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 the contradictions within Russian psychological science between the systemic approach, which was developed in the studies of the classics of our national science, and the activity approach, which has always been systemic. 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
Anna Sy
System-activity approach in 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.
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, beautiful leaves that you will find on the plot or at the dacha, on the way to kindergarten bring them to me, I really need them 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.
Size: px
Start showing from the page:
Transcript
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 activities act as cooperation between the teacher and the child, which contributes to the development of communicative abilities in children as a necessary component of 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 is a system of 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; principle of cooperation in organization and management various types 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 personal experience children, 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 activity and activity of the child, developing the child’s personality in the process of various types of 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.
An activity-based approach to educational activities with preschoolers (Prepared by: senior teacher Chepyzhnaya N.V. teacher Filatova I.V.) The world around us has changed and the children have changed. The main task
SEMINAR-WORKSHOP “Activity approach in the educational process in preschool educational institutions” Objectives: 1. Clarify the concepts of “activity”, “activity approach”. 2. Determine the role of the teacher in organizing activity
Municipal preschool educational state-financed organization“Kindergarten of a combined type 20” Methodological association of teachers of groups of children aged 5-6 years Speech “Structure of direct educational
“The structure of direct educational activities based on the activity approach” Prepared by: Rodina T.V. - first teacher qualification category, Zvyagintseva S.V. - first teacher
Branch 1 Municipal budgetary preschool educational institution kindergarten 3 MASTER CLASS “Activity approach as effective method formation of cognitive initiative among pupils" Educator:
Designing a modern lesson in a preschool educational institution Completed by: teacher MBDOU TsRR D/S 165 Popkova O. G. The Federal State Educational Standard of preschool education is a standard that helps to learn how to “fish” as a basis, which
Features of the organization of educational activities of preschool educational institutions in accordance with the Federal State Educational Standards of Preschool Education The standard pursues the following goals: increasing social status preschool education, ensuring equality of opportunity
IMPLEMENTATION OF A SYSTEM-ACTIVITY APPROACH IN ORGANIZING EDUCATIONAL ACTIVITIES IN PRECEPTION OUS IN THE CONDITIONS OF IMPLEMENTATION OF THE FSES Khomenko O.V., Deputy Head of Education and Resource Education of the Secondary Educational Institution of Nizhnevartovsk DS 68 “Romashka”
Model of methodological support for the Federal State Educational Standard MADOU-Kindergarten 11 In connection with the introduction of the Federal State Educational Standard for Preschool Education, the preschool education system is characterized by an expansion of the range of applied variable programs and pedagogical
System-activity approach as a means of personal development in the context of the implementation of the Federal State Educational Standard for preschool education. In accordance with the new law “On Education in Russian Federation" preschool education
BDOU Omsk "Kindergarten 165" MEMO FOR TEACHERS OF PRESIDENTIAL INSTITUTIONS "Implementation of the principle of individualization in the educational process" 2017 "Implementation of the principle of individualization in the educational process"
Consultation for teachers Preschool educational institution Activity approach in modern education preschoolers. Author-compiler: teacher MBDOU DSOV 20 Anikeeva L.V. Human life in the constantly changing conditions of XXI
Workshop “Construction of a subject-spatial developmental environment of a preschool educational institution, in accordance with the Federal State Educational Standard” Purpose: To identify and generalize the knowledge of educators and specialists on this topic. Preparation for the workshop Registration
Modeling the educational process taking into account the Federal State Educational Standards for Preschool Education The following main components are necessarily highlighted in the model of the educational process: 1 - teacher-oriented interaction with children
System-activity approach to teaching as a means of improving the quality of education Folk wisdom Tell me and I will forget; show me and I will remember; let me act on my own and I will learn. (Russian
Consultation-dialogue Systemic-activity approach as the methodological basis of the Federal State Educational Standard of Education Kudlay M.I., senior educator MBDOU 43, head of the GMO teachers of senior groups “When will people be taught
Consultation “System-activity approach as the basis for organizing the educational process” M.V. Maltseva, senior teacher of preschool educational institution kindergarten 4 “Yolochka” Methodological support system
Organization of direct educational activities (DEA) in accordance with the Federal State Educational Standard for Education Consultation for educators. Educator: Knyazkina N.V. gaming motor communicative labor DIRECTLY
Municipal autonomous preschool educational institution “Child Development Center Kindergarten 114”, Syktyvkar Abstract of a seminar for educators Topic: “Activity approach in the development of preschool children
Municipal budgetary preschool educational institution of the municipal formation of the city of Krasnodar “Child Development Center - kindergarten 201 “Planet of Childhood” System-activity approach in preschool educational institutions.
