How does a complex lesson differ from an integrated one: answering a reader’s question

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It seems to me that the essence of the problem lies in the fact that integrated lessons in preschool educational institutions began to be held not so long ago. Of course, this is no longer know-how, but this definition entered pedagogy only in the 90s of the twentieth century. In addition, the concept of a complex integrated lesson is often used in the literature. And how can you figure out what the differences are, and even draw up a clear GCD plan?

I think that it will be much easier to study the features of each activity using specific examples. For my part, I can recommend some interesting manuals for teachers, which, it seems to me, give a clear idea of ​​the structure, goals and objectives of both classes.

Complex lessons are conveniently distributed by topic with the expectation that the teacher will be able to conduct them every week, in the book by N. S. Golitsyna “Notes of complex thematic lessons” for the senior group. It seems to me that in the future these notes can be taken as a model when preparing for independent studies and on other topics, since they are well compiled.

By the way, there are similar benefits for preschoolers of different ages. For example, the orientation of this book is already a preparatory group. Notes for the entire academic year are collected here.

As for integrated classes, for conducting them with children of the same age there is a book by the author A. V. Adzhi, which contains notes on such classes for the preparatory group of a kindergarten. In it I found a description of about a hundred activities aimed at the speech development of six- to seven-year-old children and the activation of their cognitive activity.

Of course, I have not provided a complete list of useful benefits here, but have only shared my own experience. I would be glad if you also share useful books on our topic. Tell us, what literature do you use, dear colleagues?

What is integrated learning

Integration is a technical term that refers to any process of combining parts into a whole. But in the pedagogical system it has its own specifics: it is used in matters of inclusion, that is, the inclusion of people with various types of disabilities in public life.

So, in education, integrated learning is an educational model in which a child with special needs is not taught separately, but together with other children.

Integrated or inclusive education is not only an opportunity for people with developmental disabilities to feel part of society, but also a way to develop tolerance, empathy and caring for others from the first years of life.

Salamanca Declaration

In 1994, the World Conference on Special Needs Education was held in Spain. Within its framework, the Salamanca Declaration was adopted, which formed the basis of the concept of integrated education. Here are its main provisions:

• every child has the right to basic education;
• Each child is unique and has his own interests and different levels of abilities;
• these features should be taken into account in the learning process, creating comprehensive educational programs;
• General education schools must create conditions for comfortable learning for all children, including inclusion.

Thus, basic models of integrated learning began to emerge, which allowed children with special needs to gain access to a full-fledged school education.

The university also uses integrated or integrated learning technologies. But there this term is understood as methods that involve an integrated approach to vocational education. This is achieved through the development of interdisciplinary connections, the use of project work, Agile and Scrum methodologies and other tools.

Common features of integrated and complex lessons

Agree, it is difficult to understand how a complex lesson differs from an integrated one, also because in the literature one concept is often replaced by another. Have you also probably encountered this problem? There is also a combined lesson. How do you understand what makes it special?

For me, the situation became a little clearer when, armed with the above-mentioned literature and drawing on personal experience, I identified some similarities between integrated and comprehensive lessons:

• The content of both classes is concentrated around one topic, in contrast to the combined one, where, as I understand it, different types of activities simply replace each other.
• Such thematic classes require interdisciplinary connections.
• Both of them are multidirectional, not substantive.
• During them, a logically justified and plot-related change of various types of activity in children (cognitive, physical, speech, musical, artistic) necessarily occurs.

Speech is a means of communication that serves as the most important tool for the socialization of children. The development of speech is associated with the formation of both the personality as a whole and the basic mental processes. Good speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more successful his education at school.

Speech arises along with the emergence of consciousness - the highest form of reflection of reality. In unity with speech, thinking also arises, characterized precisely by the fact that it reflects reality in concepts, that is, in generalizations that are formalized and consolidated in the word. Knowing the word denoting a concept helps a person to operate with this concept, that is, to think. Speech and thinking are not identical processes; they form a complex unity with each other. Thus, the development of speech (expansion of vocabulary, mastery of grammatical forms of language, development of coherent speech) creates the prerequisites for the development of thinking. And, conversely, clear thinking (the ability to correctly perceive reality) helps to correctly and consistently form a coherent statement. If a child is not able to express his thought in a language form that is clear and understandable to other people, then there are flaws in the thought itself and a lack of understanding of what is happening. At the same time, adults should concentrate on the accuracy, clarity and completeness of the child’s speech formulations, that is, on the material shell of thinking - speech. Then both of these processes will receive additional development.

The criterion for the quality of speech of a child of any age group is the ability to correctly, fully and accurately express one’s thoughts, logically and coherently construct a statement and make it understandable and accessible to the interlocutor. Therefore, one cannot help but attach importance to how thoughts are expressed in words. This especially needs to be kept in mind when training and education. The correctness and comprehensiveness of statements are important not only for the development of children’s speech, but also for the development of thinking, instilling in them the ability to logically formulate and develop their thoughts, thus forming reasoning (logical) thinking.

Logical thinking is thinking based on reasoning and evidence. Judgments are interconnected, that is, a time sequence and cause-and-effect dependencies are established between them. It is very important that children learn to observe temporal sequence in the presentation of their thoughts, knowledge and are able to justify their judgments causally. After all, one of the most important requirements of the culture of speech is that each subsequent statement follows from the previous one, is connected with it, and each new sentence expands the thought, develops what was said or introduces new facts and judgments.

To develop children's thinking, it is important that they learn to make inferences. Inference is a way of indirect knowledge of reality. Thus, from the judgment “A black cloud is approaching” the thought is extracted: “Now it will rain.” Cause and effect can always be found in an inference. In our example, “A cloud is approaching” is the cause, “It will rain” is the effect. It is not difficult to detect a time sequence here.

