"node on cognitive development". Consultation for educators "Integration of educational areas in the planning of GCD Do not forget about the experiment
Advice for educators on the topic:
"The structure of the integrated directly
educational activities. Method of preparation,
implementation and analysis of the integrated GCD”.
Prepared by Ushpik E.A.
The most effective methods and techniques that can be
used during the integrated GCD:
Comparative analysis, comparison, search, heuristic activity (A characteristic feature of heuristic activity is that children, with the help of the teacher's skillful posing of questions and thanks to their own efforts and independent thinking, are led to the acquisition of new knowledge). The philosopher Socrates was the master of conducting a conversation in a heuristic form. He never gave ready answers. With his questions and objections, he tried to lead the interlocutor himself to the right decisions.
Problematic questions, the use of tasks such as "prove", "explain", "how did you know?" and etc.
A variety of speech didactic games to get acquainted with cultural and speech standards, activate the vocabulary, develop a sense of self-confidence.
Requirements for the structure of an integrated GCD
Clarity, compactness, conciseness of educational material.
Thoughtfulness and logical interconnection of the studied material of sections of the program at each GCD event.
Interdependence, interconnectedness of the material of integrable objects at each stage of GCD.
Large information capacity of educational material used in GCD.
Systematic and accessible presentation of the material.
The need to comply with the time frame of the GCD.
Approximate structure of GCD.
Introductory part. A problematic situation is created that stimulates the activity of children to find its solution (for example, the question is asked “Guys, what will happen if there is no water on Earth?”).
Main part. Children are given new knowledge necessary to solve a problematic issue (for example, the importance of water in nature and human life, etc.) based on the content of different sections of the program based on visibility. At the same time, work is underway to enrich and activate the dictionary, teaching coherent speech.
Final part. Children are offered any practical work (didactic games, drawing, etc.) to consolidate the information received or update previously learned.
Advantages of an integrated GCD:
contribute to increasing the motivation of learning, the formation of the cognitive interest of pupils, a holistic picture of the world and consideration of the phenomenon from several sides;
to a greater extent than ordinary classes, they contribute to the development of speech, the formation of the ability of pupils to compare, generalize, draw conclusions, relieve overstrain, overload;
deepen the understanding of the concept. patterns associated with the concept, broaden horizons;
are based on finding new connections between facts that confirm or deepen the conclusions, observations of pupils;
emotionally develop children, tk. based on elements of music, painting, literature, movement plastics, etc.
The pedagogical and methodological technology of the integrated GCD may be different, but in any case, their modeling is necessary. An independent search for new optimal schemes-models will be a manifestation of the teacher's creative activity.
Methodology for preparing an integrated lesson
Determine the areas of knowledge, the integration of which is expedient and will contribute to the creation of a holistic view of the object of study in the child.
Analyze and select from these areas such content, the integration of which is most important.
Take into account the program requirements and age characteristics of preschool children.
Determine one or more basic directions for integrating the content of education.
Identify the basic principle of building an integrated GCD system (for example, thematic) and distribute tasks and content in accordance with it.
Consider development tasks.
Use a variety of activities (for example, dramatization of a fairy tale with construction from building material, musical accompaniment and the introduction of conceptual vocabulary into the active speech of children).
Use a large amount of various visual and attribute material (demonstration, handout, game).
Use productive methods and techniques in working with children (problem situations, logical tasks, experimentation, modeling, etc.).
Take into account a student-centered approach in the process of building, organizing and conducting an integrated GCD.
Analysis of the integrated GCD
Content and integration components. What sections of the program are included? What is the combination of old, classic, new, main and additional sections (partial programs) in the integration process?
The direction and scope of the sections to be integrated, in what way it is expressed:
In creating a new section (program);
Cycle (block) of periodically repeated classes;
Single integrative classes.
3. The theme of the integrated GCD, the problem posed for children, the goal. novelty level.
4. Has the systematization of pupils' knowledge been achieved, has a holistic view of the subject (object, phenomenon) been formed?