Organizational and pedagogical conditions for the socialization of preschool children through the implementation of FGT. From the first days of his existence, a person is surrounded by other people. During the interaction
The program of corporate and network professional support for a specialist with an acmeological management strategy is also acmeological in nature and includes a set of measures to assist the employee
Subject-based developmental environment in a preschool educational institution as a space for the social development of preschool children Preschool childhood is a short, but important, unique period of a person’s life. Humanity has only gradually arrived
Consultation for parents on the topic: “Involving parents in the lives of children and kindergartens (in the educational process) through project activities.” Current trends and regulatory changes occurring
Municipal budgetary preschool educational institution combined type kindergarten 1 “Alyonushka” Approved by: Head of MBDOU 1 “Alyonushka” Samokhina E.V. PLAN for the work of the creative group on the regional
46 E.V.Kotova Teacher of the preschool center. SOCIAL AND PERSONAL DEVELOPMENT OF PRESCHOOL CHILDREN IN CONDITIONS OF IMPLEMENTATION OF FGT. Life brings forward the theory and practice of education and upbringing, in addition to traditional issues
Municipal budgetary preschool educational institution of the municipal formation of the city of Krasnodar “Kindergarten of a combined type 230” Address: 350089, Krasnodar, Boulevard Ring St., 3 Continuity
1 The project method is a pedagogical technology, the core of which is the independent activity of children - research, cognitive, productive, in the process of which the child learns about the environment
MBOU Secondary School 3 groups of preschool education in Tatarsk CONSULTATION FOR PARENTS DEVELOPMENT OF COGNITIVE INTERESTS OF PRESCHOOL CHILDREN, TAKEN INTO ACCOUNT OF THE FSES DO. Senior teacher: Svetlana Viktorovna Permeneva
Speech by senior teacher T.S. Makarova at the regional methodological association on the topic “Game as a means of educational activity in the context of the implementation of the Federal State Educational Standard for Education” “Updating the knowledge of teachers
“Formation in preschoolers of a respectful attitude and a sense of belonging to their family, small homeland and the Fatherland in project activities." Prepared by teacher: Afankova M.N. Social-communicative
Development of professional competence of a teacher as a factor in improving the quality of education in the context of the introduction of the Federal State Educational Standard for Education. The author of the article is senior teacher of MBDOU kindergarten 68 Lebedeva L.V. October 2016
Features of the implementation of direct educational activities in accordance with the Federal State Educational Standard for Preschool Education The content and organization of educational activities in a preschool educational institution are determined by
Kovaleva Irina Viktorovna Pushkova Natalya Aleksandrovna Technology of personality-oriented interaction between a teacher and children. IN last years educational and educational space is rapidly
Municipal budgetary preschool educational institution kindergarten "Olenyonok" District pedagogical conference "Continuity of preschool and primary general education in the conditions of implementation
Topic: Implementation of Federal State Educational Standards in preschool educational institutions. (federal state general education standard in a preschool educational institution). Goal: familiarize parents with the features of educational
“The use of pedagogical technologies in the educational process in the context of the implementation of the Federal State Educational Standard for Education” Forms of education of preschool children using innovative technologies Innovative approaches to educational
Organization of independent activity of preschool children in the conditions of compensatory preschool educational institutions Bosova S.M. senior teacher, MDOU d/s 43, Ozyorsk, Chelyabinsk region, It is generally accepted that preschool childhood
All-Russian Festival of Pedagogical Creativity 2015/2016 academic year Nomination: Pedagogical ideas and technologies: preschool education Pedagogical project “Use unconventional techniques V
Municipal budgetary preschool educational institution of Kostroma "Child Development Center - Kindergarten 13" EXHIBITION OF TECHNICAL DESIGNER TEACHERS TATIANA ANTONOVNA IVANOVA ALEXANDRA IGOREVNA
Analysis of the work of the methodological association of educators for the 2014-2015 academic year. In the past academic year, the Association of Educators worked on the topic: “Improving the quality of preschool education through increasing
Analytical report on the ability to effective solution professional pedagogical tasks by the teacher of the MADOU TsRR d/s 49 Eremenko SV. According to the requirements of the Federal State Educational
View the presentation for the project Municipal preschool educational institution “Child Development Center, kindergarten 155 of the city of Kartaly” Light engineering project for children of senior preschool age