The most favorable period for the development of children's intellectual and creative abilities is the period from 3 to 9 years. It is during this period that maximum effort must be made to develop speech, perception, memory, attention and thinking.

The modern child finds himself in an information flow. And not everyone can navigate it. “Processing” all the information often turns out to be a very difficult task. To solve this problem and successfully prepare children for school by mastering computer technologies, it is not so much certain knowledge that is required, but the ability to think consistently and logically, guess, and mentally strain. Logic is the science of the laws and forms of such thinking, which is distinguished by strict certainty, consistency and validity. It obeys the laws of identity, contradiction, and the excluded middle. The laws of logic often act as rules of logical thinking. To develop logic, training is required. For preschoolers, this is one of the most important components of their mental processes. Mastery of logical techniques determines the ease and speed of establishing cause-and-effect relationships and develops speech activity.

Some techniques for teaching logical thinking are well known to teachers; they closely resemble developmental exercises and assignments. Play, development of thinking, vocabulary work, creativity, cognition, self-development - these are the fundamental components that are involved in the sphere of attention of the teacher when he turns to the problem of the logical development of a preschooler in classes on speech development.

Play is a necessary condition for the formation of personality, its consciousness and self-awareness: it is the most important factor in mental and speech development. Play communication is the necessary basis within which the formation and improvement of a child’s speech activity takes place. Game classes are conducted in accordance with the schedule of classes by age; the accumulated material and games can be used in special moments. Classes are conducted in subgroups and have their own structure, developed during work with children. At each stage of the lesson, specific tasks are set.

Logical thinking is closely related to the development of mental processes, such as perception, memory, thinking, therefore in the classroom much attention is paid to the development of these processes. The children are offered games: puzzles; Crosswords; “Find out by description”; “What’s extra?”; "Animal Family"; “The master’s work is afraid”; “Whose house?”; “The peacock has a peacock’s tail”; “Who will be who”; “Place it in order”; “Comparison of objects from the same classification group”; “It happens, it doesn’t happen”; "Nonsense"; “Repeat the group of words, but in the plural”, “Word within a word”; “Let's restore the fairy tale”; "Cheerful words"; “Words are associations”; “Say the opposite”; "Steps"; "Good bad"; “What are they talking about?” “Guess the sound, choose the word”; “What is the difference between words”; "Who is bigger"; "Poetry porridge"; "Unravel the proverb." In the preparatory group, children can independently solve logic problems, solve puzzles, and crosswords.

Logic games, like educational games, have the following characteristic features:

1. The need to act in an imaginary way, which leads to the development of all types of thinking, the ability to build imaginary situations;

2. The ability to fantasize, which makes the child independent of various circumstances, allows you to modulate responses;

3. Logic games contribute to the development of imagination, intellect, memory, and improve personality.

Children learn to maintain consistency in the transmission of events, conduct a dialogue, their vocabulary expands, concentration, observation, and perseverance develop. They learn to guess, plan, compose, tell stories, ask the right questions, and find interesting and unusual solutions. The classes use visual, practical and verbal teaching methods. Classes are built on a communicative and cognitive basis, which provides children with creative independence. The development of speech, verbal and logical thinking, memory and imagination makes it possible to cultivate an independently thinking, creative personality. The content of the lesson system is based on the principles of pedagogical optimism, humanism and is aimed at instilling in children a respectful attitude towards themselves and others, and a tolerant attitude towards the opinions of their interlocutor. Such activities not only help children master the means of communication, but also convince them that there is a close connection between thoughts, feelings and behavior in the process of communication. These game activities help each participant to be heard and understood by peers, teachers and parents. In preschool age, play is the leading activity, and communication becomes a part and condition of it. At this age, that relatively stable inner world is acquired, which gives grounds for the first time to call the child a personality, although, of course, a personality that is not yet fully formed, but capable of further development and improvement. This is facilitated by gaming activities. Thanks to the game, the child’s personality acquires a very important new formation: the motivational-need sphere develops in the game; cognitive and emotional egocentrism is overcome; arbitrariness of behavior develops; mental actions develop.

The work uses visual material, both factory-printed board games and cards made with your own hands together with your parents.

How to activate a child’s speech and thinking activity? To activate thinking, it is necessary to carry out the following types of work:

• Develop categorical perception, mental operations (correlating features with objects and phenomena, correlating objects and phenomena according to the degree of expression of a feature, classification, comparison, analysis of relationships between objects and phenomena - analogies);
• To develop the ability to identify essential features of objects and phenomena and give definitions to concepts (identifying the main idea, composing riddles, descriptive stories according to plan, forming logical definitions of concepts, correcting fables, etc.);
• Encourage a transition from using ready-made connections between objects to their independent discovery (establishing logical, including cause-and-effect relationships, searching for new connections between objects and phenomena, etc.);
• Stimulate the desire to explain what is happening and reason (finding the causes of events described in stories, determining the sequence of events, refuting false judgments, etc.)
• Formation of the ability to ask questions (arbitrarily posing a question, moving from establishing-type questions to questions - hypotheses, carrying out a targeted search for the unknown using a question, etc.);
• To develop the ability to understand the hidden meaning of objects and phenomena, the ability to see from different points of view, to practice mental experimentation (determining the figurative meaning of phraseological units, finding solutions in hypothetical situations, understanding the ambiguity of words);
• Develop the planning and regulating functions of speech (action according to verbal instructions, composing stories based on individual words, questions, models, pictures, exercise in verbal formulation of an algorithm of actions).