5. The activities of teachers and pupils in preparation for an integrated GCD (spontaneity or the result of careful preparation, independent work or "homework"; its purpose, scope, nature).
6. The form of conducting an integrated GCD, the types of activities of the teacher and pupils (reasonableness of the combination).
7. The number of teachers participating in the integrated GCD. Implementation of cooperation between teachers at an integrated level. A unified approach to the problems and content of their classes. The absence of contradictions in the materials they use.
8. The results of the activities of children in the integrated GCD. Creation of a unified (integrated) idea of the problem in children; the breadth of their horizons; culture of judgments, their argumentation; a culture of speech; emotional involvement in the problem.
Thus, integration as a holistic phenomenon that unites educational areas, different types of activities, techniques and methods into a single system based on calendar and thematic planning, acts in preschool education as the leading means of organizing the educational process, the leading form of which is not classes, but joint with adults and independent activities of children.
The material was prepared on the basis of the methodological manual by Sazhina S.D. "Technology of integrated classes in preschool educational institutions", 2008. (Supplement to the journal "Management of preschool educational institutions").
municipal budgetary preschool educational institution
child development center - kindergarten of the first category No. 263
Kirovsky district of the city of Rostov-on-Don
Consultation
for educators on the topic:
"Implementation of the principle of integration of educational areas in GCD"
caregiver
Ostapenko N.V.
2012
“Properly organized training “leads” development”
L.S.Vygodsky
Today, a new system of Russian preschool education is being established in society, despite the fact that it is undoubtedly one of the best in the world.
Our preschool education has gone from a single compulsory program in the Soviet era to an incredible variety of programs in the 90s. Times change, and with them programs and requirements for them.
In connection with the introduction of new federal state requirements for preschool education, it has become relevant for teachers to rethink the content and forms of work with children. The content of preschool education is aimed at solving the main problems.
· maintaining the health of the child;
· development of basic personality traits;
· building an educational process based on the game as the main activity of a preschooler.
A wonderful preschool teacher, our contemporary T.S. Komarova says: “You need to constantly deal with children, promote them, lead them to development, because nothing happens by itself.”
Preschool age is characterized by many psychologists as carrying great unrealized opportunities in the knowledge of the world around. Integrated educational activities will help us to reveal them.
The fundamental principle of the development of modern preschool education, proposed by the Federal State Requirements, is the principle of integration of educational areas. This principle is innovative for preschool education and obliges preschool educational institutions to radically restructure educational activities in kindergarten on the basis of synthesis, unification, and interpenetration of educational areas.
Integration is of great importance for increasing the effectiveness of the upbringing and education of children at all levels of education from an early age to the release of children to school.
An integrated approach to OD meets one of the main requirements of preschool didactics: education should be small in volume, but capacious.
Building the educational process on the principle of integration of educational areas, we solve such problems as:
Formation of deeper, more versatile knowledge in children; holistic view of the world. The world surrounding children is known by them in its diversity and unity;
Integration contributes to the formation of generalized ideas, knowledge and skills, increases the effectiveness of the upbringing and development of children, encourages them to actively explore the surrounding reality, comprehend and find cause-and-effect relationships, develop logic, thinking, and communication skills;
· Integration in the upbringing and educational process also contributes to the unification of the teaching staff on the basis of a discussion of the possibilities of integration in the development of children. Interesting, creative work provides an opportunity for self-realization, self-expression, creativity of the teacher, disclosure of his abilities;
In our kindergarten, we have organized a creative group, teachers develop and implement a series of integrated lessons (GCD) in various areas based on a single integrated thematic planning.
The essence of an integrated approach to OA is the combination of knowledge from different areas on an equal basis, complementing each other. At the same time, in the classroom, teachers have the opportunity to solve several problems from various areas of the program, and children master the content through the main types of children's activities: cognitive research, labor, artistic and creative, communicative, motor.
