Classes with children in preschool educational institutions - methods of organizing and classification of forms of work with preschoolers

Direct educational activities in preschool educational institutions according to the Federal State Educational Standard

Federal State Educational Standard is a federal state educational standard developed for the comprehensive development of the individual.

When drawing up a program for preschool institutions, the following are taken into account:

• individual capabilities and aspirations of the student;
• cooperation and desire for contact with adults;
• the nature of interaction with children and adults;
• respectful attitude towards peers and parents.

The Federal State Educational Standard controls that the educational process is indirect; both the student and the adult must be involved in learning.

Previous strictly regulated forms of education are becoming more flexible, meeting the capabilities and needs of children of primary, middle and senior preschool age.

The main goals that the Federal State Educational Standard faces when raising children in preschools:

• physical development;
• speech development;
• development of communication skills;
• personal development;
• development of motivation;
• development of socialization;
• development of cognitive interest;
• development of artistic skills and aesthetic taste.

Children of early preschool age implement the above skills through educational games with composite toys, physical exercises, experiments with various substances, household items, communication with peers and older children. Together with the teacher, musical works, paintings, fairy tales and poems are analyzed.

For children of senior preschool age, didactic games are role-playing in nature, preschoolers learn to follow rules and hierarchy, classes are exploratory in nature, self-service is taught, and household work skills are developed. Folklore, history, and fiction are studied in the lessons.

The modern educational system involves not only natural, paper and other application materials. Information technology products are also included, problem situations projected in a game format are considered and played out.

The task of the teacher in this case is to organize the educational process in such a way that the child develops comprehensively, intellectually, socially, and shows interest in the world around him and initiative in work activities.

CHILDHOOD GUIDE

In accordance with the Federal State Educational Standard for preschool education, the main types of activities for young children are: - object-based activities and games with composite and dynamic toys; — experimenting with materials and substances (sand, water, dough, etc.); - communication with adults; - joint games with peers under the guidance of an adult; — self-service and actions with household items and tools (spoon, scoop, spatula, etc.); - perception of the meaning of music, fairy tales, poems, looking at pictures; - physical activity.

Taking into account the age and psychological characteristics of young children, the organized activity should be : - event-based (connected with any event from personal experience); - rhythmic (motor and mental activity must alternate); — procedural (development of skills in everyday and gaming processes).

Activities of the teacher in each area: 1. Subject-based activities and games with composite and dynamic toys. Subject-based play activities with composite and dynamic toys are fundamental in the formation of cognitive activity, in the development of visual-effective and visual-figurative thinking in children. Composite toys include pyramids, nesting dolls, various lacing, composite and cut pictures, cubes, puzzles (large), construction sets (large), etc. Dynamic toys include spinning tops, tops, tumblers, wind-up toys, that is, those based on in which various types of movement occur: torsion, somersault, rotation. In object-based play activities, the result of the child’s action (especially with compound toys) is very important. Children’s cognitive interest is precisely supported by their own effective actions that they understand. In this way, methods of action are learned.

Tasks of the teacher: - develop cognitive interest in surrounding objects and promote active actions with them; - form play actions with a variety of story toys, the ability to use substitute objects; - develop the ability to imitate the play actions of an adult.

2. Experimenting with materials and substances (sand, water, dough, etc.). Acquaintance with the properties of objects occurs in practical research activities using the trial method. In the process of experimentation, the teacher attracts children's attention to smells, sounds, shapes, colors and other properties of objects and objects. It is necessary to show the correct ways of action, as well as provide opportunities for independent research. Do not forget to remind about the rules of safe behavior when working with sand and water (do not drink water, do not throw sand), as well as the rules of playing with small objects (do not put objects in your ear or nose; do not put them in your mouth).

The teacher’s tasks: - introduce generalized methods of studying various objects from the child’s surrounding life; - maintain cognitive activity and cognitive interest in the process of experimentation; - encourage independent experimentation with a variety of teaching materials; — enrich children’s direct sensory experience in various activities.

3. Communication with an adult. Communication is the most important event in early childhood and the main form of education. The forms and content of communication change as the child develops: emotional communication; communication based on understanding intonation, facial expressions, gestures, and then actual verbal communication. The speech of an adult is a role model. To develop communication, questions, verbal instructions, creating problem-speech situations, role-playing and communicative games, reading poems and fairy tales, experiments, dramatizations, and observations are used.

Tasks of the teacher: - contribute to the enrichment of the vocabulary; - develop the ability to ask, answer, request, make a remark; - develop the need for verbal communication.

4. Joint games with peers under the guidance of an adult. Since it is still difficult for young children to independently engage in games with peers, the teacher purposefully organizes play activities. For joint games, communicative, role-playing, musical and rhythmic games, as well as games and exercises with didactic material are recommended.

Tasks of the teacher: - promote the formation of the experience of friendly relationships with peers; — teach positive ways of communication and conflict resolution during the game; — develop emotional responsiveness when interacting with peers.

5. Self-service and actions with household utensils (spoon, scoop, spatula, etc.). The simplest skills of independence, neatness, and neatness are formed during routine moments. In this case, a prerequisite is compliance with the principle of gradual inclusion of the child in any activity to acquire self-service skills. It is necessary to emotionally involve the child in actions with household objects and tools, so learning should take place in a playful way.

Tasks of the teacher: - to develop basic self-service skills; — to develop skills of a culture of behavior that comply with norms and rules; - form substantive actions; - develop independence in everyday behavior.

6. Perception of the meaning of music, fairy tales, poems, looking at pictures. It is advisable to organize a cycle of educational game situations aimed at developing the child’s emotional world. is of particular importance in the perception of young children . Therefore, reading, storytelling, listening to music is accompanied by the display of pictures, paintings and toys. You can read how to work with pictures here.