To activate the dictionary, you can use the following types of work:

• guessing objects by description;
• comparative description of two objects: by contrast, by similarity;
• selection of synonyms and antonyms for certain words;
• matching the names of parts to the name of the whole concept and vice versa (car: body, cabin, headlights; bottom, spout, lid - kettle). Conducted based on constructive activities;
• selection of particular concepts to a general concept and vice versa (names: Petya, Olya, Misha; rose, dandelion, cornflower - flowers);
• interpretation of polysemantic words (the bottom of a cup, pan, river, sea; glass is beating, heart, student over a task, bird; cold weather, hand, water, snowflake);
• explanation of the meaning of set expressions, proverbs and sayings;
• retelling the story.

To activate children’s verbal communication, it is necessary to take into account a number of tasks, the implementation of which will be a decisive condition for successful work:

• develop imitative activity in play and everyday situations;
• conduct didactic and outdoor games;
• act out scenes with situational communication, conduct role-playing games (doctor - patient, teacher - student, seller - buyer);
• activate speech in various activities that are significant for the child;
• expand the emotional experience of children, teach them to understand certain emotional states and express them with facial expressions, gestures, and speech;
• saturate the child’s experience with sensory impressions using auditory, visual, tactile stimulation: show an object, possible actions with it, touch the object, name the object, using the name word in different sentences (Big house, there is a bench near the house, people came out of the house, towards the house a car pulled up);
• create problematic situations, analyze them together with the child, develop his ability to reason, explain, prove, and draw conclusions.

To achieve success in work, you need to make it interesting, emotional, visual; carry it out systematically and systematically; celebrate the child’s achievements (ignorance is not punished, the desire for knowledge is stimulated). In addition, as practice shows, speech must be taught by example. When a child hears correct speech, in which comparisons, antonyms, synonyms are used, enriched with images, clear, he involuntarily perceives it and little by little the good habit acquires the powerful force of habit. From a simple, understandable song, a fairy tale told on a cozy sofa, a child’s mind blossoms, greedily absorbing impressions of goodness and beauty. Preschool teachers lay in children a model of correct speech, constantly taking care of expanding children's vocabulary, developing children's ideas, forming general concepts, and leading them to master the grammatical system at any time during any lesson.

Activation of speech and thinking activity of preschool children is closely related to the problem of activation of cognitive activity. To successfully activate children’s speech and thinking activity, the following conditions must be met:

• creating a favorable psychological climate during OOD;
• organization of various forms of work: individual, pair, group;
• correctional work taking into account the child’s individual educational route;
• work on flexible curricula and programs, widespread use of individually selected teaching aids;
• creating conditions for a differentiated approach to students. Clear knowledge of specific goals, subject to their feasibility, the ability to fulfill the teacher’s requirements, activate the cognitive abilities of children;
• creating conditions for the manifestation of independence.

Currently, preschool education is intensively developing in different directions: interest in the personality of a preschool child and his uniqueness is increasing; qualitatively new requirements are imposed on the organization of the educational process aimed at the physical, social-personal, cognitive-speech and artistic-aesthetic development of the preschooler. The fundamental principle for the development of modern preschool education, proposed by the Federal State Educational Standard for the structure of an exemplary general education program for preschool education, is the integration of educational areas.

In preschool education, it is no coincidence that special attention is paid to the integration of educational areas, since a preschooler holistically perceives the world around him, and for him there should be no boundaries between educational areas.

Preschool age is a sensitive period for the formation of children's ideas about the world around them. Therefore, the task of a kindergarten is not to quickly teach a child to read and count, but to show him the diversity of this world, teach him to see patterns and dependencies in it, and support them with arguments and facts from various fields of knowledge available to the pupil; awaken cognitive interest. In order for the learning process to be positive for the child, special attention must be paid to the content of education.

One of the requirements of preschool didactics is that the content of children's education should be small in volume, but capacious. This requirement will be met if, when forming the content of the cognitive development of preschoolers, we cover numerous aspects of a particular phenomenon, enriching and developing the totality of the child’s personal experience. Fragmentary information from different fields of science does not become knowledge for a child, since it is not updated in his life, and, accordingly, a holistic idea of ​​the world as a single system where everything is interconnected is not formed. An integrated approach to choosing the content of education helps solve this problem at the present stage. One of the main forms of implementing an integrative approach in a preschool institution is integrated classes. Taking into account the age characteristics of preschoolers, the integration of educational areas makes it possible to show the child the world in all its diversity with the involvement of scientific knowledge, literature, music, painting, theater, which contributes to the emotional development of the child’s personality and the formation of his creative thinking.

Integrated lesson - combines knowledge from different educational fields on an equal basis, complementing each other (considering such a concept as “mood” through works of music, literature, painting). At the same time, during the lesson the teacher has the opportunity to solve several development problems.

Integrated classes combine various areas of knowledge, the content of which is selected by the teacher based on a specific topic dictated by the program in which the kindergarten operates. During such classes, children master the content of various sections of the program in parallel. This allows children to see a holistic picture of the world, to develop systematic knowledge and generalized skills.

In a preschool institution, various areas of child development can be integrated:

• familiarization with the outside world and speech development;
• familiarization with the outside world and reading fiction;
• formation of natural science concepts and reading fiction;
• formation of ecological culture and reading fiction;
• formation of ecological culture and musical development;
• visual arts and reading fiction;
• visual arts, reading fiction and musical development;
• formation of elementary mathematical concepts and constructive activities;
• the formation of elementary mathematical concepts and artistic work;
• formation of elementary mathematical concepts and familiarization with Russian culture;
• familiarization with Russian culture and musical development;
• familiarization with Russian culture and visual arts;
• formation of valeological knowledge and physical development;
• development of the emotional sphere and musical development.

Integrated classes encourage preschoolers to actively explore the surrounding reality, find and understand cause-and-effect relationships, develop logic, thinking, communication abilities and speech.

