Anna Sy
System-activity approach in educational activities Preschool educational institution as the basis of the Federal State Educational Standard for preschool education
"Tell me and I will forget,
show me and I will remember
let me act on my own and I will learn.”
Chinese wisdom.
The system-activity approach is the organization of the educational process, in which the main place is given to active and versatile, to the maximum extent independent cognitive child's activities. His key point is a gradual departure from informational reproductive knowledge to knowledge of action. This an approach to the organization of the learning process, in which the problem of the child’s self-determination in the educational process comes to the fore.
Activity – a system of human actions aimed at achieving a specific goal.
Activity approach- this is the organization and management of the teacher activities child when solving specially organized educational tasks of varying complexity and scope. These tasks develop not only the child’s subject, communicative and other types of competencies, but also the child himself as a person (L. G. Peterson).
System-activity approach to learn presupposes that children have a cognitive motive (desire to know, discover, learn, master).
The role of the teacher in the implementation system-activity approach is great, since it is the teacher who is key figure V educational process. Principle activities highlights the child as figure in the educational process, and the teacher is assigned the role of organizer and coordinator of this process. It's hard to overestimate the role teacher's activities, its influence on the process of formation and development of the child’s personality. It's important here All: both the rejection of the authoritarian style of communication in favor of a democratic one, and the personal qualities of the teacher, and his ability for self-development, and his professional competence.
Let's consider system-activity approach as the main form of organization of the NOD. Let's analyze the technology activity method, which is used during the GCD.
1. Creation of a problematic situation.
2. Target setting.
3. Motivation to activities.
4. Designing solutions to a problem situation.
5. Performing actions.
6. Analysis of results activities.
7. Summing up.
Creating a problematic situation. (process of involvement in activity)
1. Add or remove something to get most children interested.
2. Create a surprise moment or surprise effect (knock on the door, noise, rumble, etc.) .
3. Create intrigue ( “Wait, I’ll show you something interesting soon.” etc.)
Target setting.
1. Organize a special situation (replace all soap with pebbles, chalk with sugar cubes)
2. agree on something in advance with colleagues.
Motivation to activities.
1. During a walk in the fall.
- Guys, bring me the beautiful leaves that you find on the plot or at the dacha on the way to kindergarten, they are very necessary for a surprise.
Children are interested: “What surprise?”
2. The teacher needs the children’s help in something specific, he addresses children: “Today guests will come to our group, I really want them to like it with us.”
Designing solutions to a problem situation.
1. Provide the opportunity to put forward various options for solving the situation in order to resolve the problem. Accept any options for children and offer to make a choice.
2. In progress activities always ask children "Why, why, are you doing this" so that the child comprehends every step. If a child does something wrong, give him the opportunity to understand what exactly it is.
Analysis of results activities.
Don't ask the children whether they liked it or not. Ask necessary: “why did you do all this?” to understand whether the child has realized the goal.
Summarizing.
Praise not only for the result, but also for activity in progress.
Features of different organizational models educational process.
1. Elimination of the training block (but not the learning process).
2. Increasing the volume of the joint block activities of adults and children, which includes not only educational activities carried out during regime moments, but also directly educational activities
3. Changing the scope and content of the concept "directly educational activities»
Comparisons:
Training model
1. A child is an object of the formative influences of an adult (adult controls, manipulates) child, takes a more active position).
2. Greater regulation educational process, use of ready-made templates (ready lesson notes) And samples.
3. Main form - training session, main activity – educational.
4. Monologue of an adult (predominance of verbal methods of work). Seating "adult opposite child"
5. Mandatory participation in educational process.
The main motive in educational process - the authority of adults (teacher, parents).
Ease of control educational process.
Joint activities of adults and children:
1. A child is a subject of interaction with adults (cooperation between an adult and a child; a child, if not equal, is equal to an adult, a child is no less active than an adult). Flexibility in the organization educational process, taking into account the needs and interests of children.
2. Organization of a nursery activities in various forms, adequate preschool age. Dialogue (communication) adult with child. Seating arrangements for adults and children "round"
3. Participation is optional. Main motive for participation(non-participation) V educational process – availability(absence) child's interest. Difficulties in exercising control educational process.
Publications on the topic:
Teacher readiness for professional activity in the context of the Federal State Educational Standard for preschool education"Teacher's readiness for professional activity in the context of the Federal State Educational Standard for Preliminary Education” “If today we teach the way we taught yesterday, we will steal.
