. One aspect of this broad issue is the cultivation of a culture of verbal communication. Speech culture presupposes that a preschooler has a sufficient vocabulary and the ability to speak concisely while maintaining a calm tone.

Already in the early, and especially in middle preschool age, when the child masters the grammatical structure of speech, learns to construct simple phrases correctly, he is taught to call adults by name and patronymic, with “You,” the pronunciation is corrected, and children are taught to speak at a normal pace, without tongue twisters. or drawling words. It is equally important at the same time to teach the child to listen carefully to the interlocutor. Stand calmly during a conversation, look into the face of the speaker.

During educational events organized by the teacher, the behavior, questions and answers of children are largely regulated by tasks, content of material and forms of organization of children. It is clear that their culture of communication in such processes is formed faster and easier, but it is no less important to cultivate a culture of communication in Everyday life.

Directly with the development of a culture of communication in children, the teacher also develops such moral qualities as politeness, delicacy, courtesy, modesty, sociability and, not unimportantly, collectivism skills. It is important to instill in a child an elementary culture of communication that helps him establish contacts with peers: the ability to negotiate without shouting or quarrel, to politely make requests; if necessary, then give in and wait; share toys, talk calmly, do not disturb the game with noisy intrusion.

1.5 What are the forms of communication between a preschool child and his peers?

Communication with peers plays an important role in the mental development of a preschooler. It is a necessary condition for the formation of his social qualities, the manifestation and development of elements of collectivist relations in a preschool group.

Throughout preschool childhood, they develop and replace each other. emotional-practical, situational-business, non-situational-business, non-situational-personal forms of communicationpreschooler with peers

Each form of communication influences the mental development of children in its own way: emotional and practical encourages them to take initiative, expands the range of emotional experiences; situational business contributes to the development of personality, self-awareness, curiosity, courage, optimism, creativity; Non-situational-business and non-situational-personal form the ability to see an intrinsically valuable personality in a partner, to take into account his thoughts and experiences. Each of them helps the child to concretize, clarify, and deepen his understanding of himself.

1.6 What factors determine the activity of communication?

For each participant in the interaction, the motive for communication is another person, his communication partner. In the case of communication with an adult, the motive for communication that encourages the child to turn to an adult by performing an initiative act of communication, or to respond to him by performing a reactive action, is the adult himself. When communicating with a peer, the motive for communication is another child.

Factors that encourage a child to communicate with adults are related to his three main needs:

) the need for impressions;

) the need for active activity;

) the need for recognition and support.

Communication with an adult is only part of a broader interaction between a child and an adult, which is based on the specified needs of children.

The need for active activity is inherent in children as obviously as the need for impressions. Anyone who has observed the child is amazed at his irrepressible activity. The restlessness of children and their transition during the day from one activity to another indicate the severity of the hunger for activity they experience. The child's lethargy and passivity are an unmistakable sign of his painful condition or developmental defects. Perhaps the need for children to be active is a special case of the phenomenon that is referred to as “the need for an organ to function.”

During the first seven years, the activity exhibited by children reaches a high level of development both in form and content. But to achieve maximum effectiveness, children always need the participation and help of an adult. This leads to the fact that in the activities of children, interaction with adults appears, and among different types of interaction, a permanent place is occupied by the type that we call communication. Thus, the need for children to be active becomes a source of motivation for turning to an adult and gives rise to a special group of communication motives, which we called business, thereby emphasizing the main role of the activity in which the child is engaged, and the service, subordinate role of communication in which the child enters with the goal of quickly achieving some practical result (subject or game). According to the developed ideas, the business motive for communication is an adult in his special capacity - as a partner in joint practical activities, an assistant and a model of correct actions.

Children's need for recognition and support is emphasized by many researchers. D.B. writes about the presence of such a need among school-age children. Elkonin, T.V. Dragunov, L.I. points to her. Bozovic. Upon closer examination, it turns out that children’s need for recognition and support is their desire for communication, because only as a result of this activity can they receive an assessment of their personality from others and realize the desire for community with other people.

This communication does not constitute a “service” part of the child’s broader activity - cognitive or productive, but is isolated from other types of interaction and closes in on itself. A characteristic feature of the described type of communication should be recognized as its focus on the personality of people - on the personality of the child himself, who is looking for support; on the personality of an adult, who acts as a bearer of the rules of moral behavior, and other people, whose knowledge ultimately serves the cause of self-knowledge of children and their knowledge of the social world. That is why we called the motives of the third group personal. In contrast to cognitive and business motives of communication, which play a service role and mediate more distant, final motives born from the needs for impressions and active activity, personal motives receive their final satisfaction in the activity of communication. As this last motive, an adult appears to the child as a special person, as a member of society, a representative of a certain group.