The form of integrated classes is non-standard and interesting. The use of various types of work during the lesson maintains the students’ attention at a high level, which allows us to talk about the sufficient effectiveness of the lessons. Integrated classes relieve fatigue and overstrain of pupils by switching to a variety of activities, significantly increase cognitive interest and motivation for learning, develop imagination, attention, and memory. An integrated lesson also involves the mandatory development of students’ creative activity. Integrated classes have the greatest effect when they are conducted within the system.

One of the important principles of designing an integrated lesson is determining the relationship between familiar and new material. An integrative approach to the pedagogical process allows preschoolers to form a holistic picture of the world during the learning process and create the prerequisites for their comprehensive development.

Features of integrated classes

Despite their common features, comprehensive and integrated lessons demonstrate a different approach to learning. Correct me if I'm wrong! What is special about each activity? I'll tell you how I understand this for myself. Perhaps you see the situation differently, I will be glad to see your comments, since the topic is really very complex!

I think that specific examples will make my explanation more clear, so let’s assume that we are considering the topic “Spring” in the senior group of a preschool educational institution:

• By integrating blocks from various disciplines, we will create in children holistic knowledge on our topic, that is, form their idea of ​​spring as a seasonal phenomenon.
• During this lesson, students will definitely gain new knowledge! But at the same time, it is also important that they already have some certain “baggage” of ideas about spring. Otherwise, we simply won’t have anything to base the conversation on, right?
• Planning a lesson involves constructing the material in a certain way, with the construction of a clear and thoughtful scheme. I usually use mind maps. In this case, in the center we will have a key concept (“spring”), and other concepts (seasons, flowers, wintering and migratory birds, the main signs of spring, etc.) will already be logically connected with it. How does preparing notes go for you, tell us?

Seminar for teachers of preschool educational institutions » Organization of classes in preschool educational institutions. Types of classes"

Seminar for preschool teachers

Topic:
Organization of classes in preschool educational institutions.
Types of activities. Target:

systematize teachers’ knowledge about the structure of classes, their classification and features, improve the professional level of teachers, creative activity

Progress of the lesson:

1. The concept of "Occupation" -

   What is an occupation?

Class -

form of organization of education in kindergarten.

1. Lesson structure -

   The lesson includes three stages: organizing the children, the main part of the lesson and the end of the lesson.

Organization of children:

• Checking the readiness of children for the lesson (appearance, correct seating, concentration of attention)
• Creating interest in the lesson (techniques that contain entertainment, surprise, mystery)

Main part of the lesson:

• Organization of children's attention
• Explanation of the material and demonstration of the method of action or setting a learning task and joint solution (3-5 min)
• Consolidation of knowledge and skills (repetition and joint exercises, independent work with didactic material)

End of class:

• Summing up (analysis together with the children of completed work, comparing the work with didactic tasks, assessing the children’s participation in the lesson, reporting what they will do next time)
• Switching children to another activity

1. ^ Classification of occupations

— Each of these types of classes will differ in the structure of the main part.

(Review and discussion of the table “Comparative analysis of classes”

)

4. Difference between complex and integrated classes

A complex is an integrity formed from individual parts (arts, types of children's activities). Integrated classes are typically scheduled once a quarter in lieu of music or art classes. The complex lesson is based on material familiar to children. In this lesson, the tasks of each type of activity are solved.

For example: before drawing a festive city street, children sing a song about the holiday and read poetry.

Integrated classes presuppose a deeper form of interconnection and interpenetration of different contents of children’s upbringing and education. In integration, one type of activity acts as a core activity, while others help to achieve a broader and deeper understanding. An integrated lesson is aimed at learning new material. The lesson is planned on a common topic for several subjects and can be taught by several teachers. Integration of the content of educational material occurs around a specific topic.

For example: The lesson “Fairytale bird - swan” included the following methodological techniques:

• A story about the lifestyle and characteristics inherent in these birds
• Conversation: human behavior towards the animal world
• Discussion of the image of a swan from the fairy tales “Wild Swans”, “The Tale of Tsar Saltan”, “The Ugly Duckling”
• Listening to a fragment from Tchaikovsky’s ballet “Swan Lake”, Saint-Saens’ “The Swan”
• Completing a creative task: show how a swan moves to music.
• Examination of paintings by Rylov “In the Blue Space”, Vrubel “The Swan Princess”
• Drawing of flying swans.

This lesson combines tasks in the sections of the child and the world around him, speech development and literary reading, music, and visual arts. And the goal of all these tasks is to form in children an idea of ​​​​the fairytale bird - swans.

5. Practical task

• Teachers receive cards with a brief description of the activities (Appendix 2

  ). It is necessary to determine what type of activities they belong to, what types of activities they combine.

• Determine what type of open classes conducted by teachers are.

6. Preparing the teacher for classes

Preparing a teacher for classes consists of three stages: planning classes, preparing equipment, preparing children for classes.

Lesson planning:

• Select program content, outline methods and techniques, think through the course of the lesson in detail
• Make a plan - a summary, which includes:

-Program content (educational objectives) -equipment -preliminary work with children (if necessary) -GCD logic and methodological techniques

• It is necessary to plan not just one lesson, but a system, gradually complicating and consolidating the material. We use methodological literature, but do not mechanically rewrite it, but use it taking into account the characteristics of children.

Equipment preparation:

• On the eve of the lesson, select the equipment, check whether it is in working order, whether there is enough teaching material, etc.
• Some activities need to be prepared in advance (for example, if you need to show a sprouted seed of a plant, it needs to be germinated in advance)
• When conducting an excursion, the teacher must go to the site in advance, highlight objects for observation, think about how the children will be accommodated, and choose the shortest and safest route.