System-activity approach in kindergarten The preschool education system at the present stage of development is undergoing serious changes associated with the updating of the regulatory framework.
Design of the basic educational program of preschool education in accordance with the Federal State Educational Standard Municipal budget preschool educational institution“General developmental kindergarten No. 29” REPORT on the seminar for.
System-activity approach in the educational activities of preschool educational institutions as the basis of the Federal State Educational Standard for preschool education Tell me and I will forget, show me and I will remember, let me act on my own and I will learn. Chinese wisdom Goal: improvement of theoretical.
Monitoring from the perspective of the Federal State Educational Standard of preschool education Monitoring from the perspective of the Federal State Educational Standard for preschool education Slide In connection with the release of the Federal State Educational Standard for Preschool.
teacher Yashina O.A
“A person will achieve results only by doing something himself...”
(Alexander Pyatigorsky)
In the context of the transition of preschool educational institutions to work according to the Federal State Educational Standard, the teacher is given the task of organizing educational work in accordance with the new standards. The implementation of these tasks is fully facilitated by the system-activity approach.
In the system-activity approach, the category of “activity” occupies one of the key places, and activity itself is considered as a kind of system. In order for students’ knowledge to be the result of their own searches, it is necessary to organize these searches, manage students, and develop their cognitive activity.
The activity approach is an approach to organizing the learning process, in which the problem of student self-determination in the educational process comes to the fore.
The goal of the activity approach is to develop the child’s personality as a subject of life activity.
To be a subject is to be the master of your activity:
- set goals,
- to solve problems,
- be responsible for the results.
The concept of a system-activity approach was introduced in 1985 as a special kind of concept. Even then, scientists tried to remove contradictions within domestic psychological science between systematic approach, which was developed in the research of the classics of our domestic science and activity-based, which has always been systematic. The system-activity approach is an attempt to combine these approaches. What does “activity” mean? To say “activity” is to indicate the following points.
Activity is always a purposeful system aimed at results. The concept of a system-activity approach indicates that a result can only be achieved if there is feedback.
We all remember the old parable about how a wise man came to the poor and said: “I see you are hungry. Come on, I’ll give you fish to satisfy your hunger.” But the Proverb says: you don’t need to give fish, you need to teach how to catch it. The new generation standard is the standard that helps teach how to learn, teach how to “catch fish,” and thereby master universal educational actions, without which nothing can happen. 
It is in action that knowledge is generated.
The main goal of the systemic-activity approach to teaching is to teach not knowledge, but work.
To do this, the teacher asks a number of questions:
- what material to select and how to subject it to didactic processing;
— what methods and means of teaching to choose;
- how to organize your own activities and the activities of your children;
— how to ensure that the interaction of all these components leads to a certain system of knowledge and value orientations.
Structure from the standpoint of the system-activity approach is as follows:
- the teacher creates a problematic situation;
- the child accepts the problematic situation;
— identify the problem together;
— the teacher manages search activities;
- the child carries out an independent search;
- the discussion of the results.
Main pedagogical task:
The activity approach involves:
- children have a cognitive motive (desire to know, discover, learn) and a specific educational goal (understanding of what exactly needs to be found out, mastered);
- students performing certain actions to acquire missing knowledge;
- identifying and mastering by students a method of action that allows them to consciously apply acquired knowledge;
- developing in schoolchildren the ability to control their actions - both after their completion and during their course;
- inclusion of learning content in the context of solving specific life problems.
Speaking about the system-activity approach in education, this concept cannot be separated from the educational process. Only in conditions of an activity approach, and not a flow of information and moral teachings, does a person act as an individual. By interacting with the world, a person learns to build himself, evaluate himself and self-analyze his actions. Therefore, cognitive research activities, project activities, play activity, collective creative activities are everything that is aimed at practical communication, that is motivationally conditioned and involves creating in children an attitude of independence, freedom of choice and prepares their lives - this is a system-activity approach that undoubtedly bears fruit not immediately, but leads to achievements.