The described groups of motives listed above were identified in relation to the child’s contacts with adults. It can be assumed that when communicating with peers, the listed motives also matter, although, apparently, they differ in some originality. Thus, some works make us think that small children, communicating with their peers, see little of them themselves, but look very closely at their own reflection in their “mirror.” L.N. Galiguzova (1980) found, for example, that children early age Often they cannot recognize among three comrades the one with whom they met alone 15 times (!) before and played for a long time. Even preschoolers, after 3-5 lessons together, cannot always say the name of their friend; they almost never ask their peers about their lives (R.A. Smirnova, 1981). If a child of this age meets an adult, then the personal interest in him turns out to be immeasurably deeper.

Cognitive, business and personal motives appear during the formation period communicative activities almost simultaneously. In a child’s real life practice, all three groups of motives coexist and are closely intertwined. But in different periods During childhood, their relative role changes: now some, now others of them occupy the position of leaders. And this is not about individual characteristics relationships different motives, but about age-specific features that are typical for the majority or many children of the corresponding age. Bringing to the fore a certain group of motives is associated with a change in the content of communication, and the latter reflects the characteristics of the child’s general life activity: the nature of his leading activity, the degree of independence.

Topic 2

2.1 What pedagogical conditions for organizing the game do you consider necessary?

Pedagogical conditions - depend on the age group.ml. gr.:

didactic game as part of the lesson (role-playing game on themes from the surrounding life, based on literary works)

theatrical games - introduce the techniques of driving tabletop dolls, accompanying the movements of the dolls with a simple song;

Outdoor games - teach to follow the rules;

the game is organized by the children, but the leading role belongs to the teacher

(plot-role-playing - encourage the creation of buildings of varying structural complexity;

theatrical - to develop interest in theatrical and play activities).

Average group:

mobile - to teach them to independently follow the rules and use a counting rhyme;

didactic - to consolidate the knowledge and skills acquired in the classroom;

desktop-printed - master the rules of the game, “take turns”, etc.

games are organized by children, the teacher as a consultant.

Senior group:

Create a developing subject-game environment for organizing all types of games in the classroom and in independent activities, and develop cooperation skills.

2.2 What are the general principles for guiding children's games for preschoolers?

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

Techniques for managing the game can be direct and indirect. Direct guidance involves direct adult intervention in children's play. It can be expressed in role participation in the game, in participation in the collusion of children, in clarification, in providing assistance, advice during the game, or in making suggestions new topic games. First, the adult is involved in the main roles in the game (doctor, seller, etc.) and gives instructions to the children in different forms. These can be direct instructions (the salesperson-teacher tells the child: “Go to the cash register. Pay for the purchase and please bring me the receipt,” etc.), instructions in the form of specific or general questions, for example: “Does your daughter want to sleep? What need to do?" and so on. Later, the teacher takes on secondary roles (customer, patient, store director, etc.).

As a participant in the game, an adult, depending on the situation, always has the opportunity to clarify the children’s desires, their individual inclinations, show various ways to organize the game, and resolve controversial issues.

Indirect guidance of play is especially fruitful when working with preschool children. The teacher expresses his judgments while playing with children exclusively in the form of advice, without demanding strict obedience.

An adult should give children examples of communication with various people, standards of emotional manifestations, closely monitor children’s reactions, try to guide their communications, and promote adequate and emotional communication during the game. During learning to play, an adult performs the functions of an organizer and leader of gaming activities.

In preschool pedagogy, there are many methods and techniques for influencing children, the choice of which depends on the specific situation. Sometimes educators, when becoming acquainted with advanced pedagogical experience (in print, while watching open classes, games) discover new management techniques, methods of designing play areas and mechanically transfer them to their work, without obtaining the desired result. And methodological techniques are effective only in cases where the teacher applies them systematically, takes into account the general trends in the mental development of children, the patterns of the activity being formed, when the teacher knows and feels each child well.

Having mastered with the help of adults the basic methods of action characteristic of a particular activity, children can use them in the same or slightly modified conditions. To do this, it is necessary that conditions for a variety of independent activities of children be created in the group room and on the site. Each type of toys and aids should be stored in a certain order. This will allow children to find the desired item themselves, and after playing, put it back in its place. It is important to think about how to most rationally distribute game material so that children can engage in a variety of activities without disturbing each other.

A quiet place in the group is reserved for independent play with educational toys, looking at pictures, and playing games. Didactic toys and books are stored in an open cabinet, next to the tables at which children play and look at books. More complex educational toys and fun toys should be visible to children. It is better if they lie on a shelf higher than the child’s height, so that an adult can not only help take the toy, but also monitor the child’s play.

Children play with teaching aids and toys (pyramids, nesting dolls, inserts) independently under the supervision of a teacher or with a little help from an adult. This is how children consolidate the knowledge acquired in classes and the ability to independently use educational toys.

It is advisable to store materials for visual activities (pencils, paper, crayons) in a closed cabinet, since children do not yet know how to independently use these objects for their intended purpose for drawing and modeling, but they can already freely draw with chalk on a board, with a stick on snow, or sand.