Preparing children for classes

• Create interest in the upcoming work
• Warn children about the start of the lesson in advance (10 minutes in advance) so that the children have time to finish their games and get ready for the lesson
• Organize the work of those on duty in preparation for the lesson

7. Summing up

Crossword “Types of activities in preschool educational institutions”

Application

Questions for the crossword:

1. Form of organization of education in kindergarten. (Classes)
2. One of the types of classes according to the form of organization. (Traditional)
3. Activities that include several types of children's activities, one of which is key, the rest help broader and deeper comprehension. (Integrated)
4. Classes - competitions, classes - auctions, classes - games, classes - concerts, etc. (Non-traditional)
5. Lessons in which several didactic tasks are simultaneously solved (Combined)
6. Activities that combine two types of children’s activities and solve the problems of each type of activity. (Complex)

Comparative analysis of classes

What is important to remember?

Here is another important property: the types of children’s activities in such a lesson cannot be strictly divided, they will smoothly flow into one another. We can organize the cognitive activity of pupils in such a way that they will remember the different seasons of the year, analyze seasonal changes, learn to distinguish and group spring flowers, migratory and wintering birds.

Then you can unobtrusively move on to a speech game, which takes the form of reading poetry about spring. Physical activity is, for example, the outdoor game “Spring Flowers”, and artistic activity is drawing or appliqué “Snowdrop”.

I think such classes can be conducted in the middle group of preschool educational institutions, only the form of presenting the material, of course, will be simpler. If, for example, you have a 2nd junior group, then the lesson dedicated to spring will most likely be complex, since for kids all the lessons are basically the same.

Well, these are just my examples. How do you conduct integrated classes in kindergarten? Maybe you can still highlight some features that I did not take into account, share your experience!

I almost forgot, I can also recommend you one good manual by N. N. Leonova, “The Artistic and Aesthetic Development of Children 5-7 Years Old.” It contains notes from classes that involve teaching children visual arts in non-standard ways. Very interesting, in my opinion!

Integrated activity as an effective means of developing mathematical skills of preschool children.

Author: Shost Tatyana Anatolyevna

This article discusses the possibilities and psychological and pedagogical advantages of using the integration of educational areas to develop mathematical competencies in preschool children.

Integrated lesson as an effective means of development

mathematical skills of preschoolers.

One of the most pressing and important tasks of preparing children for school is the development of logical thinking and cognitive abilities of preschoolers, the formation of their mathematical concepts, thinking skills and abilities that make it easy to learn new things.

Nowadays, in the age of “computers,” mathematics is needed to one degree or another by a huge number of people of various professions, not only mathematicians. The special role of mathematics is in mental education, in the development of intelligence.

The implementation of the tasks of developing the mathematical competence of preschoolers requires new approaches based on the use of modern effective technologies.

An integrated lesson is one of the most effective means of developing the mathematical skills of preschoolers.

In the mathematical development of preschoolers, the ideas of integration are presented in an attempt to combine several sections of the program content, as well as to highlight several areas of integration of the mathematical development of preschoolers with other areas of activity and their development.

Integration

- understood as a combination and mutual enrichment of some content due to qualitative changes in the connections between content sections; the state of linking individual differentiated parts and functional systems into a whole, as well as the process leading to such a state.

According to scientists, for effective integration it is necessary to use all types of perception: visual, auditory, kinetic, gustatory, olfactory.

A feature of the organization of mathematics classes was the integration of motor, cognitive, and visual activities based on the unity of five components: knowledge, artistic expression, movement, games, and practical activities.

Integrated classes include:

· Thematic selection of a mathematical direction.

· Use of different types of activities.

· Use of methods and techniques characteristic of the child’s age and type of activity at this stage.

One of the important principles of planning an integrated lesson is determining the ratio of familiar and new material. The latter must necessarily be based on existing and well-learned knowledge, which contributes to the rapid construction of associations and the involvement of the child in solving a problem situation from his own experience.

In the process of using integration ideas in the development of preschoolers, the following points must be taken into account;

— the feasibility of integrating content sections, means used, forms, etc.;

— logical relationship of educational goals and objectives, content mastered by children;

— correctness and ethics of information presentation and its integration (combination without prejudice to various sections of content: for example, artistic-aesthetic and logical-mathematical);

- the possibility of combining a certain degree of differentiated and integrated presentation of the mastered content, taking into account the age capabilities of preschoolers.

A necessary condition for integration is the creation of a single development space, which is aimed at implementing the tasks of a specific topic.

Let's consider integration possibilities:

Mathematical and cognitive-speech development of preschool children and in particular: environmental development.

The idea of ​​integration is based on the fact that nature is an interesting object of cognition for a preschooler, representing a variety of connections, relationships, and dependencies. The wealth of natural objects creates conditions for the effective development of the variety of shapes, sizes, proportional relationships, symmetry and asymmetry, etc.

Integration option

content may be an organization:

— research and information projects “Size in Nature” (discussion of the variety of sizes of plants and animals in terms of connection with their habitat, life activities, etc.);

- the use of natural material (leaves, cones, fruits) in the process of exercises and games for grouping, sorting, ordering, and actions with sets (mathematical aspect).

- familiarizing children with monetary units and using them in role-playing games such as “Shop”, which creates conditions for preschoolers to practice computational activities;

- use of role-playing games. For example, "Supermarket". Children are asked to distribute departments, determine the quantity of goods, sort according to a given characteristic (shape, size, etc.), weigh, wrap, etc.

Mathematical and speech development of preschool children.

In the process of speech development, exercises and games are actively used that involve classification, seriation, comparison, and analysis.

Using a variety of literary devices

(fairy tales, stories, poems, proverbs, sayings that present some mathematical content). This is a kind of integration (synthesis) of artistic expression (art) and mathematical content. Works of fiction present some cognitive content, new (unsigned) mathematical terms (for example, distant kingdom, oblique fathom in the shoulders, etc.).