It is important to note that when planning and conducting GCD, the following methods will help the educator in working with children:
Surprise, game moments,
examination, observation, comparison, examination,
Comparative analysis, comparison, heuristic activity(partial search);
problematic questions that stimulate the manifestation of a kind of joint “discoveries” with the teacher that help the child find the answer;
a variety of speech didactic games to activate the vocabulary, expand the idea of the diversity of the facets of the native language, foster a sense of self-confidence;
The form of conducting GCD is non-standard, interesting, it can be exciting trips, educational excursions, interesting meetings.
The choice of a specific project topic also determines the selection of educational areas for it, which will comprehensively reveal its content to the child.
For example, the theme of the project “Our Moms” combines such educational areas as “Socialization”, “Communication”, “Cognition”, “Music”, “Labor”, “Reading fiction”, “Artistic creativity”, as well as types children's creative activity as: artistic and creative, playing, reading, cognitive research. A single organizational form of this project can be a thematic matinee.
During the thematic week (2-3), children listen with pleasure to works about their mother (V. Oseeva, Yu. Yakovlev, E. Blaginina, etc.), you can show children reproductions from paintings by famous artists (for example, A. Shilov “Portrait of a Mother ), illustration, photographs, children themselves draw portraits of their mothers, you can organize an exhibition of portraits “All kinds of mothers are important”, talk about the professions of mothers, make a gift for mother and grandmother - an application card, listen to musical works dedicated to mothers (for example, beautiful music / F. Schubert's work "Ave Maria"), organize a concert for mothers together with adults. On such days, it is useful to organize interesting, creative meetings with mothers, grandmothers, who will talk about their profession, share with children the secrets of how she prepares her favorite treat for her son or daughter.
On such days, children not only immerse themselves in the atmosphere of joint teamwork, preparation for the holiday, but also learn to appreciate and respect their relatives and friends. Here there is spiritual, moral and gender education, the tasks of social and personal, artistic and creative, cognitive and speech development are also solved, and such qualities as activity, curiosity, emotional responsiveness, and creativity are formed in children.
Or another example: a thematic week (2) dedicated to the Day of Defenders of the Fatherland. For the final thematic event, a lot of preliminary work is being done: reading fairy tales (epics), looking at illustrations, reproductions from paintings, talking with children, jointly making attributes for musical numbers, drawing, listening to music / works, a joint excursion with parents to Victory Park, creating family presentations "Naberezhnye Chelny during the war years", "Glorious defenders of the city".
In the project to introduce children to transport, we include such educational areas as: "socialization" - we expand the idea of \u200b\u200bthe work of people: transport is created by people, it is the result of the human labor of engineers, designers, workers; we form in children an emotionally positive attitude towards the creators of transport, “reading fiction” - reading works about transport, “knowledge” - using reference literature in older groups - acquaintance with the history of the creation of transport, its diversity, excursions, “artistic creativity” - viewing illustrations , photographs that depict transport, the children draw it themselves, you can create a collective work “Cars on the streets of the city”, o / o “music” - they listen, perform their favorite musical works from familiar cartoons.
Another example, when planning the project “Introduction to the fine arts” with children of senior preschool age, to create a holistic picture of the world, you can combine the following types of art: literature, poetry, painting, music.
In winter, in January, during the “Fairy Tale Week”, the integration of educational areas: “reading fiction”, “cognition”, “artistic creativity” aims to form children's interest and need for reading (perception) of books. Through fiction, we develop moral qualities, primary value ideas. An interesting experience for older preschoolers will be the creation of handwritten books.
The increased interest in integrated classes in recent years is natural: both "theorists" and practicing teachers understand that in such classes children use knowledge from different fields of activity, the learning process becomes more interesting, a single, holistic picture of the world is created for children. Integrated classes allow the child to realize his creative abilities: he composes, fantasizes, imagines, thinks, the child’s vocabulary is enriched in an interesting, playful way, communication skills develop. Consequently, children learn to communicate and express their thoughts freely, which is an integral part of working with preschool children.