Kids need both living objects to observe (fish, birds) and natural material (cones, acorns, chestnuts). There should be enough free space in the group room for the development of walking, beta and outdoor games. Furniture, large toys and the aids are placed so that children can easily pass between them and approach them from different sides. A clear distribution of toys and aids in the room and area, their placement, and decoration create order and comfort. But this does not mean that every type of toy... benefits should be used in isolation. Many of them can be used in story games. So, children can get into the “house” through “doors” in the form of a hoop or arc, and into the “shop” - along a ladder or board in front of the entrance to the house. Short cords, sticks, natural materials are amazing objects for play that cannot be replaced by the most advanced toys.

After finishing the game, the children, together with the teacher, put all the toys in the designated places. Even in the midst of a game there should not be such a picture: a forgotten hare is lying under a chair, scattered cubes and other toys are on the floor. If children have developed an interesting game by constructing a building and placing toys in unusual places, it is advisable not to disassemble it in order to continue the game after sleep or a walk.

Planning a system of pedagogical activities, on the one hand, should direct children to display in the game various phenomena of the surrounding reality that are new to them, on the other hand, it complicates the ways and means of reproducing this reality. Children's knowledge about the life around them, obtained from various sources, determines the content of game tasks and the theme of the plot. The formation of the game itself depends on the skillful complication of methods and means for solving game problems.

Children's accumulation of knowledge is recorded in classes or during special observations. At the same time, a connection is established between children’s past experiences and new knowledge. The acquired information and impressions of children are taken into account when planning educational work for managing the game.

2.3 List the structural components of a role-playing game

Structural components of a role-playing game: role, rules, plot, content, game actions, role-playing and real relationships, game objects and substitute objects.

2 .4 List what creative games children in your age group play, games with rules

Creative games for middle group children:

Theatrical- Teremok, Kolobok.

Plot - role-playing- household (family games, kindergarten), industrial, reflecting the professional work of people (games to the hospital, store), public (to the library, flight to the moon).

Games with building materials- floor, tabletop building materials, sets of the “Young Architect” type, natural (sand, snow, clay, stones).

Games with rules for middle school children:

Didactic - games with objects (for example, select all the toys made of wood), board-printed games (for example, selecting pictures according to one characteristic (classification), verbal games (for example, the game - Where we were, we won’t say, but what we did, we'll show you).

Movable - “Cat and Mouse”, “Lifesaver”, “What has changed?” and etc.

2.5 What place does play occupy in the daily routine of the age group you work with?

Play, as the main activity of preschoolers in kindergarten, is given a lot of time: before and after breakfast, during breaks between classes, after naps, during afternoon and evening walks.

When organizing and directing children’s games, it is also necessary to take into account the nature of the preceding and subsequent activities in the daily routine. For example, outdoor games associated with high intensity movements should not be played before children go to bed during the day or at night, or after meals. During a walk, where you can organize various games, you need to take into account the weather conditions. In hot summer weather, preference is given to games of low and medium mobility, and games involving running, jumping, and requiring intense movements are best played in the afternoon.

In the morning, before breakfast, it is advisable to give children the opportunity to play independently. A more active game, organized with the entire group of children, can replace morning exercises. This playful form of morning exercises can be used at the beginning of the year, when there are many new children in the team who have come to kindergarten for the first time. The game attracts them with its emotionality, the ability to actively act and perform movements to the best of their abilities. Over time, when children get used to acting in a team, morning exercises are introduced, consisting of individual exercises.

Before classes, games of average mobility are appropriate; for children these are most often individual games.

Topic 3.

3.1 List the tasks of labor education of preschool children?

Tasks of labor education of preschool children:. Fostering a positive attitude towards the work of adults, the desire to provide them with all possible assistance.

Formation of labor skills and abilities and their further improvement, gradual expansion of the content of work activity.

Raising positive personal qualities in children: habits of work effort, responsibility, caring, thrift,

willingness to take part in work.

Formation of skills in organizing your own and general work.

Fostering positive relationships between children in the process of work - the ability to work cooperatively and amicably in a team, to help each other, to kindly evaluate the work of peers, to make comments and give advice in the correct form.

3.2 In what forms can child labor take place in a preschool educational institution?

Child labor in a preschool educational institution is carried out during educational activities, play activities and in everyday life.

3.3 Name the species child labor and contents of each type

Self-service- this is the child’s work aimed at serving himself (dressing and undressing, eating, sanitary and hygienic procedures). The quality and awareness of actions varies from child to child, so the task of developing self-service skills is relevant at all age stages of preschool childhood.

The content of self-care work changes at different age stages and as children master work skills. If a child has mastered the ability to dress independently, he needs to be taught to do it neatly, beautifully, quickly, and to take care of his appearance and hairstyle. Children are taught the habit of taking care of things, not getting dirty, not tearing clothes, and folding them carefully.

preparing the workplace before starting drawing;

cleaning and even washing (at home) cups, spoons after meals, making the bed, tidying up toys and books.

Having learned self-service, a child acquires a certain independence from an adult and develops a sense of self-confidence. Of course, even in older preschool age, children sometimes need the help of an adult, but still, before entering school, they should already be able to do a lot on their own.

Household labor- This is the second type of work that a child of preschool age is able to master. The contents of this type of work are:

labor to clean the premises;

washing dishes, laundry, etc.