For didactic purposes

works are often used whose titles indicate a number (for example, “12 months,” “The Wolf and the Seven Little Goats,” “The Three Little Pigs,” etc.). As a technique, poems specially composed for preschoolers are used, for example, S. Marshak “Happy Counting”, T. Akhmadova “Counting Lesson”, etc. These descriptions of numbers and figures contribute to the formation of a vivid image, are quickly remembered by children, and are, as it were, a “starter” mechanism" of remembering the way they are written.

Mathematical and artistic-aesthetic development.

The relationship between mathematical and artistic-aesthetic content (visual activity) is manifested in several points: the unity of the use of certain sensory standards (shape) and categories (size, proportions, spatial relationships, etc.), the transfer of the three-dimensional world by means of drawing, are important both for mathematical , and artistic and aesthetic (visual creativity) development of children.

Integration option

content may be an organization:

- involving the study of various types of lines, the formation of forms and the use of line (drawing) in creating an artistic image to convey mood, attitude, etc.;

— construction games on the theme “City”

(options: Street, Museum, etc.)
,
which involves joint discussion with children about the layout of the city and playing with the result. During the design process, children's attention is directed to dimensional properties, shape, manifestation of symmetry or asymmetry, etc.

Mathematical and physical development of preschool children.

To master some sections of the content of mathematical development, experience in movements in space, the development of motor mechanisms, with the physical development of children is required.

Mastering reference systems in spatial orientation is associated with changes in the experience of movements in preschool children. The distinction between the right and left hands, the main directions, and the differentiated perception of the location of objects in space are based on the experience of movement and movement.

Games, exercises:

- drawing up space plans for toy and group rooms and providing orientation according to them;

— mastering time intervals and some indicators (for example, speed (faster - slower)) in the process of observing and participating in competitions (running, jumping, etc.); establishing dimensional relationships (further - closer) when throwing, determining distance, etc.;

- exercises that ensure the accumulation of tactile-motor experience necessary for mastering counting and measurement (counting movements performed by a child (squats, jumps);

An integrated approach to organizing the interaction of a preschooler with the content of different educational areas allows each child to express his feelings and emotions in types of productive activity characteristic of this area.

An integrated lesson solves not many individual problems, but their totality. The forms of classes may be different, but each should contain enough material to exercise the child’s “active forces.” Integrated activities unite children with common impressions, experiences, emotions, and contribute to the formation of collective relationships.

Literature

1. Kartushina M.Yu. Integrated classes. – M. 2008.

2. Sazhina S.D. technology of integrated classes in preschool educational institutions.

3. Merzlyakova S.I. Complex integrated classes (Preschool education No. 12 2000.)

4. Kangina N.N. Tikhomirova O.V. Mathematics in kindergarten. Notes of integrated classes with children from 4 to 7 years old. – Yaroslavl: Development Academy LLC, 2012.

5. Kolesnikova E.V. Development of mathematical thinking in children 5-7 years old. – M.: TC Sfera 2007.

6. Nosonova E.A., Nepomnyashchaya R.L.
"Logic and mathematics for preschoolers." Saint Petersburg. Childhood-Press. 2002. Attached files: comments powered by HyperComments

The essence of a comprehensive lesson

Well, we’ve dealt with integrated lessons, now let’s move on to complex ones. They are usually built on material already familiar to students. A certain general theme is also taken as a basis, and the diverse activities of students are built around it. For example, the theme of spring could be dedicated to the lesson “The Adventures of the Merry Snowdrop”, “In the Spring Meadow”, etc. You can come up with any name!

Of course, it is assumed that the children already know that the snowdrop is a spring flower, so this will be more likely a middle than a junior group. This is what is important: during this lesson, the children do not expand their knowledge about the properties of this flower and do not learn about why it appears earlier than the others. Snowdrop is only the main character.

Here is how the activities of students united by a common theme can be organized:

• Students’ speech development can take place in the form of an entertaining conversation, during which the teacher will also demonstrate paintings by artists and children’s drawings depicting the arrival of spring. This same stage also includes cognitive activity.
• Next, together with Snowdrop on a cheerful train, the children can go to a spring clearing in the forest (the outdoor game “Chuk-Chuk” for physical development).
• On the way, when they meet a stream, they will sing a funny song with it (musical development).
• In the clearing they will collect and count snowdrops (mathematical development).
• At the end of their journey they will make a spring appliqué (art development).

The change in actions during such an activity is usually very clearly visible. This is explained by the fact that they are aimed at developing certain skills, and not at the formation of holistic ideas about spring, as a seasonal change, in our case.

Again, this is just my example, perhaps you can tell us about some of your interesting activities? Leave your comments, I will be glad to learn from my colleagues!

Integrated and comprehensive activities in kindergarten. What is the difference? article on the topic

Integrated and comprehensive activities in kindergarten.

What is the difference?

The organization of the educational process in modern innovative conditions requires the teacher to improve practical activities by searching for new value priorities in determining the content, forms and methods of organizing children's cognitive activity.

One of the areas of methodological renewal of preschool education is the design and conduct of integrated and complex classes based on the integration of educational material from several spheres of children’s life activities around one topic or concept.

A preschooler perceives the world around him holistically. For him, objects do not exist separately only within the boundaries of a school subject: animals and plants are from “acquaintance with the environment,” numbers and geometric figures are “mathematics,” etc.

Integrated and comprehensive classes: common features

The goal of integrated and complex classes, built on the interdisciplinary connection of concepts, should be a comprehensive study of an object (subject or phenomenon), meaningful perception of the surrounding world, bringing formed knowledge into the appropriate system, stimulating fantasy, creativity and interest, maintaining a positive emotional mood.