The technology for integrating organized educational activities may be different, but in any case, the manifestation of the creative activity of the teacher is necessary. This is one of the important conditions during its implementation for the development of children's abilities.
In conclusion, dear colleagues, we would like to wish everyone great creative success. And let's hope that in the future, when planning our work, relying on complex thematic planning, we will not encounter major difficulties.
Reasons for using an integrative approach in preschool education: the world around children is known by them in its diversity and unity, and often the sections of the preschool educational program did not give an idea of the whole phenomenon, splitting it into separate fragments; integrated GCD develops the potential of the pupils themselves, encourages active knowledge of the surrounding reality, the development of thinking, communication skills; the form of the integrated GCD is non-standard, interesting; fatigue, overstrain of pupils is removed due to switching to various types of activities, cognitive interest increases; integration provides an opportunity for self-realization, self-expression, creativity of the teacher.
Characteristics of different types of activities (according to N.E. Vasyukova, O.I. Chekhonina, S.D. Sazhina) Combined - a combination of different types of activities or several didactic tasks that do not have logical connections with each other (after drawing there is an outdoor game). It can be done both episodically and systematically. A comprehensive lesson is conducted on familiar material, solves several problems, is conducted sporadically. An integrated lesson is built on the principle of combining several types of activities and combines knowledge from different educational areas on an equal basis, complementing each other and is carried out systematically.
Integration in the educational space of preschool educational institutions: integration of educational areas in the educational and educational process, integration in the work of preschool educational institutions, integration of the educational and educational process of children of compensatory groups and general developmental groups, etc.
The main factors of integration in the GCD 1. Educational areas. 2. The main activities of children (cognitive research, labor, productive, reading, musical and artistic, communicative, motor, game). 3. Integrative qualities of the child's personality (curiosity, activity, emotional responsiveness, etc.)
OO "Cognition" is integrated with educational areas: - "Communication" (development of cognitive research and productive activities in the process of free communication with peers and adults), - "Reading fiction" (solving the main task of psychological and pedagogical work with specific means of fiction - formation of a holistic picture of the world), - "Health" (expanding the horizons of children in terms of ideas about a healthy lifestyle),
- "Socialization" (formation of a holistic picture of the world and expansion of horizons in terms of ideas about oneself, family, society, state, world), - "Labor" (formation of a holistic picture of the world and expansion of horizons in terms of ideas about the work of adults and their own labor activity) , - "Safety" (formation of a holistic picture of the world and broadening one's horizons in terms of ideas about the safety of one's own life and the safety of the surrounding natural world), - "Music" and "Artistic Creativity" (broadening one's horizons in terms of musical and visual arts).
Combinations of subjects for integration into GCD music + mathematics; literacy + mathematics; fiction + speech development + literacy; speech development + music + drawing; mathematics + labor; formation of a holistic picture of the world + music + drawing + labor; formation of a holistic picture of the world + reading fiction; mathematics + physical education, etc.
Distinctive features of the integrated GCD: clarity, compactness; greater information content of educational material; logical interdependence, interconnection of integrable educational areas; change of dynamic postures and types of children's activities; the need to comply with the time frame of the GCD.
Effective methods and techniques used in the course of integrated GCD: Comparative analysis, comparison, search, heuristic activity Problem questions, use of tasks such as “prove”, “explain”, “how did you know?” and others. A variety of speech didactic games to get acquainted with cultural and speech standards, to activate the vocabulary, to develop a sense of self-confidence.
Approximate structure of the integrated GCD Introduction. A problematic situation is created that stimulates the activity of children to search for its solution (for example, the question is asked “Guys, what will happen if there is no water on Earth?”). Main part. Children are given new knowledge necessary to solve a problematic issue (for example, the importance of water in nature and human life, etc.) based on the content of different sections of the program based on visibility. At the same time, work is underway to enrich and activate the dictionary, teaching coherent speech. Final part. Children are offered any practical work (didactic games, drawing, etc.) to consolidate the information received or update previously learned information.
