Technology of cooperation as a means of socialization of preschool children
Nelya Karabanova
Technology of cooperation as a means of socialization of preschool children
Communication children and with the teacher is considered an important factor ensuring the effectiveness of learning. At the same time, the need for special organization of children's . In the process of such interaction, the child masters the methods of business cooperation and meaningful communication with peers, which, in turn, has a positive effect on awareness and initiative in solving a wide range of educational tasks.
It is known that interest in children’s with each other arises already in early preschool age . First of all, children’s occur in joint games, then in other, specifically preschool activities .
Many authors recognize the important role of the peer group in the intellectual and personal development of a child (R. S. Bure, V. V. Davydov, M. I. Lisina, T. A. Repina, V. V. Rubtsov, etc.)
In the process of interaction with peers, the child feels like an equal partner, acquiring such important personality characteristics as kindness, openness, willingness to cooperate , help and sympathy for a friend. On the other hand, relationships with peers contribute to the development of such important individual qualities in the child as independence of judgment and action.
Those personality traits that are developed in children during the process of playful cooperation in preschool age will largely determine their relationships with people around them in adulthood. Interaction and cooperation – “school of life”
for every child, and his future depends on how well he goes through this school.
preschool system is currently focused on approaching the child as a developing individual who needs understanding and respect for her interests and rights. Educational work with children is aimed at providing conditions that open up the child’s opportunity for independent action to master the world around him.
The development of personal qualities and abilities of preschool children is determined by the focus of the content of education on the pupils’ acquisition of experience in various activities: cognitive, practical, social . Therefore, when implementing the educational program, a special place is given to the activity-based content of education, specific methods of activity, and the application of knowledge and skills acquired by students in real life situations.
During the implementation of the basic general education program, preschool must acquire the ability to work together (in pairs, groups; pupils acquire integrative personality qualities. One of these qualities is mastering the means of communication and ways of interacting with adults and peers.
With this approach, the problem of interaction between children and peers .
The scientific literature presents a wide range of research areas on this issue.
The main direction of research on the problem of interaction is related to the development of cooperation of school-age children with each other in educational activities. The psychological basis of these studies was the theory of educational activity developed by D. B. Elkonin and V. V. Davydov. Only in the conditions of a collectively distributed form of organizing children’s activities does business cooperation and meaningful communication between participants appear, children implement and creatively transform patterns of behavior and action set by adults, the egocentrism of the child’s own actions is overcome and teamwork skills are formed.
G. A. Tsukerman and K. N. Polivanova developed a special training course “Introduction to School Life”
, during which
preschoolers acquire the skills of educational cooperation with adults and peers using preschool , non-educational material: didactic games on design, classification, reasoning, attention, etc. Children’s is paid to mastering relationships: the ability to negotiate, exchange opinions, understand and evaluate others and yourself.
The authors give recommendations for organizing cooperation between preschool children in the classroom , but there is no detailed methodology for implementing this technology . Also, in preschool pedagogy, the technology for developing control and self-control skills in preschool children . However, this direction in the education of a preschool is one of the promising and priority areas during the period of primary schooling.
Having analyzed the psychological and pedagogical literature on the problem of developing cooperation and psychological readiness for school, based on the theoretical positions of scientists on the development of educational activities of primary schoolchildren, the main scientific works were identified that formed the basis for the development of technology for the development of cooperation skills in preschoolers . These are:
• scientific research “organization of initial forms of cooperation of preschoolers 3-5 years old in the educational process”, author Mavrina A. V.;
• special training course “Introduction to school life”
, authors G. A. Tsukerman and K. N. Polivanova.
The relevance of this technology lies in the fact that it allows us to solve the problem of continuity in the work of schools and kindergartens in the system of implementing developmental education, since technologies (Zankova L.V., Elkonina D.B., Davydova V. V., which creates an urgent need to prepare children for the appropriate type of education.Therefore, the introduction of educational cooperation directly in developmental classes with preschool children is one of the means of solving the above problems.
The purpose of this technology is to develop cooperation skills in children of junior and senior preschool age in direct educational activities of the developmental cycle.
Achieving this goal is expected by solving the following tasks:
• Develop ways for children to interact in pairs and small groups.
• Develop the ability to use elements of symbolization to express their actions.
• Develop the basics of self-control, mutual control and mutual evaluation based on performance results.
Working using collaboration technology involves sequentially going through the following stages with children:
• The goal of the first stage of work on educational activities with children is to master elementary forms of educational cooperation . This stage of the program is implemented with children of primary preschool age .