Classes that include interdisciplinary knowledge achieve effectiveness if the following didactic conditions for their organization and conduct are implemented:

• building integrated and comprehensive classes based on concentrating content around one topic
• specification of tasks at each stage of the lesson
• consistent formation of concepts and skills with general content
• rational use of various means of activating children's cognitive activity.

Preschool childhood researcher N. Gavrish in her book “Modern Occupation” provides a detailed analysis of the process of integration, categorical, semantic, structural properties of modern occupation.

She identifies the following types of classes according to the focus of their content:

• unidirectional - subject-specific
• multidirectional - integrated and complex classes [1, p. 22].

Consequently, complex and integrated classes are multidirectional. The main objectives in such classes are: the comprehensive development of the child, the formation of a holistic understanding of a specific subject based on the integration of different concepts with the involvement of children in different types of activities. However, these types of classes have a number of differences.

Integrated knowledge can be included in classes in the form of a fragment (remembering the names of animals that begin with the sound [k]), a separate stage (updating knowledge about true and false natural phenomena when working with fairy tales), during the entire lesson (forming a holistic image of the concept “ Forest", "Insects" and the like).

Integrated lesson

An integrated lesson is an activity that is aimed at revealing the holistic essence of a certain topic through different types of activities that are combined in the broad information field of the lesson through mutual penetration and enrichment [N. Gavrish / 1, p. 22].

The structure of integrated classes requires special clarity, thoughtful and logical interconnection of material from different disciplines at all stages of studying the topic. This is achieved subject to the compact, concentrated use of program material, the use of modern methods of organizing children in the classroom, and interactive work.

At the stage of preparation for conducting an integrated lesson, to maintain systematic knowledge, educators use the method of intellectual maps or maps of mental actions.

An intellectual map is a structural and logical diagram of the content-procedural aspects of studying a certain topic, which reflects in a radial form the connections of the key concept, which is located in the center, with other concepts of this topic (problem) (together they form an inextricable unity) [N. Gavrish / 1, p. 58].

These maps (schemes for studying a concept or topic) help to reveal the essence of the concept being studied in class and its relationship with other objects (phenomena, processes, objects). The developed map is the basis for further modeling and conducting a lesson or series of lessons (if the topic is very large in scope).

For example, for the integrated lesson “Sea” the main concept, which is located in . From this concept there will be words that reveal the essence of the central concept - this environment, sea inhabitants, entertainment, sea transport, properties of sea water (see Diagram 1).

This diagram can also be supplemented with specific examples: names of animals, plants, vehicles, diving equipment, sports, and the like.

Scheme 1. Theme “Sea”.

Such cards for the topic can be compiled from prepared material during the lesson with the children. Of course, in this option it is best to use all kinds of images.

It should be noted that conducting integrated classes requires special preparation from the teacher and an already formed stock of knowledge and skills in children on the relevant topic. Therefore, conducting such classes every day is very difficult.

Examples of topics for integrated activities for children:

• "Water is the source of life"
• "Time in Nature"
• "Far close"
• “Kinfolk” (classes of the animal world)
• “What kind of ball is this?” (study of various round objects)
• “Adults and their young” (animal world).

Several integrated lessons with indicative content:

"Diversity of leaves."

Cognitive activity - analysis of the shape, size and number of representatives of the plant world (Red Book), grouping of plants (flowers, trees, bushes, herbs), physical activity - outdoor game “Day and Night Plants”, speech game - writing a warning story “Caution” ! Plants are predators! (or medicinal plants, etc.), artistic activity - application “November” (selection of geometric shapes in accordance with the shape of the leaves).

"Symmetry in Nature."

Lexical work with the word “same”, experience with mirrors, completing tasks on mosaics (creating snowflakes), searching for symmetry in drawings (depicting representatives of the animal and plant world), making snowflakes, leaves (mirror symmetry) by cutting and imprinting paint on paper, folding patterns from the material “Fold the pattern”, performing symmetry tasks in pairs, subgroups “You are my reflection”.

"Christmas tree".

Guessing and composing riddles about the Christmas tree (determining the characteristic properties - the presence of needles, smell, thorny branches, evergreen), analyzing the shape, size and color, the variety of coniferous trees (“Relatives of the Christmas tree”), creating a New Year tree from geometric shapes, from puzzle material ( “Tangram”, “Pythagoras”), reasoning on the topic “Why are Christmas trees sad after the holidays”? (environmental education).

"Snail".

It is advisable to carry out this activity outdoors, watching a real snail.

Analysis of shape (spiral, circle), size (small), observation of movement speed (slow), didactic game “Who is the slowest?” (comparing the speed of movement of different animals), the outdoor game “Snail” (children draw snails on the asphalt with chalk (a path twisted into a spiral), distribute it into squares and jump in turns), visual activity - coloring with chalk or cutting out a spiral from colored paper.

To conduct integrated classes, you can choose the following as a topic:

1. Single concepts - names of certain animals, plants, natural phenomena, household items, holidays

2. Generalized concepts that include a certain system of objects:

• forest: a collection of animals, plants, recreation;
• sea: a set of animals, plants, transport, entertainment;
• store: goods, sellers, buyers, price, money;
• construction: workers, machinery, equipment;
• class of living nature: animal and plant life, characteristic properties, conditions of existence, protection, benefits and harm;
• bakery: workers, equipment, products;
• park: design, entertainment, plants;
• museum: exhibits, excursion, employees, rules of conduct, etc.

When considering one concept in a lesson, its comprehensive disclosure is carried out, integration is realized. If the main concept is generalized, as a result of an integrated lesson, children develop a holistic picture on a specific topic.

Complex classes

A complex activity is one aimed at comprehensively revealing the essence of a certain topic through different types of activities that consistently change each other [N. Gavrish / 1, p. 22].