PEDAGOGICAL PROJECT (structure of work, which is important to reflect) Full name of teacher(s) Age group: TOPIC: BIBLIOGRAPHY (sources of information): (mark particularly successful and important books on this topic) CONTENTS:
APPROVED by: Head of MBDOU “Combined kindergarten with groups for children with speech disorders 41” R.R. Zamoldinova PLAN for methodological support for the introduction and implementation of the Federal State Educational Standard of the Pre-Medical Educational Institution "Children's
Municipal budgetary preschool educational institution Kindergarten “Zemlyanichka” Continuity work plan for the 2016-2017 academic year: “Continuity in the work of the kindergarten and school, taking into account
PROJECT ACTIVITY AS A WAY TO DEVELOP COGNITIVE ACTIVITY OF A PRESCHOOL CHILDREN Goal: Creating conditions for the development of a child’s cognitive activity. Objectives: create conditions to ensure psychological
CULTURAL PRACTICES IN THE EDUCATIONAL ACTIVITIES OF PRE-SCHOOL EDUCATIONAL ORGANIZATIONS According to the Federal State Educational Standard for Education, approved by Order 1155 of 17.10. 2013 P.2.9. Federal State Educational Standards of Additional Education: “in the part formed by the participants
THE CONSULTATION CENTER IS SUPPORT AND HELP FOR THOSE MOMS AND DADS WHO STRIVE TO INVEST LIGHT AND KINDNESS INTO THEIR CHILDREN, SINCERE LOVE FOR ALL LIFE, AND TEACH CARE AND RESPONSIBILITY. Consulting
Brief presentation of the main educational program of preschool education MBDOU d/s 43. Main educational program preschool education MBDOU d/s 43 was developed in accordance with the federal
Consultation for educators Prepared by senior educator E.P. Gridneva. MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN 38 143405, Moscow region, Krasnogorsk city,
Municipal Autonomous preschool“Kindergarten 86 of a general developmental type”, Syktyvkar PLAN Works of the Early Childhood Resource Center for the 2015-2016 academic year Syktyvkar, 2015 Explanatory
MDOU "Kindergarten 32 combined type" Practical advice conducting a lesson on the Federal State Educational Standard for 2017 1. Think through the organization of children in the lesson (alternating different types of children’s activities: sitting,
Dear parents! Slide 2 As Lev Semenovich Vygotsky said: “ Schooling never starts from scratch, but always relies on a certain stage of development completed by the child.” 3 slide.
Municipal budgetary preschool educational institution, kindergarten of a combined type of the second category 251 "Kolosok" Voroshilovsky district of the city of Rostov-on-Don Innovative educational
ABSTRACT TO THE ADDITIONAL EDUCATIONAL PROGRAM “DISTEPS” for children from 3 to 8 years old Justification of the need to develop and implement the proposed program in the educational process Modified
Municipal budgetary preschool educational institution kindergarten 8 of a general developmental type with priority implementation of activities in the artistic and aesthetic direction of children's development.
X years. Abstract to the work program preschool teachers general developmental groups for children early age(1.5 to 3 years) Working programm designed to work with children from 1.5 to 3- Program
“The content of the Program should ensure the development of the personality, motivation and abilities of children in various types of activities...” (clause 2.6 of the Federal State Educational Standard for Education).* “Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education” (clause 4.7 of the Federal State Educational Standard for Education). Fgos up to
Federal State Educational Standards for Educational Education aim teachers to abandon the concept of the leading role of an adult in favor of environmental pedagogy, which presupposes the concept of “ active child» and on the child’s contribution to his education; to provide the child with the opportunity to choose the content of his activities. According to the Federal State Educational Standard, all types of children's activities are of equal importance - not only play, but also communication with adults and peers, research activity, various types of creativity, etc., as can be seen from the target guidelines, according to which a child should have different qualities: Initiative and independence in different types activities. The ability to choose your own occupation. Show curiosity. Ability to Accept own decisions. But, without motivation from an adult, the preschooler will not be active, motives will not arise, and the child will not be ready to set goals. And, therefore, the prerequisites for educational activities will not be formed.
What is motivation? This is the motivation of children’s behavior (through their needs, personal motives, goals that interest them, value orientations etc., which guides and organizes children, and also gives the activity meaning and significance for the child himself. This is where every interaction between a child and an adult begins. Without motivation from an adult, a preschooler will not be active, motives will not arise, and the child will not be ready to set goals.