A natural play environment in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, freely realize his abilities and educational needs, is optimal for achieving
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1 Municipal budgetary preschool educational institution combined type kindergarten 1 “Alyonushka” Theoretical seminar Topic: “Activity approach in educational activities with preschoolers” Konstantinovsk, Rostov region
2 Goal: 1. To systematize the knowledge of teachers about the activity approach in the educational process of preschool educational institutions, 2. To show the need to use this method in the work of a teacher at the present stage of development of preschool education. Seminar plan. 1. Activity approach in educational activities with preschoolers. Senior teacher Chukarina N.K. 2. “GCD structure based on the activity approach.” Teacher Fominicheva T.V. 3. “The role of the teacher in the implementation of the activity approach” Head of the educational organization of educators Luponos Z.N. 4. Summary of the seminar. Booklets and reminders.
3 1.Activity method in educational activities with preschoolers. The preschool education system switched to new stage: evidence of this is the emergence of a fundamentally new document of the Federal State Educational Standard of Preschool Education (FSES DO). The Federal State Educational Standard for Preschool Education sets guidelines for the development of the preschool education system and makes a number of changes to the organization of the educational process in preschool educational institutions. A preschooler is, first of all, an activist striving to understand and transform the world. The child should not be a passive listener, receiving ready-made information transmitted to him by the teacher. It is the child’s activity that is recognized as the basis for the development of knowledge, which is not transmitted in finished form, but is mastered by children in the process of activities organized by the teacher. Thus, educational activity acts as a collaboration between the teacher and the child, which contributes to the development of communicative abilities in children, as a necessary component educational activities. Development is based not on passive contemplation of the surrounding reality, but on active and continuous interaction with it. What is the activity approach to educational activities with preschoolers? The activity approach in education assumes that a person in the learning process should not learn something, but learn something, i.e. learn to carry out activities. The work comes to the fore here, and knowledge plays a secondary role, being a means of doing this work and a means of learning. “If you want to feed a person once, give him a fish. If you want to feed him for life, teach him to fish.” Confucius The activity approach is the organization and management by the teacher of the child’s activities when solving specially organized
4 educational tasks of varying complexity and scope. These tasks develop not only the child’s subject, communicative and other types of competencies, but also the child himself as a person. The activity approach is a way to master the educational environment without mental and physical overload of children, in which every child can self-realize and feel the joy of creativity. Activity is defined as a specific type of human activity aimed at knowledge and creative transformation of the surrounding world, including oneself and the conditions of one’s existence. Activity-system human actions aimed at achieving a specific goal. “I hear, I don’t remember, I see, I remember, I do, I understand. Confucius Principles of the activity approach: the principle of taking into account the leading types of activities and the laws of their change; the principle of subjectivity of education; the principle of taking into account sensitive periods of development; the principle of overcoming the zone of proximal development; the principle of enrichment, strengthening, deepening child development; the principle of designing, constructing and creating a situation of educational activity; the principle of mandatory effectiveness of each type of activity; the principle of high motivation for any type of activity; the principle of mandatory reflectivity of all activities; the principle of moral enrichment of activities used as a means; the principle of cooperation in organizing and managing various types of activities; the principle of child activity in the educational process. Senior teacher Chukarina N.K.
5 2. GCD structure based on the activity approach. I propose to consider the structure of GCD based on the activity method 1. Creation of a problem situation 2. Target setting 3. Motivation for activity 4. Designing solutions to a problem situation 5. Performing actions 6. Analyzing the results of activities 7. Summing up. First stage. At the beginning there is an invitation to activity: “Today, let me be whoever wants to join.” Playful motivation is important here, which helps guide children’s activities in a playful way. Someone comes to visit or a toy Bring in something so that most children are interested Remove something, leaving an empty space Do something unusual in the presence of children with a request to move away and not disturb (look closely out the window, play with the junior teacher checkers, etc.) Intrigue (wait, after exercise I’ll tell you; don’t look, I’ll show you after breakfast; don’t touch, it’s very fragile, it’ll ruin it; for example, it’s snowing, hang a sheet on the window before the children arrive “Guys, don’t look yet, I have There’s such a beautiful picture there, we’ll talk about it later." Main part. After we have outlined a task for joint activity, the teacher suggests possible ways its implementation. In the process, he offers new ways, developing content, and increases the child’s interest in the work of his peer. Encouraging communication, discussing problems. Putting forward various options for what to do to resolve the problem. Do not evaluate children’s answers, accept any, do not offer to do or not do something, but
6 offer something to choose from. Rely on children's personal experience when choosing assistants or consultants. During the activity, the teacher always asks the children: “Why, why are you doing this?” so that the child comprehends each step. If a child does something wrong, give him the opportunity to understand for himself what exactly, you can send another child to help. The final stage. Each child works at his own pace and decides for himself whether he has finished or not. At the final stage, adults’ assessment of children’s actions can only be given indirectly. How to compare the result with the goal: what was planned and what happened. Find someone to praise for something (not only for the result, but also for the activity in the process). Teacher Fominicheva T.V. 3. “The role of the teacher in the implementation of the activity approach” The personality of the teacher is called upon to become a mediator between the activity and the subject of the activity (the child). Thus, pedagogy becomes not only a means of education and training, but to a greater extent a means of stimulating creative and exploratory activity. Updating the content of education requires the teacher to search for methods, techniques, pedagogical technologies that activate the child’s activity, develop the child’s personality in the process various types activities. That is why the activity-based approach is so in demand in organizing the educational process in preschool educational institutions.