• The goal of the second stage is to master the rules of interaction with adults and peers in the process of educational cooperation . This stage of the program is implemented with children of senior preschool age (senior group)
.
• The goal of the third final stage is to teach children to independently choose the form of organization in direct educational activities . This stage of the program is implemented with children of senior preschool age (preparatory group)
.
In the course of studying the interaction of children of primary preschool age , V. Mavrina came to the conclusion that in early preschool age, cooperative relationships between children and each other do not spontaneously arise. At the same time, such activities attract children, causing positive feelings. For its further development, the help of an adult is necessary - a special organization of joint activities with a gradual complication of tasks, where children master ways of interaction. There are great opportunities for preschoolers experience interacting with peers in joint productive activities. In it, children are given one common goal - to create one or another material product, and the process of its production is divided into separate, but mutually dependent operations. Preschoolers find themselves in such conditions that they must enter into relationships of cooperation - coordination and subordination of actions. In children of the fourth year of life, relationships with peers are just beginning to develop, so it is important that from a young age the child gains positive experience of working together.
Technology Zuckerman G. A., Polivanova N.K. “Introduction to school life” reveals the essence of cooperation of children of senior preschool age in direct educational activities of a developmental orientation, since this is a kind of initiation into a new age , into a new system of relationships with adults, peers and themselves yourself. Senior preschool age immediately precedes the child’s transition to the next very important stage of his life - entering school. Therefore, preparation for school begins to occupy a significant place in work with children of the sixth and seventh year of life. And our task is to help the child build a meaningful image of a “real schoolchild”
.
The basis for the formation of elements of cooperation in developmental classes was the following theoretical principles:
1) Cooperation should be built as an agreement on productive interaction and mutual assistance, in the drafting of which both “high parties”
: both the teacher and the children.
2) Each time, offering a new standard of “training”
relationships, the teacher offers children a situation of open choice between
“correct”
and
“wrong”
behavior and gives everyone the opportunity to try, to apply both to themselves, not in words, but in deeds.
3) NORMAL is always a variety of individual, equally accessible options. To help the child “fit”
general norm to his individuality, you need a fan of acceptable samples within the same norm.
4) To help a child fulfill a norm, it is not enough to formulate it. It is necessary to introduce means for the regulation and self-regulation of normative behavior; in this case, these are various signs and gestures with the help of which interactions in a team are built like traffic rules, regulated with the help of road signs, signals, and guard gestures.
5) All norms of collective relationships must be of a general nature and regulate not only child-adult relationships, but also child-child relationships. At the same time, norm-conforming behavior develops not in the whole group, but in small children's groups, which are also emotional support groups for the child.
Taking the above theoretical principles as a basis, the basic provisions and principles of technology for cooperation with preschool children .
Developmental activities that include collaboration technology have a special structure:
1. At the first stage, children are presented with a problem situation, which encourages children to search for a solution not only to the problem posed, but also to ways of organizing for a successful solution, for example: “How will we work? How can you complete this task easier and faster?”
To find a solution to the problem, the teacher organizes a discussion, during which each child wants to speak out, and the role of the teacher
– help highlight different points of view and record them (i.e. verbally or symbolically indicate all points of view)
– regulate the emotional mood of children by introducing new or recalling the rules of discussion;
– if there are no points of view, offer your own (possibly incorrect)
.
Having summarized several points of view of the children , the teacher unites and offers to check who is right through real actions: “let’s try and see which of us was right”
2. The second structural element of the GCD is the determination of the form of organization of children and the teacher with the children to solve the problem. Collaboration technology involves two types of interaction between children and each other .
This is, first of all, work in pairs, in which preschoolers master one of the types of cooperation : actions according to the rule (i.e. dividing material according to some criterion)
or by role
(i.e. division of functions)
.
Another form of cooperation between children is activity in microgroups of children .
Children must understand that the success of a task depends on the planning of joint actions, the collective plan for the future product, and the work of each group member.
Group support and the opportunity to act together with others give children a sense of security, which facilitates any step into the unknown, even in such tense situations as going to the board or answering from the seat.
3. The third structural element is the direct implementation of the task ; the teacher can get involved in the children’s activities in pairs with the child , in a group, or independently at the board, on separate material.
4. The fourth structural element - the organization of control and evaluation involves the actions of control and evaluation.
Mutual testing and mutual assessment is carried out when children work in groups , pairs, or independently. Each operation and the method of its implementation are analyzed.
An important step in this is teaching children self-esteem .
Self-esteem assumes that a child who knows how to learn should be able to evaluate his achievements in the following way:
– that is, to determine the areas of your knowledge and ignorance.