If self-care work is initially intended for life support, for taking care of oneself, then household work has a social orientation. The child learns to create and maintain his environment in an appropriate manner. A child can use his household skills both in self-care and in work for the common benefit.

Household work for children of younger groups consists of helping an adult in wiping furniture, arranging toys, washing small items, removing snow from the area, decorating the area, etc. In the process of such work, the teacher develops in children the ability to focus attention on one lesson and, with the help of an adult, to complete the task. Positive assessment and praise are very important.

Children of middle and senior preschool age are capable of more varied household work and need less help from an adult. They can do:

cleaning the group room (wiping dust, washing toys, arranging light furniture);

cleaning the area (raking snow, removing leaves);

take part in food preparation (salads, vinaigrette, dough products);

in the labor of repairing books, toys, and clothes.

Labor in nature- the content of such work is caring for plants and animals, growing vegetables in the garden, landscaping the area, participating in cleaning the aquarium, etc. Labor in nature has a beneficial effect not only on the development of labor skills, but also on the education of moral feelings, laying the foundations of environmental education.

Labor in nature most often has a delayed result: they sowed seeds and only after some time were able to observe the result in the form of seedlings, and then fruits. This feature helps to cultivate endurance and patience.

Handmade and artistic work- according to its purpose, it is work aimed at satisfying the aesthetic needs of a person. Its contents include making crafts from natural material, paper, cardboard, fabric, wood. This work contributes to the development of imagination, creativity; develops small arm muscles, promotes endurance, perseverance, and the ability to finish what you start. Children make other people happy with the results of their work by creating gifts for them. Artistic work in a preschool institution it is presented in two directions: children make crafts and learn to decorate the group room with their products for the holidays, design exhibitions, etc.

3.4 What forms of child labor organization do you use in your work with children?

Orders- This is a request from an adult addressed to a child to perform some labor action. Work assignments can be:

Individual, subgroup and general instructions are used. By duration - short-term or long-term, permanent or one-time.

Duty- involves the work of one or more children in the interests of the entire group. On duty, to a greater extent than on assignment, the social orientation of work, the real, practical care of several (one) children for others are highlighted, therefore this form contributes to the development of responsibility, a humane, caring attitude towards people and nature.

Duties in the dining room, preparation for classes, and in the living area are used.

General, joint, collective work - creates favorable conditions for children to develop the ability to coordinate their actions, help each other, and establish a uniform pace of work.

This form is used when putting things in order after games in a group room, labor in nature.

3.5 Name the means of labor education

Labor education of preschool children is carried out using a number of means:

Children’s own labor activity;

Familiarization with the work of adults;

Artistic media.

3.6 What methods of managing various types of child labor do you use in your age group?

The main methods and techniques used to manage different types of child labor:

determine the goal of the work (if the child sets a goal himself - what he wants to do, what the result should be, you can clarify it or make another proposal);

help the child motivate his work, discuss with him why and for whom this work is needed, what is its significance;

teach elements of planning;

arouse interest in the upcoming task, maintain and develop it during the work;

find out what has already been done and what else can be done to achieve a better result;

remember together with the child the basic “work rules” (everyone must work diligently, it is necessary to help elders, younger ones, etc.);

encourage diligence, interest in the matter, the desire to overcome difficulties, achieving the intended goal;

systematically check with the child the progress and results of the work and evaluate it, paying special attention to the child’s patience, independence and initiative, and perseverance in achieving the goal;

involve the child in your work, set an example of a conscientious attitude to work, helping with advice or action in case of difficulty (but not doing the work for him);

awaken initiative and resourcefulness (by asking questions about what can be done, how best to do it, pushing for independent decision-making);

present the child with the need to make a choice and help him make the right decision;

Topic 4

4.1 What distinguishes educational activities from cognitive ones, what do they have in common?

The result of cognitive activity, regardless of the form of cognition in which it was carried out (with the help of thinking or perception) and the result of the educational activity of a preschooler is knowledge.

The difference between educational tasks and practical ones is that the main goal of children’s activities is to master general methods of identifying the properties of concepts or solving a certain class of specific practical problems.

The work of children in educational situations is realized in educational actions, through which they “learn examples of general methods of solving problems and general techniques for determining the conditions for their application.” Full-fledged activity in a situation of a learning task involves performing one more action - control. The child must correlate his educational actions and their results with given samples, correlate the quality of these results with the level and completeness of the educational actions performed. Closely related to control is assessment, which records the compliance or non-compliance of results with the requirements of the learning situation.

The process of cognition by a child is determined by his cognitive interests, needs, and abilities. Teaching methods are also aimed at implementing three areas of children’s cognitive activity.

Cognitive sphere is considered as a complex formation in which three components can be distinguished - mental (cognitive) processes; information; attitude towards information.

One source of development of cognitive activity of older preschoolers, as V.V. rightly proves in their studies. Davydov and N.E. Veraksa, represents the creative principle in the personality of a creative person.