7 The role of the teacher in the implementation of the activity approach is great, since it is the teacher who is the key figure in the educational process. In the process of implementing the activity approach in education, the formation of a child’s personality and his advancement in development occurs not when he perceives knowledge in a ready-made form, but in the process of his own activity aimed at “discovering new knowledge.” The principle of activity distinguishes the child as an actor in the educational process, and the teacher is assigned the role of organizer and manager of this process. It is difficult to overestimate the role of the teacher’s activities, its influence on the process of formation and development of the child’s personality. Everything is important here: the rejection of the authoritarian style of communication in favor of a democratic one, and the personal qualities of the teacher, and the ability for self-development, and his professional competence. The teacher faces the following tasks: 1. Create conditions to make the child motivated in the process of acquiring knowledge; 2. Teach the child to independently set a goal and find ways and means to achieve it; 3. Help the child develop the skills of control and self-control, assessment and self-esteem. Based on the above, we can formulate the basic rules of the activity approach: Give the child the joy of creativity, awareness of authorship. Lead the child from own experience to the public Be not “ABOVE”, but “NEAR” Rejoice at the question, but do not rush to answer Teach to analyze each stage of the work By criticizing, stimulate the child’s activity. Head of the educational organization of educators Luponos Z.N.
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Master Class“The system-activity approach is the basis for organizing the educational process in preschool educational institutions”
1 presenter
In the context of new social transformations in Russia, education is becoming the most important resource for the socio-economic, political and cultural development of the country. “A developing society,” it is emphasized in the “Concept of Modernization of Russian Education,” “needs modern, educated, moral, enterprising people who can make decisions independently, predicting their possible consequences, characterized by mobility... capable of cooperation... having a sense of responsibility for the fate of the country, its socio-economic prosperity."
Preschool education has not been left out either. The preschool education system has moved to a new stage: evidence of this is the introduction of a fundamentally new document - the Federal State Educational Standard for Preschool Education. GEF DO is a change in the educational paradigm (goal). Instead of transferring the sum of knowledge, the development of the student’s personality is based on mastering methods of activity.
The standard is based on a system-activity approach, the implementation of whichis aimed at forming a developed personality, it helps to liberate children, develops their independence, and teaches them to think creatively.
For preschool children, educational activities in the system-activity method include six successive steps (stages):
Introduction to the situation
Updating knowledge
Difficulty in the situation
Discovery by children of new knowledge (way of action),
Inclusion of new knowledge (method of action) into the child’s system of knowledge and skills,
Comprehension (result).
We propose to consider the step-by-step implementation of all six steps of the activity method, but... since you and I are no longer children, we will apply this method to a situation from ours adult life. I need 3-4 assistants with whom I will communicate directly.
3-4 people come out, the teacher thanks them for their willingness to cooperate.
Tell me, do you like to travel?
What cities have you visited?
What interesting things did you see?
How many of you have been to other countries? In which country?
And my friend Katya was offered a last minute trip to Jamaica. She is confused and doesn't know where to start. Let's help her!
So what do we have to do?Help Katya prepare for her trip to Jamaica.
To the audience
So, we have passed the first stage of the educational situation “Introduction to the situation”.
At this stage, conditions are created for children to develop an internal need (motivation) to participate in activities. Children record what they want to do (the so-called “children's goal”).
To do this, the teacher includes children in a conversation that is necessarily personally significant for them, related to personal experience. The teacher makes sure to listen to everyone who wants to speak out.
The emotional inclusion of children in the conversation (they always enjoy talking about themselves!) allows the teacher to smoothly move on to the plot with which all subsequent stages will be connected.
