Direct educational activity (DEA) as a form of organizing training in a preschool educational institution.
The form of organizing training is a joint activity of the teacher and students, which is carried out in a certain order and established mode.
Traditionally, the following forms of training organization are distinguished:
Individual
Allows you to individualize learning (content, methods, means), but requires a lot of nervous effort from the child; creates emotional discomfort; uneconomical training; limiting cooperation with other children.
Group
(individual-collective)
The group is divided into subgroups. Reasons for recruitment: personal sympathy, common interests, but not according to levels of development. At the same time, it is first of all important for the teacher to ensure the interaction of children in the learning process. Frontal
Work with the whole group, clear schedule, uniform content. At the same time, the content of training in frontal classes can be activities of an artistic nature.
The advantages of the form are a clear organizational structure, simple management, the ability for children to interact, and cost-effectiveness of training; The disadvantage is the difficulty in individualizing training. These forms of educational organization can be used both during educational activities and in everyday life. In preschool educational institutions, special time is allocated during the implementation of regime moments, individual work with children is organized. The content of learning in this case is the following types of activities: subject-based games, work, sports, productive, communication, role-playing and other games that can be a source and means of learning. Meanwhile, it is a generally accepted fact that the leading form of organizing the education of preschool students is direct educational activity (DEA). The use of classes and lessons as the main form of teaching children was justified by Ya.A. Comenius. Jan Amos Comenius in his pedagogical work “The Great Didactics” really described the class-lesson system as “the universal art of teaching everyone everything”, developed rules for organizing a school (concepts - school year, quarter, vacation), a clear distribution and content of all types of work, justified didactic principles of teaching children in the classroom. In addition, he was one of the first to put forward the idea that the beginning of systematic education and training lies in preschool age, developed the content of teaching preschool children and outlined them in the pedagogical work “Mother’s School”.
A.P. Usova developed the basics of teaching preschool children in kindergarten and family, revealed the essence of education in kindergarten; substantiated the position about two levels of knowledge that children can master.
Methods and techniques used In preschool educational institutions, visual and game methods in combination with verbal ones predominate.
For example, E.I. Tikheyeva believed that the learning process for children in kindergarten should be based on visualization in teaching. She argued that the special organization of the environment contributes to the expansion and deepening of children’s ideas. Differences in learning at school and in preschool educational institutions are dictated by the age characteristics of children. These differences must be taken into account in the work. In addition, when organizing the education of children in preschool educational institutions and conducting educational activities, teachers must take into account the following requirements: · The learning process should not be mixed with play, because In play, the child masters to a greater extent methods of communication and masters human relationships. · Direct educational activities should be developmental in nature, ensuring maximum activity and independence of the cognition process. This thesis was first put forward by I. Pestalozzi, who created a system of elementary primary education for children, focused on the comprehensive development and formation of “mind, heart, hand,” and believed that it was necessary to develop the basic abilities of children - counting, measuring, speaking. It was he who expressed the idea of developmental education, which modern teachers adhere to. · Widely use didactic games for educational purposes (printed board games, games with objects (plot-didactic and dramatization games), verbal and gaming techniques, didactic material. In this regard, one cannot help but remember those who stood at the origins of the development of modern didactic games and materials: M. Montessori and F. Froebel. M. Montessori created didactic material built on the principle of autodidactism, which served as the basis for “self-education and self-learning.” She argued that the learning process should and can be organized in a subject-development environment created by the teacher At the same time, M. Montessori considered the main form of education to be specially organized classes in the form of an individual lesson, which should be conducted in the space of a given environment and using the didactic materials she developed.F. Froebel developed a system of collective teaching of children in kindergarten classes using special didactic material (“Froebel’s gifts”), developed a system of activities and didactic games for sensory education and the development of productive activities (modeling, drawing, folding and cutting out paper, weaving, embroidery). · GCD in preschool educational institutions should not be carried out using school technologies. · GCD should be carried out in a certain system, connecting them with the everyday life of children (the knowledge gained in the classroom is used in free activities). · In organizing the learning process, integration of content is useful, which makes the learning process meaningful, interesting for children and contributes to the effectiveness of development. For this purpose, integrated and comprehensive classes are conducted. Currently, the following classification of activities with preschool children is widely used.
Classification of classes in preschool educational institutions (according to S.A. Kozlova) Didactic task
1. Classes for mastering new knowledge and skills;
2. Classes to consolidate previously acquired knowledge and skills; 3. Classes in the creative application of knowledge and skills; 4. Complex classes, where several tasks are solved simultaneously. Contents of knowledge (section of training)
1. Classical lessons by sections of study;
2. Integrated (including content from several sections of training).
GCD in preschool educational institutions have the following features:
The structure of a classical lesson
Start of GCD:
It involves organizing children: Switching children's attention to the upcoming activity, stimulating interest in it, creating an emotional mood, precise and clear instructions for the upcoming activity (sequence of task completion, expected results) Progress (process) GCD:
Independent mental and practical activity of children, fulfillment of all assigned educational tasks.
During this part of the lesson, individualization of training is carried out (minimal assistance, advice, reminders, leading questions, demonstration, additional explanation). The teacher creates conditions for each child to achieve results. End of GCD:
Dedicated to summing up and assessing the results of educational activities.
In the younger group, the teacher praises for diligence, the desire to complete the work, and activates positive emotions. In the middle group, he takes a differentiated approach to assessing the results of children’s activities. In the senior and preparatory school groups, children are involved in the assessment and self-assessment of results. Depending on the section of training and the goals of the lesson, the methodology for conducting each part of the lesson may be different. Private methods provide more specific recommendations for conducting each part of the lesson. After the lesson, the teacher analyzes its effectiveness, the children’s mastery of program tasks, reflects on the activity and outlines the prospects for the activity.