An important means of developing the cognitive activity of older preschoolers is occupation. The classes must include entertaining material, since one of the means of developing cognitive activity is entertainment. Elements of entertainment, games, everything unusual and unexpected evoke in children a sense of surprise, a keen interest in the learning process, and help them learn any educational material. the development of the cognitive activity of the child’s personality during classes is most fully manifested and is visible in all educational activities.

In older preschool age, on the basis of the experience gained in educational, play and work activities, the prerequisites for the development of cognitive activity are formed.

4.2 What pedagogical conditions need to be created for organizing educational and cognitive activities in a preschool educational institution?

When developing the child’s educational and cognitive activity, the teacher must remember that the child begins to understand the world not from a theoretical consideration of it, but from practical actions. A.V. Zaporozhets established that indicative actions play a central role in mental development. The teacher creates conditions in the preschool educational institution that specifically “build” the indicative part of the activity.

The pedagogical conditions that ensure the development of educational and cognitive activities in preschool educational institutions are the gradual filling of the subject-development environment; wide use game exercises for development mental processes(such as “Find by description”, “Compose by description”, etc.), didactic games, excursions, stories from the teacher; the use of educational fairy tales, realistic stories from the teacher’s experience, the introduction of fairy-tale characters (gnomes, woodland creatures, etc.), “humanized” real objects, objects, phenomena of our world, visual experimentation - all this gives cognitive activity an educational character, allows the formation of various types of motivation (game, personal, social, cognitive, etc.), to “experience” the content of certain activities for children. In general, pedagogical conditions allow children to develop a cognitive, aesthetically careful, emotional, transformative attitude towards the world. In a subject-development environment (“Library of smart books”, production of collections, materials for speech games), conditions are created for an active, interested attitude towards objects of living and inanimate nature, towards the phenomena of social life. Artistic and productive work organized by the teacher (production of individual durable toys, paper crafts, waste material, making postcards, invitation cards, etc.) helps to consolidate various methods of their implementation, forms elements of motivation for cooperation with adults, emotional and sensory experience of perceiving the world.

Pedagogical conditions for the formation of prerequisites for educational activities in children will be:

the use of various types of motivation (game, practical, cognitive, educational, personal, comparative, etc.);

the use of game training for the development of voluntary behavior, games and sketches for psychomuscular training and for teaching children self-relaxation techniques;

expansion of types of assessment of the results of children's activities (teacher assessment, assessment of children, self-assessment, game form of assessment, mutual assessment, etc.);

introducing a variety of teaching methods (problematic questions, modeling, experimentation, etc.);

involvement various means mental development and learning (organization of active child activities, educational games, design, visual, theatrical activities, practical activities, training, etc., modern technical means); - the teacher has a certain position.

In educational activities, conditions should be created for children in which they would have the opportunity to widely experiment with the material they have just learned. It is important for the child to experiment with educational material before training or at the very beginning of the training process.

4.3 Name the forms of organizing the education of children in a preschool educational institution

The form of organization of training is a way of organizing training, which is carried out in a certain order and mode. The forms differ in the number of participants, the nature of interaction between them, methods of activity, location, etc. In kindergarten, frontal, group and individual forms of organized learning are used.

An excursion is a special form of education that makes it possible to introduce children to natural, cultural objects and adult activities in a natural setting;

The main form of organizing children's education in kindergarten is classes. They are organized and conducted by the teacher in accordance with the “Program of education and training in kindergarten.”

4.4 Why are classes the main form of education for children in a preschool educational institution?

The leading form of organizing the education of preschool students is the lesson.

The use of classes as the main form of teaching children was justified by Ya.A. Comenius.

Jan Amos Comenius in his pedagogical work “The Great Didactics” actually described the class-lesson system as “the universal art of teaching everyone everything”, developed rules for organizing a school (concepts - school year, quarter, vacation), a clear distribution and content of all types of work, substantiated the didactic principles of teaching children in the classroom. In addition, he was one of the first to put forward the idea that the beginning of systematic education and training lies in preschool age, developed the content of teaching preschool children and outlined them in the pedagogical work “Mother’s School”.

K.D. Ushinsky psychologically substantiated and developed the didactic principles of teaching children in the classroom, emphasizing that already at preschool age it is necessary to separate serious learning from play “you cannot teach children by playing, learning is work.” Therefore, the tasks of preschool education, according to K.D. Ushinsky, is the development of mental strength (development of active attention and conscious memory) and the gift of speech of children, preparation for school. However, at the same time, the scientist put forward the thesis of the duality of teaching and raising preschool children. Thus, the problem of the existence of differences between the teaching of children in kindergarten classes and in lessons in primary school.

A.P. Usova developed the basics of teaching preschool children in kindergarten and family, revealed the essence of education in kindergarten; substantiated the position about two levels of knowledge that children can master.