Methods for preparing an integrated GCD Determine the areas of knowledge, the integration of which is appropriate and will help create a holistic view of the object of study in the child. Analyze and select from these areas such content, the integration of which is most important. Take into account the program requirements and age characteristics of preschool children. Determine one or more basic directions for integrating the content of education.
Consider development tasks. Use a variety of activities. Use a variety of visual and game (demonstration, handout). Use productive methods and techniques in working with children (problem situations, logical tasks, experimentation, modeling, etc.). Take into account a student-centered approach in the process of building, organizing and conducting an integrated GCD.
Questions for the analysis of the integrated GCD. 1. The presence of integration components, their logical interdependence. Synthesis of educational areas: 2. The presence of new educational tasks in the structure of GCD: the ratio of the studied and the studied. 3. Fulfillment of the requirements for the structure of an integrated GCD: (compactness, thoughtfulness, interconnection of integrable areas, etc.) 4. Has the systematization of pupils' knowledge been achieved, has a holistic view of the subject (object, phenomenon) been formed? 5. Change of dynamic postures and types of children's activities.
6. Have productive methods and techniques been used: comparative analysis, comparison, search, heuristic activity, problem questions, logical tasks, modeling, design, etc. 7. Compliance with the principle of cooperation with children during GCD: a positive attitude, showing children's interest in the teacher's actions, emotional communication, providing support to children, etc. etc. 8. Work on the formation of the integral qualities of the individual. 9. Taking into account the personality-oriented approach in the process of integrated GCD. 10. Compliance with the time frame of the GCD.
Used literature: Technology of integrated classes in preschool educational institutions: a methodological guide .- M .: TC Sphere, Kindergarten: theory and practice, 2012, 5 (17) - The principle of integration in the educational process of a preschool institution.
Yulia Korobova
Summary of the integrated GCD on cognitive development "Journey to the Kingdom of Mathematics" (middle preschool age)
Middle preschool age(4-5 years)
JOURNEY TO THE KINGDOM OF MATH
Korobova Yulia Nikolaevna,
educator MBDOU "Kindergarten No. 2"
Target: the formation of elementary mathematical representations in children middle preschool age.
Tasks of the priority educational area
« cognitive development» :
Practice counting within 5;
Distinguish between quantitative and ordinal counting within 5;
introduce children to the concept"previous" And "next number";
Exercise children in counting by ear;
To consolidate children's ideas about geometric shapes;
Educational tasks in integration educational regions:
"Socio-communicative development» :
Promote development communication and interaction of children with adults and peers;
To help increase the emotional mood of children.
"Speech development» :
develop coherent speech of children.
"Physical development» :
Promote development in children of fine motor skills of hands;
develop motor activity of children.
Planned results GCD: the child shows initiative and independence in various activities; actively interacts with peers and adults; distinguishes between conditional and real situations; the child shows curiosity, tends to observe; has elementary ideas about the environment; can use speech to build a speech statement in a communication situation; the child can follow the rules in different activities; The child has developed gross and fine motor skills.
Prerequisites for UUD: communicative - the ability to listen and answer questions; participate in joint activities; cognitive- the ability to perceive information; regulatory - the ability to carry out actions according to a model and a given rule; ability to follow adult instructions; personal - the ability to evaluate their actions, self-esteem.
Used equipment: magnetic board, five pictures with balls of different colors, number cards (1-5, 4 boxes, pictures of geometric shapes, set of geometric shapes.
Activities of the educator Activities of children
Stage 1. Introductory part, motivation (1 minute.)
Target: creation of game motivation of children for subsequent activities.
Target: acceptance of game motivation.
Children, do you love travel?
Today we will make Journey to the Kingdom of Mathematics.
But to get into it kingdom, we must all say magic together words: “Turn around yourself twice and in Kingdom find yourself».
(Yes)
Listen to the teacher.
Children pronounce the words, turn around themselves twice.
Stage 2. Main part (17 min.)
Here you and I are in Kingdom of Mathematics. A celebration was arranged in honor of our arrival. On the square hung up colorful balloons.