Complex and integrated classes are necessarily thematic; in them, a selected topic or key concept is the basis for combining tasks from different types of activities.

Consequently, integrated and complex classes provide for the presence of different types of children’s activities, combining knowledge from different fields. But these types of classes differ significantly from one another, although both are based on interdisciplinary (interdisciplinary) connections.

A complex lesson involves the occasional inclusion of questions and tasks from different disciplines and different types of activities. This promotes in-depth perception and understanding of a specific concept. For example, when studying the topic “Spring. Seasonal changes in nature”, the teacher activates children’s knowledge through conversation, accompanying the conversation with children’s drawings and works of artists.

If the main goal of the lesson is to create a holistic image of “spring,” it will integrate content from different disciplines and include tasks with different types of activities. The peculiarity of such an integrated lesson is that blocks of knowledge from different disciplines are combined in order to create a holistic system of knowledge on a specific topic.

It is also believed that the main goal of integrated classes is to create conditions for children to comprehensively consider a specific object, concept, phenomenon, develop systematic thinking, awaken the imagination, and have a positive emotional attitude toward learning.

“In an integrated activity, unification occurs with the penetration of elements of one activity into another, that is, the limits of such unification are blurred. In such an activity it is almost impossible, or at least very difficult, to separate one type of activity from another. In a complex lesson, one activity replaces another, and this transition is noticeable: we’ve drawn, now we’ll play, and then listen to a fairy tale. A complex lesson resembles a multi-layered cake, in which each of the layers remains separate” [N. Gavrish / 1, p. 23].

The difference between an integrated lesson and a complex one

The content of complex and integrated lessons differs in that in an integrated lesson it is very difficult to divide the task into types of activities. So, for example, in a complex lesson called "Chicken in the Woods' Adventure" (or "Chicken"), the chicken will simply be the main character who will be the key figure in the lesson. Children can be offered the following tasks with different types of activities: educational - a conversation between Chicken and Pinocchio to update knowledge about the rules of behavior in the forest; physical - physical education or outdoor game “Who is faster?”; musical - singing a song about a stream, imitation of the sounds of forest nature, the game “Guess who said it?”, counting activity “What is more in the forest?” and so on.

Accordingly, each of the tasks is related to a general topic, but fulfills its specific purpose in accordance with the type of activity: physical - to develop psychophysical properties (speed, endurance, etc.); artistic - to teach how to convey an artistic image using different means of art, etc. And most importantly, by completing these tasks, children’s knowledge on the topic “Chicken” is not systematized and most likely does not expand.

On the same topic “Chicken” in an integrated lesson you can offer the following tasks:

• a conversation to update knowledge about the character of the lesson or the game “Guess who I am?” (working with cards that depict various properties: color, texture, habitat, size, etc.);
• compiling the story “Why does the chicken squeak?” (you can use a picture)
• performing tasks like “What was - what is - what will be?” (to establish a logical sequence of events - the necessary conditions for the appearance of a chicken (incubator));
• didactic game “Who is friends with whom?” or “Animal settlements” (domestic and wild animals, birds)
• solving simple arithmetic and logical problems (“A chicken eats half a glass of millet a day. How many glasses does a chicken need for 2 days?” etc.)
• designing from geometric figures (taking into account shape, size, composing elements from individual parts) - this task can combine artistic, cognitive and speech activities of children
• proof of the statement “chicken can’t swim” (examination of structural features).

In the mentioned tasks, it is difficult to determine which goal is the main one, since they are integrated in nature, allow you to consider the main concept (topic) from different angles, and reveal the main properties and features of the object.

By completing all these tasks, children systematize their knowledge on the topic “Chicken” and have the opportunity to learn something new.

Taking into account the age characteristics of children when conducting integrated and complex classes

There are no age restrictions for conducting comprehensive and integrated classes with children. The main thing is the teacher’s ability to organize the work of children in class, the correct choice of the topic of the lesson and its content.

The above-described approximate content of the integrated and complex lesson “Chicken”, with an appropriate level of preparation and selection of tasks appropriate to the children’s age, can be carried out by the teacher in the younger group.

Moreover, we note that almost all classes with young children are complex.

General recommendations:

When planning to conduct integrated and complex classes in your work, you should remember that such classes require special training for both children and the teacher. Accordingly, conducting such classes every day is a colossal burden, primarily on the teacher.

When preparing integrated and complex classes, you need to know the basic requirements for planning and organizing their implementation:

• highlight in the program from each discipline (area of ​​life) similar topics or topics that have common aspects;
• identify connections between similar knowledge elements;
• change the sequence of studying the topic, if necessary;
• take into account specific tasks in the process of studying the topic for each discipline;
• when planning a lesson, formulate the main goal and task;
• model the lesson (analysis, selection, verification) of the content of the lesson, fill it with material that meets the purpose of the lesson;
• identify the optimal load for children (mental, physical, speech activity, etc.).

Conducting integrated and complex classes provides ample opportunities to use a variety of visual aids in the classroom. This way, the teacher can use children's drawings to create examples and model problems. Using these same drawings, you can compose short stories and fairy tales with your children.

Final recommendation

By the way, there is also such a good manual edited by N. E. Veraksa with lessons for children of the older group: “Comprehensive lessons according to the program “From birth to school”.” The book is quite voluminous, but this is good, because in it you can find useful notes for the whole academic year!

Well, I hope I was able to answer your question more or less clearly, dear readers! If there are some points I have not yet covered in my article, then please write about it in the comments! Share your valuable comments on our topic!

I wish you success in conducting a comprehensive or final integrated lesson at your preschool educational institution. Recommend the article to colleagues and friends, and be sure to subscribe to updates, because a lot of useful and interesting things await you ahead.

Sincerely, Tatyana Sukhikh! Till tomorrow!

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