To the first level she included the elementary knowledge that children acquire in the process of games, life activities, observation and communication with people around them; to the second, more complex level, she included knowledge and skills, the acquisition of which is possible only in the process of targeted learning. At the same time, A.P. Usova identified three levels of educational activity depending on the cognitive motives of children, the ability to listen and follow the instructions of an adult, evaluate what has been done, and consciously achieve set goals. At the same time, she emphasized that children do not reach the first level immediately, but only towards the end of preschool childhood, under the influence of targeted and systematic training.

Systematic training in the classroom is an important means of educational work with preschool children.

Over the course of several decades of the twentieth century. all leading researchers and practitioners of preschool education following A.P. Usova paid great attention to classes as the leading form of frontal education for children.

Modern preschool pedagogy also gives great importance activities: undoubtedly, they have a positive impact on children, contribute to their intensive intellectual and personal development, and systematically prepare them for school.

Currently, the improvement of classes continues in various aspects: the content of training is expanding and becoming more complex, a search is being made for forms of integration of different types of activities, ways to introduce games into the learning process, and a search for new (non-traditional) forms of organizing children. Increasingly, one can observe a transition from frontal classes with the entire group of children to classes with subgroups and small groups. This trend ensures the quality of education: an individual approach to children, taking into account the characteristics of their progress in acquiring knowledge and practical skills.

Another important trend is visible - the construction of lesson systems in each area that preschoolers are introduced to. A chain of gradually more complex activities, organically connected with the activities of everyday life, is the optimal way to ensure the necessary intellectual and personal development of preschool children.

The form of organization of training is a joint activity of the teacher and students, which is carried out in a certain order and established mode.

Traditionally, the following forms of training organization are distinguished:

individual, group, frontal

You can use these forms of learning organization both in the classroom and in everyday life. In a preschool educational institution, special time can be allocated during the implementation of regime moments, and individual work with children can be organized. The content of training in this case is the following types activities: subject-based games, work, sports, productive, communication, role-playing and other games that can be a source and means of learning.

4.5 When planning classes with preschool children, what tasks should the teacher set for himself?

When planning the tasks of a lesson, it is necessary to set tasks taking into account the age characteristics of the children, their educational readiness, upbringing, and development.

Traditionally, three tasks are set for classes: educational, developmental and educational.

4.6 What are the types of activities and what structure might they have?

Types of activities with children in kindergarten- Classic lesson; Complex (combined lesson); Thematic lesson; Final or test lesson; Excursion; Collective creative work; Occupation-work; Activity-game; Occupation-creativity; Gathering activity; Lesson-fairy tale; Lesson press conference; Landing lesson; Commented training session; Occupation-travel; Opening lesson

(problem activity); Lesson-experiment; Activities-drawings-essays; Lesson-competition; Group classes (competition option); "Game-school."

Structure of a classical lesson

Structural component Contents Beginning of the lesson Involves the organization of children: Switching children's attention to the upcoming activity, stimulating interest in it, creating an emotional mood, precise and clear instructions for the upcoming activity (sequence of task completion, expected results) Progress (process) of the lesson Independent mental and practical activity of children, completing everything assigned educational tasks. During this part of the lesson, individualization of training is carried out (minimal assistance, advice, reminders, leading questions, demonstration, additional explanation). The teacher creates conditions for each child to achieve results. The end of the lesson is dedicated to summing up and evaluating the results of educational activities. IN younger group The teacher praises for diligence, the desire to complete the work, and activates positive emotions. In the middle group, he takes a differentiated approach to assessing the results of children’s activities. In the senior and preparatory groups for school, children are involved in the assessment and self-assessment of results. Depending on the section of training and the goals of the lesson, the methodology for conducting each part of the lesson may be different. Private methods provide more specific recommendations for conducting each part of the lesson. After the lesson, the teacher analyzes its effectiveness, the children’s mastery of program tasks, reflects on the activity and outlines the prospects for the activity.

4.7 What place do classes occupy in the daily routine of a preschool educational institution?

Before introduction state standard preschool education Ministry of Education Russian Federation recommends the following.

When building the educational process, set the teaching load, guided by the following guidelines:

the maximum permissible number of training sessions in the first half of the day in the junior and middle groups should not exceed two lessons, and in the senior and preparatory groups - three;

their duration in the junior and middle groups is no more than 10-15 minutes, in the senior group - no more than 20-25 minutes, and in the preparatory group - 25-30 minutes;

in the middle of classes it is necessary to conduct physical education;

breaks between classes should be at least 10 minutes;

Classes for children of senior preschool age in the afternoon can be held after naps, but not more than two or three times a week;

The duration of these classes is no more than 30 minutes and, if they are static in nature, physical education should be carried out in the middle of the class. It is recommended to conduct such classes on days with the highest performance of children (Tuesday, Wednesday);

classes on additional education(studios, clubs, sections) must not be spent at the expense of the time allotted for a walk and nap; their number per week should not exceed two. The duration of these classes should not exceed 20-25 minutes; the child’s participation in more than two additional classes is inappropriate.

4.8 List the methods of teaching preschool children

In modern preschool. In pedagogy, the classification of teaching methods according to the nature of cognitive activity, proposed by Lerner and Skatkin, has become widespread, including:

Explanatory - illustrative, or informational - receptive;

Reproductive;

Problematic presentation of the material;

Partially search engines;

Research.