– to see in your ignorance and inability not the zone of your powerlessness and helplessness, but the prospect of your further improvement.
The teacher teaches this to children , showing examples of his own value judgments, while generalizing the children’s : “Rean couldn’t do it because he doesn’t know how to do it, he missed the last lesson and therefore doesn’t know, but he can learn, and in this we help him.” Let's help! Do you guys agree with me? Rean, you can count on us, we will teach you!”
In the process of GCD, preschoolers are trained in other types of assessment:
Before completing the task, the teacher asks the children to evaluate the possible level of difficulty of completing the task (difficult, easy)
or prognostic assessment.
After completing the task, the child gives a final assessment (for example, the work was predicted as easy, but turned out to be difficult)
.
At the end of the GCD, a retrospective assessment was usually carried out, carried out after solving the task. With its help, it is assessed how the group or pair worked (harmoniously, quickly, completed the task correctly, etc.)
.
And a general final assessment is carried out where the teacher finds out what was learned in the lesson, what difficulties there were, what they liked best, etc. Children independently determine what tasks they need to work on in the next lesson.
The basic principles of cooperation technology are :
1. Training is developmental in nature; the teacher does not provide ready-made examples of action and definitions, but stimulates and directs children’s search to solve the problem at hand.
2. Collaboration technology is used on familiar program material, when children are familiar with ways to solve assigned problems.
3. An effective impetus is a problematic situation that encourages the search not only for a solution to the problem, but for ways of effective cooperation .
4. The search for a solution to the problem occurs with the help of questions and answers from the teacher and children , the goal, methods and actions of solving the problem are highlighted, and then, after achieving it, the result is summed up, i.e., reflection is carried out.
5. To facilitate the formation of self-control, children are introduced to special means of regulation and self-regulation of normative behavior.
This technology involves the gradual introduction of means and methods of interaction, as well as forms of control and evaluation.
The first stage begins in the second half of the school year with young children , since by this time, children have mastered a certain amount of program material on sensory education, as well. gain their first independent experience of communicating with peers in various situations (primarily in gaming situations)
.
At the next, second stage, work continues preschool age of children in the triad . The acquired skills of interaction with each other in certain activities make it possible to expand the teacher’s goals when organizing classes and introduce new elements of cooperation technology .
of cooperation technology introduced at this stage is discussion.
The purpose of the third final stage (with children of the seventh year of life)
is teaching
children to independently choose the form of organization in direct educational activities.
The successful implementation of this task is facilitated by appropriate content. Various didactic exercises are used to master teamwork skills and identify the benefits of such work for children
Thus, in the process of implementing this technology, preschool children master the necessary skills of interaction with themselves and with the teacher; skills of self- and mutual monitoring of performance results; the ability to defend one’s opinion is formed, point out the mistakes of others and correct them, the ability to evaluate one’s achievements using predictive assessment is developed, the foundation of adequate self-esteem is laid, the basis of educational activities necessary for children in school education is formed, which will allow preschoolers to painlessly enter school life.
List of used literature.
1. Babaeva T.I. Education of the basics of a child’s personal readiness for school in kindergarten. – Nizhnevartovsk. 1993.
2. Wenger L. A. On the formation of cognitive abilities in the process of teaching preschool children . //Questions of Psychology, 1988, 5, p. 36-39
3. Davydov V.V. Theory of developmental training. – M., 1996.
4. Doronova T. N. Action of control in the image process. // Preschool education . 1995, 12, p. 12 -16.
5. Ermolaeva M.V. Psychological methods for developing communication skills and emotional states of a preschooler . // Preschool education . 1995, 9, p. 21-27.
6. Let’s get acquainted with the “Development”
. /Edited by O. M. Dyachenko – M., 1999.
7. Kravtsova E. Teach children to communicate . // Preschool education , 1995, 10, p. 89-93.
8. Kravtsova E. Teach children to communicate . // Preschool education , 1995, 11, p. 50-53.
9. Mavrina I.V. Developmental activities. Preschool collaboration . // Preschool education , 1995, 11.
10. Nizhegorodtseva N.V. Psychological and pedagogical readiness of a child for school. M., 2001.
11. Educational work in kindergarten according to the “Development”
. Edited by Dyachenko O. M. – M., 1996.
12. Ruzskaya A. Development of a child’s communication with adults and peers. // Preschool education . 1988, 2, p. 44-48.
13. Fopel K. How to teach children to cooperate ? M., Genesis, 2001.
14. Tsukerman G. A. Polivanova N. K. Introduction to school life. – Tomsk, 1996.