The next stage of the educational situation is “Knowledge Updating”. This stage can be called preparatory to the next stages, at which children must “discover” new knowledge for themselves. Here we offer children a variety of didactic games, during which mental operations are updated, as well as the knowledge and experience of children necessary for them to independently construct a new way of action. At the same time, children are in the game plot and moving towards their “children's goal”.
To the assistants
In our situation, I will not offer you any educational games. We'll just talk.
Let's think about what a person needs to go on a trip.
Suitcase, sunglasses, sun cream, after sun cream........... (all answers accepted)
You say everything correctly and name the right things. And if a person goes on a trip outside the Russian Federation, what does he need to have?international passport
So Katya doesn’t have a passport. What should she do?
We accept all answers. But... it’s not a reception day at the passport office, tourist agency does not provide a service for issuing a foreign passport... Let us conclude that a foreign passport can be ordered via the Internet.
Of course, only Katya can order a passport for herself. But we can find the site and tell Katya about it. Can? Here are the computers, go look for the site.
To the audience
The end of the “Knowledge Updating” stage is considered to be the moment when children begin to complete the task, that is, they begin to perform a trial action.
To the assistants
Were you able to find a website where you can order a passport?No
Why couldn't they?We don't know how to do it correctly
So what do you need to know now?How to find the right website where you can order a passport.
Possible option: no difficulty arose.
In this case, you need to offer to explain to everyone on which website you can order a foreign passport. And then move on to the stage “Incorporation of new knowledge (method of action) into the system of knowledge and skills.”
To the audience
At this point, the “Difficulty in the situation” stage ends.
This stage is key, as it contains the main components that allow you to determine the right path to overcome the difficulty.
Within the framework of the selected plot, a situation is simulated in which children are faced with difficulties in individual activities. Using the question system “Could you?” - “Why couldn’t they?” We help children gain experience in identifying a difficulty and identifying its cause.
This stage is very important from a development point of view personal qualities and attitudes of preschoolers. Children get used to the fact that there is no need to be afraid of difficulties and failures, that the correct behavior in case of difficulties is not resentment or refusal of activity, but a search for the cause and its elimination. Children develop such an important quality as the ability to see their mistakes, to admit that “I don’t know something yet, I can’t do it.”
In early preschool age, this stage ends with the words of an adult: “This means that we need to find out...”. Based on this experience (“we need to find out”), a very important question from the point of view of forming the prerequisites for universal educational actions appears in older groups: “What do you need to learn now?” It is at this moment that children acquire the primary experience of consciously setting an educational goal for themselves, while the goal is articulated by them in external speech.
At the “Difficulty in the situation” stage, the teacher must truly be a master of his craft. There are situations when children do not have difficulties. And in this case, you need to use all your skills to continue the lesson in the intended direction.
2 presenter
To the assistants
What should you do if you don’t know something?Ask someone who knows
Who will you ask? Ask.
We communicate with adults, so perhaps they will ask Google . In this case, the question needs to be asked: - How will you ask?
If they contact you:
I can help you. There is such a portal on the Internet “Portal of State Services of the Russian Federation”. You need to open any Internet browser and write in the search bar: Portal of government services of the Russian Federation. From the proposed list you need to select a link with the address gosuslugi.ruNow do what I just told you about.
What do you think we should do first?Register and indicate your location.
Now open the tab “Obtaining a passport with an electronic chip for 10 years.” What do you see?Detailed instructions “How to receive the service.”
Let's imagine that Katya has come to us now. How will you tell her where she can order a passport?Helpers' answers
To the audience
The “Discovery of new knowledge” stage is completed.
At this stage, we involve children in the process of independently solving problematic issues, searching for and discovering new knowledge.
Using the question “What should you do if you don’t know something?” we encourage children to choose a way to overcome the difficulty.
In early preschool age, the main ways to overcome a difficulty are “I’ll figure it out myself” or “I’ll ask someone who knows.”
We encourage children to ask questions and teach them to formulate them correctly.
We are gradually expanding the circle of people to whom children can ask questions. This could be a parent who came early to pick up the child, a nurse, or other kindergarten employees. At an older age, children learn that they can “ask” a book, an educational film, an Internet search engine... Gradually, children’s ideas about the sources of knowledge are expanded and systematized.
In older preschool age, another way to overcome the difficulty is added: “I’ll figure it out myself, and then test myself according to the model.” Using problem-based methods (leading dialogue, stimulating dialogue), we organize children’s independent construction of new knowledge, which is recorded by children in speech or signs.