In preschool For many years, pedagogy has widely used methods based on the source of knowledge, which are divided into visual, verbal, practical, and playful.

Topic 5

5.1 What is the difference between artistic education and aesthetic education?

In preschool pedagogy, aesthetic education is understood as the process of forming a creative personality capable of perceiving, feeling, evaluating, and creating beauty. Artistic education is a narrower concept, since here only the means of art are used to solve the same problems. In aesthetic education, a complex of all means is used.

The tasks of artistic education are, undoubtedly, narrower than the tasks of aesthetic education: the formation of a love for art, interest and needs in art in those being educated, the development of artistic education and fine arts skills, artistic feelings, tastes, and abilities to evaluate works of art. Artistic education serves the purpose of forming a high culture of the individual, introducing him to the entire wealth of artistic values ​​accumulated by man over the entire period of social development.

5.2 Define the concepts of “aesthetic education” and “artistic education”

Aesthetic education is the most important aspect of raising a child. It contributes to the enrichment of sensory experience, the emotional sphere of the individual, affects the knowledge of the moral side of reality, increases cognitive activity, and even affects physical development.

Artistic education is the formation of the ability to feel, understand, evaluate, love and enjoy art; artistic education is inseparable from the motivation for artistic and creative activity, for the feasible creation of aesthetic, including artistic, values.

5.3 What are the features of the pedagogical conditions for artistic and aesthetic education of preschool children?

To implement artistic and aesthetic tasks, pedagogical conditions are necessary: ​​environment (aesthetics of everyday life), the presence of an artistic- aesthetic development children; organizing the child’s own artistic activity, using a variety of forms, means, methods, and various types of art.

Aesthetic education of preschoolers is carried out through such means as games and toys, art, everyday aesthetics, nature, work, independent artistic and creative activity, holidays and entertainment.

Play always involves creativity. If preschoolers' ideas about the environment are poor and there are no vivid emotional experiences, then their games are poor and monotonous in content. Expansion of impressions is carried out in the process of reading works of art, with the help of the teacher’s story, observations. The materials of the game are toys. All toys should be attractive, colorfully designed, arouse children's interest, and awaken their imagination.

Using all types of art - fairy tales, stories, riddles, songs, dances, paintings and others, the teacher forms in children responsiveness to everything good and beautiful, enriches their spiritual world.

The main requirements for the design of a preschool institution are the appropriateness of the environment, its practical justification, cleanliness, simplicity, beauty, the correct combination of color and light, and the presence of a single composition. Of course, it is not enough to surround children with beautiful things, we must teach them to see beauty and take care of it. Therefore, the teacher should draw the children’s attention to the cleanliness of the room, to the beauty that flowers and paintings bring, and most importantly, encourage the preschoolers themselves to try to decorate the room.

From an early age, children should be taught the aesthetics of appearance combined with a culture of behavior. An important role in this regard is played by the personal example of adults, the unity of their external and internal culture of behavior.

From an early age, it is necessary to teach children not only to admire the beauty of flowers, trees, sky, etc., but also to make their own contribution to its increase. Already in the younger group, children, with a little help from adults, can feed the fish, water the flowers in the garden and in the group, etc. With age, the amount of work for preschoolers increases. Children are more independent and responsible when it comes to doing this or that task.

Labor activity is one of the means of aesthetic education of preschool children. IN younger age The teacher introduces children to the work of preschool workers, emphasizing that the nanny, the cook, and the janitor work diligently and beautifully. Gradually, the teacher leads the children to understand that the work of all people in the city and village makes it possible to live joyfully. At the same time, it is important that preschoolers not only contemplate the beauty of the work of adults, but also take part in it as much as possible. Therefore, all forms of work activity are used in kindergarten.

Holidays and entertainment enrich children with new vivid impressions associated with significant dates, foster emotional responsiveness and interest in different types artistic activity. From an early age, children show interest in singing songs, reading poetry, dancing, and drawing. These are the first creative manifestations.

5.4 List the tasks of artistic and aesthetic education of preschool children

The first group of tasks is aimed at developing aesthetic perception, thinking, imagination, and aesthetic attitude. The teacher solves the problem of developing the ability to see and understand the beauty of nature and the man-made world; cultivates aesthetic taste, the need for knowledge of beauty.

The second group of tasks is aimed at developing creative and artistic skills in the field of various arts: teaching children drawing, modeling, artistic design, singing, expressive movements, and the development of verbal creativity. Teachers solve problems aimed at supporting the creative self-expression of children: the desire to improvise, experiment with color, come up with a composition, master various artistic techniques, materials and means, create artistic images using plastic means, rhythm, tempo, pitch and volume of sound.

5.5 What means are needed to solve the problems of artistic and aesthetic education of preschool children?

The means necessary to solve the problems of artistic and aesthetic education of preschool children are the developmental environment, nature, art, artistic activity.