TYPES OF MOTIVATION 1) Game motivation - “Help the toy.” the child achieves the learning goal by solving problems with toys. With this motivation, the child acts as a helper and protector. 1. You say that the toy needs help, and only children can help it. 2. You ask the children if they agree to help the toy and what needs to be done for this. 3. You offer to teach children to do what the toy requires, then the explanation and demonstration will interest the children. 4. During work, each child should have his own character - a ward (a cut-out, toy, drawn character to whom he provides assistance). 5. The same toy evaluates the child’s work and always praises the child. 6. After finishing work, it is advisable for the children to play with their charges.
2) Helping an adult – “Help me.” The motive for children is communication with an adult, the opportunity to gain approval, as well as interest in joint activities that can be done together. 1. You tell the children that you are going to make something and ask the children to help you. 2. Wondering how they can help you. 3. Each child is given a feasible task. 4. At the end, emphasize that the result was achieved through joint efforts, that everyone came to it together.
3) Motivation - “Teach Me” is based on the child’s desire to feel knowledgeable and capable. 1. You tell the children that you are going to do some activity and ask the children to teach you about it. 2. You ask if they are willing to help you. 3. Each child is given the opportunity to teach you something. 4. At the end of the game, each child is given an assessment of his actions and must be praised.
4) Motivation - “creating objects with your own hands for yourself” is based on the child’s internal interest. This motivation encourages children to create objects and crafts for their own use or for their loved ones. 1. You show the children some kind of craft, reveal its advantages and ask if they would like to have the same one for themselves or for their relatives. 2. Next, show everyone how to make this item. 3. The completed craft is given to the child. If a child is already busy with some activity of interest, and therefore already has the necessary motivation, you can introduce him to new ways to solve problems.
5) An effective remedy increasing motivation for activity is the use of ICT. Using a computer allows you to activate involuntary attention, increase interest in learning, and expand the ability to work with visual material, which helps achieve your goals.
When motivating children, you should follow the following principles: - you cannot impose your vision on solving a problem on a child (maybe the child will have his own way of solving the problem); - be sure to ask the child for permission to work with him common cause; - be sure to praise the child’s actions for the results obtained; - acting together with your child, you introduce him to your plans and ways to achieve them. Each activity should contain something that will cause surprise, amazement, delight, that children will remember for a long time. We must remember the saying “Knowledge begins with wonder.”
There are several approaches to motivating children that are typical for older preschool age: 1. Motives for children’s interest in the world of adults, through which you can influence the child, for example, dad made a birdhouse out of wood, and we will make it out of paper. 2. Game motives, for example, a game of traveling through stations with tasks. But here there must be a result of the activity for the child, something he will strive for. 3. Motives for establishing and maintaining positive relationships with adults and children. I can't solve the problem, who can help me? 4. Motives of pride and self-affirmation. Well done, you did well, now help your neighbor do his task.
5. Cognitive and competitive motives. Who can sort the cards into groups correctly the fastest? 6. The desire to win, to be first. Typical tasks here are: “Who is the fastest... Who can guess? ", etc. 7. Moral motives. There are few flowers on our site, but there are seeds, what do you propose to do with them? 8. Among moral motives, everything bigger place in senior preschool age social motives begin to occupy the mind. In winter, the birds are cold and hungry, how can we help them?
Principles of implementation of the system-activity approach: The principle of subjectivity of education. The principle of taking into account leading types of activities and the laws of their change in the formation of a child’s personality. The principle of overcoming the zone of proximal development and organizing joint activities of children and adults in it. 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 any activity. 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.
Educational activities based on a system-activity approach, it has a certain structure: 1. Introduction to the educational situation (organization of children); 2. Creating a problem situation, setting goals, motivating activities; 3. Designing a solution to a problem situation; 4. Performing actions; 5. Summing up, analysis of activities.
Creating a problematic situation, setting a goal, motivating them to act To ensure that the topic of OD is not imposed by the teacher, he gives children the opportunity to act in a well-known situation, and then creates a problematic situation (difficulty), which activates the students and arouses their interest in the topic.
Execution of actions A new algorithm of activity is compiled based on the old one, and a return to the problem situation occurs. To solve a problem situation, didactic material is used, different shapes children's organizations. This stage also includes: Finding the place of “new” knowledge in the child’s system of ideas; Possibility of applying “new” knowledge in Everyday life; Self-test and correction of activities;
Stage of summing up and analyzing activities: Fixing the movement in content (What did we do? How did we do it? Why?); Performance practical application a new meaningful step (Is what you learned today important? Why will it be useful to you in life?); Emotional assessment of the activity (Did you have a desire to help...? How did you feel when you found out...?); Reflection on group activities (What did you manage to do together as a team?; Did everything work out for you?” Reflection on the child’s own activities (Who didn’t succeed? What exactly? Why do you think?).