Five pictures with balls of different colors are attached to the magnetic board.
Count the balloons in order.
How many balloons do you see?
Are the balls the same?
And how do they differ?
What color is the first, third, fifth ball?
What is the value of the red ball? Yellow? Blue?
Suddenly the wind blew, and one balloon flew away.
The teacher removes one balloon.
Which ball is missing?
The teacher removes the remaining balloons one by one.
Inhabitants Kingdoms love to count. And they ask you guys to count the bunnies with them. Near each of you are cards with numbers. I will read you a verse about bunnies, and you need to raise the number corresponding to the number of bunnies in the right place.
Once a hare ran along the plains, which means that the hare was alone.
A hare ran up to him, then there were only two hares.
Another one sat down to them, look. Now there are three hares.
A new hare rushes: "The way is wider for me". And now there are four of them.
Here one runs again, now there are five hares.
Now put the numbers from 1 to 5 in order increasing and then in descending order. We will lay out the numbers with you from left to right. You will lay out on the table, and I on the board.
What number will be first?
What is the last one?
Numbers from 1 to 5 are displayed on the board. Read the numbers.
Find the number 4. What number comes before 4?
This number is called the previous one. What number comes after 4?
This number is called next. Name the previous number to 3.
Name the next number to 2.
. (First, second, third, fourth, fifth).
The children's responses follow. (Five).
The children's responses follow. (Not).
The children's responses follow. (they are multicolored).
The children's responses follow. (Red, green, orange).
The children's responses follow. (First, second, fourth).
The children's responses follow. (First).
Children name, which according to the account of the ball is not.
The children are doing the task.
The children are doing the task.
Children's hypothetical answers follow (One).
Children's hypothetical answers follow (Five).
The children are doing the task.
Children's hypothetical answers follow (Three).
Children's hypothetical answers follow (Five).
Children's hypothetical answers follow (Two).
Children's hypothetical answers follow (Three).
Physical education minute
Well done! And now let's move a little.
Quickly got up, smiled,
Pulled up higher.
Well, straighten your shoulders
Raise, lower.
Turn right, turn left
Touch your hands with your knees.
Sit down, get up, sit down, get up
And they ran on the spot.
Children perform movements with speech accompaniment.
The teacher attaches several pictures of geometric shapes to a magnetic board
IN Kingdom of Mathematics Residents are very fond of creating paintings from geometric shapes. Look, what figures do you recognize in the pictures?
Children, when Kingdom the wind was blowing, all the figures were mixed up. Need them decompose: triangles in one box, squares and circles to other boxes.
And also the residents Kingdoms of Mathematics They love to solve puzzles and have prepared one for you.
Listen carefully!
At the house in the morning two hares were sitting
And together they sang a cheerful song.
One ran away, and the second looks after.
How many hares sit at the house?
Well done! Time flew by quickly, it's time to return to kindergarten.
All together we say magic words: “Turn around yourself twice and find yourself in kindergarten”.
Children show and name the figures.
The children are doing the task.
The children's responses follow. (One).
Children pronounce the words, turn twice around themselves.
Stage 3. Reflection, summary (2 minutes.)
Target: summing up, organization of reflection.
Target: children's self-assessment of their activities.
Children, today we visited Kingdom of Mathematics.
Tell me what did you do?
You have worked hard today.
What did you like the most?
The children's responses follow. (Counted, solved problems, laid out figures).
Children's answers.
Related publications:
Synopsis of the integrated GCD in physical education "Journey into the mysterious space" (younger preschool age) Younger age 3-4 years The theme of GCD: "Journey into the mysterious space." Purpose: the formation of cognitive activity through motor activity.
Synopsis of the integrated GCD for cognitive development "Sand Country" (younger preschool age) Junior preschool age (3-4 years) SAND COUNTRY Korobova Yulia Nikolaevna, teacher of MBDOU "Kindergarten No. 2" Purpose: sensory development.