Thus, at the stage “Discovery of new knowledge (method of action),” children gain experience in choosing a method for solving a problem situation, putting forward and justifying hypotheses, and independently (under the guidance of an adult) “discovering” new knowledge.
The next stage is “Incorporation of new knowledge (method of action) into the system of knowledge and skills.” At this stage, we offer children situations or didactic games in which new knowledge is used with previously acquired knowledge. To do this, we ask questions: “What will you do now? How will you complete the task? In senior and preparatory groups individual tasks can be completed in workbooks.
Here we develop in children the ability to independently apply acquired knowledge and methods of action to solve new problems, and transform methods of solution.
To the assistants
I suggest you go back to home page portal and consider what other services are offered to us.
Replacement of a passport of a citizen of the Russian Federation, Checking and paying traffic fines, Obtaining a certificate of criminal record, Obtaining and replacing a driver's license, Making an appointment with a doctor, etc.
Tell me, might you find the portal you learned about today useful? Can you explain how to correctly find this portal on the vast expanses of the Internet?
Now come to me, please. Tell me, what did you do today? Who did they help? Were you able to help Katya? Why did you succeed? You managed to help Katya because you found out on which portal on the Internet you can order a foreign passport.
Thank you for your help, you can return to your seats.
To the audience
And the last stage “Comprehension (result)” is completed.
This stage is also important, since here the achievement of the goal is recorded and the conditions that made it possible to achieve this goal are determined.
Using the question system “Where were you?” - "What did you do?" - “Who did you help?” We help children comprehend their activities and record the achievement of a “children’s” goal. Next, using the question “Why did you succeed?” we lead children to the fact that they have achieved a “children’s” goal due to the fact that they have learned something new and learned something. Thus, we bring together the “children’s” and educational “adult” goals and create a situation of success: “You succeeded... because you learned (learned)...".
Thus, cognitive activity acquires a personally significant character for the child, children develop curiosity, and learning motivation is gradually formed.
1 presenter
So, we have examined and played out the holistic structure of using the activity method in an educational situation for preschool children. However, due to the characteristics of preschool age and the specifics of individual educational areas It is not always possible or advisable to carry out the entire sequence of stages.
In the educational activities of preschool children, it is possible to use individual components of the activity method. For example, creating situations of observation, communication, emotional perception, reflection and execution mental operations, expressions in speech, actions according to the rule, etc.
The system-activity approach, as the basis of the Federal State Educational Standard, is aimed at developing in children those qualities that they will need not only in the process of obtaining an education, but also in life. The teacher, guided by the main principles of the method, teaches students to engage in an independent search for knowledge and information, the result of which is the discovery of new knowledge and the acquisition of some useful skills. And this is exactly what children need at the initial stage of education.
Basic provisions
The system-activity approach, as the basis of the Federal State Educational Standard, is based on a number of didactic principles. Each of which is taken into account when the teacher forms and plans educational activities.
It is based on the principle of integrity. Thanks to him, pupils develop a correct understanding of the world. They learn to perceive it as a system.
Next comes the principle of variability. Its observance implies regularly providing students with the opportunity to choose their own activities. It is very important. Indeed, in such situations, children acquire the skill of making informed choices.
The operating principle is also important. It implies the active inclusion of the child in the educational process. Children must learn not only to listen to information and perceive ready-made material, but also to obtain it independently.
Psychological aspect
In addition to the above, the principle of creativity is also observed, aimed at developing the various abilities of students.
Psychological comfort is also taken into account, reminding of the importance of organizing children’s activities according to their interests. is also important. It consists in the mandatory consideration of the individual characteristics of each child in the educational process. All children develop at different rates, and each one is different from each other. A good teacher must always remember this.
And another principle is the continuity of the educational process. The system-activity approach, as the basis of the Federal State Educational Standard, includes it without fail. This principle ensures the formation and subsequent development of students at each age stage. Compliance with this provision contributes to personal self-development at all levels of education without exception. This is why it is so important to lay the appropriate “base” at an early stage.
Interaction with parents
There are a few more nuances that need to be noted. The system-activity approach, as the basis of the Federal State Educational Standard, has clear and detailed provisions. But what about their implementation? It is possible only if the parents of the students are interested in it. Their inclusion in activities of preschool educational institutions Necessarily. Without close cooperation nothing will work.