5.6 What is the uniqueness of the content of artistic and aesthetic education?

Throughout preschool period changes in perception occur, from simple attempts to examine and feel, without answering the question of what the object is, to the desire to more systematically and consistently examine and describe the object, highlighting the most noticeable features.

Children's assimilation of the system of sensory standards significantly restructures their perception, raising it to a higher level. In the process of cognitive activity, children acquire systematized knowledge about the sensory qualities of objects; a special role in this is played by the formation of generalized methods of examining objects. The structure of the images formed depends on the examination methods.

Sensory culture is of great importance for artistic and aesthetic education. The ability to distinguish colors, shades, shapes, combinations of shapes and colors opens up the opportunity to better understand works of art and then enjoy it. The child learns to create an image, masters the ability to convey the inherent properties of objects, shape, structure, color, position in space, his impressions, acquires knowledge about the materials used to convey the image, create artistic image. Mastering visual and expressive skills introduces children to elementary creative activities, going through a complex path from the simplest actions to the processes of imaginative reproduction of forms.

The next feature of artistic and aesthetic education in preschool age is associated with changes occurring in the sphere of the student’s cognitive processes. The formation of artistic and aesthetic ideals in children, as part of their worldview, is a complex and lengthy process. This is noted by all the teachers and psychologists mentioned above. During education, life relationships and ideals undergo changes. In certain conditions, under the influence of comrades, adults, works of art, life shocks, ideals can undergo radical changes. “The pedagogical essence of the process of forming artistic and aesthetic ideals in children, taking into account their age characteristics, is to form stable meaningful ideal ideas about beauty, about society, about man, about relationships between people from the very beginning, from early childhood, by doing this in a diverse, new and exciting form that changes at every stage,” notes E.M. in his work. Torshilova.

By the end of preschool age, the child can experience elementary aesthetic feelings and states. A child rejoices at a beautiful bow on his head, admires a toy, a craft, etc. In these experiences, at first, direct imitation of an adult, in the form of empathy, clearly appears. The child repeats after his mother: “How beautiful!” Therefore, when communicating with a small child, adults should emphasize the aesthetic side of objects, phenomena and their qualities with the words: “what beautiful craft", "how smartly the doll is dressed" and so on.

The behavior of adults, their attitude towards the world around them, towards the child becomes a program for the child’s behavior, therefore it is very important that children see as much good and beautiful things around them as possible.

Growing up, the child finds himself in a new team - a kindergarten, which takes on the function of organizing the preparation of children for adult life. Issues of artistic and aesthetic education in kindergarten begin with carefully thought out room design. Everything that surrounds the children: desks, tables, manuals - should educate their artistic and aesthetic education should cause active activity of the preschooler. It is important not only to feel, but also to create something beautiful. Education, which is purposefully carried out in kindergarten, is also aimed at developing artistic and aesthetic feelings, therefore systematic classes such as music, familiarization with fiction, drawing, modeling and appliqué, especially if the teacher teaches children to select shapes, colors, create beautiful ornaments, patterns, establish proportions, etc. with cleanliness and accuracy. Artistic and aesthetic feelings, like moral ones, are not innate. They require special training and education.

Preschool age is a period characterized by the formation of aesthetic development, improving under the influence of education, which is aimed at solving specific problems arising from the purpose of aesthetic education and its significance in the development of the individual.

Work on aesthetic education in kindergarten is closely connected with all aspects of the educational process, its forms of organization are very diverse, and the results are manifested in various types of activities. Nurturing an aesthetic attitude towards the environment contributes to the formation of many qualities of a child’s personality. This is a complex and lengthy process. In order to learn to understand beauty in art and in life, it is necessary to go a long way to accumulate elementary aesthetic impressions, visual and auditory sensations, and a certain development of emotional and cognitive processes is necessary.

Full mental and physical development, moral purity and an active attitude to life and art characterize a holistic, harmoniously developed personality, the moral improvement of which largely depends on aesthetic education.

5.7 List the types of artistic and aesthetic activities in a preschool educational institution

Types of artistic and aesthetic activities -

fine arts activities - modeling, appliqués, artistic design, albums for introducing types and genres of art, “Beauty Exhibitions” in groups;

theatrical activities - creating theatrical clubs, conducting theatrical classes, organizing performances for older children in front of children, introducing children to the alphabet of theater, introducing them to theatrical culture, visiting with children performances of touring theaters - guests of the city;

- musical activity - singing, listening to music, musical-rhythmic movements, playing musical instruments, musical-didactic games.

introducing children to fiction.

List of used literature

pedagogical education educational preschool

1.T.A. Litvinchik For preschoolers about natural communities: lesson notes on familiarization with the surrounding world. - Assistance, 2010

2.O.V. Dybina Classes on familiarization with the outside world in the middle group kindergarten. - Mosaic-Synthesis, 2010

.Gor'kova L.G., Obukhova L.A. Scenarios for classes on the integrated development of preschool children. Middle group

.Timofeeva L.A. Outdoor games with children of primary preschool age. M.: Education, 1979.

Tags: Organization of various types of activities as a condition for the development, training and education of preschool children