Synopsis of the GCD "Paper Country" (middle preschool age) Purpose: the formation of elementary ideas of children of senior preschool age about paper and its properties through active inclusion.
Summary of the GCD on cognitive development in the preparatory group "Journey to the Planet of Mathematics" Program content: 1. Learning tasks: -Exercise counting within 10 in direct order. - Exercise in ordinal counting within.
Synopsis of GCD on social and communicative development "Journey to the country of professions" senior preschool age State budgetary preschool educational institution kindergarten No. 28 of a general developmental type with priority implementation of activities.
Synopsis of GCD on cognitive development "Kingdom of Mathematics" for children of the preparatory group Synopsis of direct educational activities on cognitive development on the topic: "The Kingdom of Mathematics" for preparatory children.
"Kittens". Synopsis of the GCD of an integrated type for paper design (middle preschool age)"Kittens" Summary of GCD of an integrated type (construction from paper.) Middle preschool age Developed by: Saturday Elena Mikhailovna.
GCD on cognitive development "All crafts are good" (senior preschool age) Purpose: Acquaintance with folk crafts and development of cognitive interest in Russian folk customs and traditions. Tasks: Educational:.
OOD for artistic and aesthetic development in a mixed age group (middle and senior preschool age)“HOW THE CHILDREN - HARE SAVE THE HARE KINGDOM” Purpose: development of sensorimotor skills in children when working with non-traditional materials. Tasks:.
A lesson on familiarization with the outside world and the development of speech “Captured by the Queen of Rudeness” (middle preschool age) A lesson on familiarization with the outside world and the development of speech “Captured by the Queen of Rudeness” (middle preschool age) Purpose: to form.
Image Library:
Using the integration of directly educational activities as a means of developing the creative abilities of children.
The child actively learns the world around him in all its diversity. In the process of cognition of the environment, he explores objects and objects, their properties and qualities. He makes many discoveries and creates interesting, sometimes original products in the form of drawings, constructions, poems, etc.
At this age, directly educational activities are carried out, providing for traditional types: productive, cognitive, artistic, constructive. Taking into account the psychological characteristics of early age, analyzing the educational process, one can see that in traditional activities there is a repetition, consolidation, and expansion of knowledge every day. The leading role belongs to the educator, who organizes the process of transferring and assimilation of educational material, monitoring the level of development of each child. The specificity of preschool age lies in the fact that all mental processes are mobile and plastic, and the development of creative abilities depends on what conditions will be created by adults.
The use at an early age of the integration of directly educational activities, where the activity is built on the principle of combining several types of activities united by one theme, allows children to learn a holistic picture of the world around them. Such activities give high results in the development of children's creative abilities. With its help, there is a process of repeated repetition and consolidation of the studied material in the game, where each child can reveal and show his abilities.
The relevance of this topic is due to the formation in young children of interest in the search, the development of initiative, a positive attitude towards classes.
When working on the topic, the following contradictions were identified:
between the development of the personality of a preschooler and the pedagogical process itself, between the mobile nature of the child and the process of obtaining new knowledge.
The leading pedagogical idea of the experience is to use an integrated approach in directly educational activities for the development of children's creativity.
An integrated approach meets one of the main requirements of preschool didactics: education should be small in volume, but capacious.
Integration means- restoration, replenishment - in the general case means unification, interpenetration. That is, the union into one "whole" of various elements or parts. That “whole” always has more advantages and opportunities than disparate elements. Such integrated activity makes the pedagogical process more interesting and meaningful.
In the work on this topic, the goal was defined: the development of creative abilities in young children through a knowledge system based on an integrated approach. To achieve this goal, the following tasks were set:
1. Creation of emotionally positive contact.
2. Encouragement of children to activity through the organization of problem situations, surprise and game moments, search questions.
3. Simulation of a real object on sensor simulators +
speech development.
4. Teaching the technique of visual activity.
The basis of the study are the following methods:
problem situation, surprise moment, game moment, search questions, consideration, observation, comparison, examination, work with developing simulators.