The teacher, in turn, must form among parents a correct understanding of the unity of the tasks and goals of the preschool educational institution and the family. He needs to contribute to the growth of their psychological and pedagogical competence. For this purpose, consultations, conversations, meetings, conferences, and trainings are organized in institutions. Parents, by taking part in them, demonstrate concern for their child and interest in his diversified development. In addition, they can help educators by talking about the characteristics of their children.
Implementation of the approach
It is carried out in several steps. The system-activity approach, as the methodological basis of the Federal State Educational Standard, implies strict adherence to consistency. The teacher works with young children, to whom everything needs to be carefully explained, and in such a way that they understand.
Therefore, the first step involves familiarizing students with the situation. At the second stage, then - collective work to identify difficulties in solving the situation occurs. The consequence of this step is the discovery by students of new knowledge or a method of action. The last step is to comprehend the results obtained.
This is how the system-activity approach to teaching is implemented. Thanks to this method of teaching, children do not hesitate to be active, think and express their thoughts. The method is based on dialogue and communication, so that students not only acquire new knowledge - they also develop their speech.
Teacher's actions
The system-activity approach, as the basis for the implementation of the Federal State Educational Standard, requires professionalism from teachers. To take the first step and introduce children into an educational situation, the teacher must help create a psychological orientation towards taking action. To do this, you need to use techniques that correspond to the characteristics of the age group and situation.
The teacher must also be able to choose the topic correctly. It shouldn't be forced on them. On the contrary, the teacher is obliged to provide children with the opportunity to act in a situation that is familiar to them. It is only based on their preferences that he models it. And this is right, because only something familiar and interesting can activate children and make them want to participate in the process. And in order to identify a topic, the teacher should identify several options that are attractive to students. They will then choose the most interesting one themselves.
Then the teacher, with the help of a leading conversation, helps the children find ways to solve the problem. The main task is not to evaluate the answers. The teacher needs to teach children to find a way out of the situation, relying on their knowledge and experience.
Other aspects of teaching
There are many other nuances that the concept of a system-activity approach to teaching includes. In addition to carrying out developmental work with the entire student body, the teacher is also involved in other aspects that the field of pedagogy implies.
Each teacher is obliged to conduct psychological and pedagogical diagnostics of the universal educational activities available to children, and to participate in monitoring the implementation of the Federal State Educational Standard. The teacher also carries out correctional, developmental and advisory work with individual students. Psychological and pedagogical education of children is also mandatory.
At the early stage of education (in preschool educational institutions and primary classes), the teacher plays the role of not only a teacher, but also an educator, a second parent. He must create all the necessary conditions for the realization of children’s individual potential.
Game method
The system-activity approach, as the basis of the Federal State Educational Standard of Preschool Education, is implemented in various ways. But the most popular and effective method is the game. This is a unique form of education that allows you to make the process of children receiving basic education more exciting and interesting.
Game forms make it possible to effectively organize the interaction of a teacher with students and make their communication more productive. This method also develops children's powers of observation and allows them to gain knowledge about phenomena and objects in the surrounding world. The game also contains educational and educational opportunities, which, with a competent teaching approach, are fully realized.
Also, this entertaining method goes well with “serious” teaching. The game makes the process of acquiring knowledge entertaining and creates a good and cheerful mood in children. As a result, students absorb information with great interest and are drawn to acquiring knowledge. In addition, games can improve children's thinking, their creative imagination and attention.
Selection of competencies
These are not all the aspects that the system-activity approach includes as the technological basis of the Federal State Educational Standard. The range of issues discussed in the pedagogical sphere is much wider. AND Special attention is paid to the selection of competencies. Today there are five of them, if you do not include the educational, cognitive and communicative aspects mentioned earlier.
The first category includes value-semantic competencies. They are aimed at developing children's moral foundations and principles, as well as instilling in them the ability to navigate the world and understand themselves in society.
There are also information competencies. Their goal is to develop in children the ability to search, analyze and select information for its further transformation, storage and use. The last two categories include social, labor and personal competencies. They are aimed at children acquiring knowledge in the civil and public sphere and at mastering in various ways self-development.
The importance of methodology
Well, as one could already understand, the system-activity approach to teaching is the basis of the Federal State Educational Standard, which is actually being implemented in the modern field of education. It is aimed at developing basic learning skills in children. Which will allow them to quickly adapt to primary school and begin to acquire new knowledge and skills.