All methods were aimed at increasing children's interest in the objects being studied, developing creative abilities, and consolidating skills and abilities.
The organization of the educational process was carried out in the following sequence:
- the content of the work on the development of the creative abilities of children was determined using an integrated approach;
- an integrated educational activity on the subject has been developed, which determines the content of the issue, search and its solution;
- prepared visual and didactic material corresponding to the theme of integrated activities.
Integration of organized and educational activities has distinctive features:
- Extreme clarity, awareness of educational material.
-Logical interdependence, interconnection of integrated subjects.
- Free placement of visual material.
- Change dynamic poses.
- Involvement of narrow specialists and parents in conducting classes.
Each organized educational activity has a structure.
1. Introductory part: a problem situation is created that stimulates children to find its solution.
2. The main part: children are given the knowledge necessary to solve a problematic issue based on the content of various sections of the program based on visibility. In parallel, work is underway to enrich and activate the dictionary, teaching coherent speech.
3. Final part: children are offered any practical work to consolidate the information received or update previously learned.
Based on the structure, goals, objectives and their solutions were selected. When organizing organized educational activities, entire systems of tasks were solved, the advantage is that the child does not have time to get tired of the amount of new knowledge acquired, but can switch to a new type of “absorbed” information at the right time.
The principle of emotional perception was used as the basis for the implementation of an integrated approach to organized educational activities.
Sensation perception at an early age is the first step in the knowledge of the world, developing speech is based on the basis of sensory representations. Just as important is the question of the necessary connection at an early age of sensory education and productive activity.
It is this principle that allows the pedagogical process in working with children to be interesting and playful.
The development of the creative abilities of children is impossible without the help and cooperation of parents, where as a result a children-adult community is formed. To consolidate creative abilities, it was proposed to use the accumulated experience in an independent setting, games. Children participated together with their parents in thematic exhibitions. Cultural and leisure activities were held together with parents, as well as organized educational activities with the participation of parents and specialists. The joint activity of adults and children evokes in the latter a sense of adulthood, recognition of their capabilities and creative development on the part of their parents.
An integrated approach has unlocked the creative potential of young children. In the form of a game, there was a combination of cognitive and emotional experiences. To a greater extent than ordinary organized educational activities, it contributes to the development of speech, the formation of the ability to compare, generalize, draw conclusions, relieve overload. Emotionally develops children, because it is based on elements of music, painting, literature, plasticity of movements, etc., that is, it all comes down to the full-fledged creative development of children.
The pedagogical and methodological technology for integrating organized educational activities may be different, but in any case, the manifestation of the creative activity of the teacher is necessary. This is one of the important conditions during its implementation for the development of creative abilities of young children.
Literature.
1. Polozova, E. V. Productive activity with young children /. E. V. Polozova. Teaching aid for educators and methodologists. - PE Lakotsenin S.S., Voronezh. – 2007.
2. Popova M.I. Towards each other / M.I. Popova. - St. Petersburg:. 2000.
3 Solomennikova, O. On some partial programs for the artistic development of preschoolers. / O. Solomennikova. "Preschool education", 2004, N2.
4. Tomashevskaya, L.V. Hertz, E.Yu. E. V. Andryushchenkova, E.V. Integrated classes with children during the period of adaptation to kindergarten. / L.V. Tomashevskaya, E.Yu. Gerts, E.V. Andryushchenkova. Educational and methodical
manual for preschool teachers and parents. - St. Petersburg: LLC "Publishing House" Childhood-Press ", 2010.-96 p.
5. Fopel K. Hello, pens! Hello eyes! / K. Vopel. - M., 2005.
6. Elkonin, D. B. Psychology of the game. / D.B. Elkonin. - M., 1978.
Municipal budgetary preschool educational institution
"Kindergarten No. 32" - compensatory type
urban district of the city of Sterlitamak of the Republic of Bashkortostan
Consultation
for educators on the topic:
"Using the integration of directly educational activities as a means of developing the creative abilities of children."
Prepared by the teacher.