The teacher’s tasks: - to develop the ability to look at pictures and illustrations; - develop the ability to listen and understand short, accessible songs, nursery rhymes, fairy tales and stories; — develop the ability to respond emotionally to various works of culture and art.

7. Motor activity. In addition to organizing outdoor games and exercises, the teacher must create conditions for the development of independent motor activity of children. To do this, it is necessary to enrich the developmental environment with rolling toys, carts, cars, etc., as well as sports equipment and equipment.

The teacher’s tasks: - develop children’s motor activity in all types of games; - promote the development of basic movements; — create conditions that encourage children to be physically active.

Thus, when organizing the interaction of a teacher with young children, it is necessary to: - include several different types of activities that successively replace each other; - organize activities in such a way as to avoid overtiredness in children; — enrich children’s personal experience in everyday life and play.

Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write in the comments .
I'll definitely help. Golovina Bela Gennadievna, site administrator. Features of the use of ICT in various types of musical activities of preschool children Development of speech in young children through theatrical activities Ensuring the psychological safety of young children during the adaptation period Development of communication skills in young children >

Ways to organize children

All of the above problems are solved in various ways. Sometimes completely opposite approaches are taken for different children.

The following characteristics are taken into account in groups:

• a variety of toys and equipment in kindergarten;
• age characteristics of children;
• safety of indoor conditions;
• children's physical fitness level;
• teacher qualification level.

Physical exercises are taken as examples, but the process, goals, methods and teacher participation remain similar during educational lessons.

Frontal

The main goal of the pedagogical process is the acquisition and consolidation of children’s motor skills. They work actively and constantly interact with the teacher.

All movements are performed by children simultaneously and synchronously.

In large groups, it is difficult for an adult to pay attention to each student, and therefore improve the quality of movements.

Individual

Each exercise is performed alternately by children in a chain. While one does it, the rest observe and analyze.

The main advantage of the approach is the strict quality of execution. The main drawback is the passivity of other preschoolers. Effectively used at an older age to learn complex exercises.

In-line

To ensure high motor activity, children perform several exercises at once, in a circle, changing settings and equipment.

This is useful for developing endurance, but it is difficult for an adult to keep track of how each child performs the exercise correctly.

Group

Children are divided into several subgroups, where each performs their own task, after which they change. Useful for physical development and developing acceptance of responsibility for one’s actions.

In this method, the teacher has practically no opportunity to find and correct the student’s mistakes.

Requirements for conducting classes in preschool educational institutions in accordance with the Federal State Educational Standard article

Requirements for conducting classes in accordance with Federal State Educational Standards

With the introduction of the Federal State Educational Standard for the content of preschool education, the approach to organizing and conducting organized educational activities with children is changing.

Until now, some teachers do not know how to correctly write notes, organize and conduct educational activities. This is due to the fact that the previous model of conducting classes existed for a long time, and we got used to it.

In the end, there must be a abandonment of traditional classes built in the logic of the educational model. OOD is a fascinating activity with children, during which the teacher solves program problems. By rethinking his role, the teacher becomes more of a “coordinator” or “mentor” than a direct source of information. The position of a preschool teacher in relation to children changes and takes on the nature of cooperation when the child acts as an equal partner in a situation of joint activity and communication with the teacher.

Many teachers are trying to transform the lesson and make a new OOD out of it. They take the lesson notes “the old fashioned way”, first include some problematic situation, productive activity and - done! But the essence has not changed!

This happens because teachers do not quite understand the essence of the joint activity of a teacher with children, they do not see how organized educational activity differs from a lesson.

Firstly, OOD is implemented through the organization of various types of children's activities:

• gaming,
• educational and research
• communicative,
• perception of fiction and folklore,
• construction from different materials,
• fine,
• motor,
• self-service and basic household work.

or their integration using various forms and methods of work, the choice of which is carried out by teachers independently depending on the number of children, the level of mastery of the general education program of preschool education and the solution of specific educational problems.

How to organize everything correctly? If earlier there was a position - educational activities and games, then today - games and other types of children's activities. We are now invited to solve the set goals and objectives through joint activities of adults and children (school activities and routine moments) and independent activities of children. It is necessary to abandon the educational model in kindergarten, i.e. from classes. And this requires teachers to turn to new forms of working with children that would allow them, figuratively speaking, to teach preschoolers without them realizing it.

To do this, it is necessary to use: gaming techniques, frequent changes of activities, a variety of gaming tasks that allow you to create a positive emotional background, an atmosphere of ease, and achieve your goals. And this is precisely why they focus on the integration of educational areas.

If earlier in the lesson the main goal was to master knowledge, skills, abilities (KUN), now the main goal is the genuine activity (activity) of children, and the development of knowledge, skills and abilities is a side effect of this activity. The main activity is carried out through children's activities.

Secondly, the essence of the teacher’s position in relation to children must change.

It is necessary to change the behavior style of an adult (teacher): from administrative-regulatory to relaxed, trusting, partnering. It is necessary to remember the main theses of organizing partnership activities between an adult and children:

- the teacher’s involvement in activities on an equal basis with the children (not “above”, not “next to”, but “together”);

- voluntary participation of preschoolers in activities (without mental and disciplinary coercion), and in order to achieve this, it is necessary to interest children as much as possible (motivation);

- free communication and movement of children during activities (subject to the organization of the workspace);

- open time end of activity (everyone works at their own pace).

The partner position of the teacher contributes to the development of activity, independence in the child, the ability to make a decision, try to do something without fear that it will turn out wrong, causes a desire to achieve a goal, and promotes emotional comfort.

The main forms of work with children when organizing educational activities are examination, observation, experimentation, research, collecting, project implementation, workshop, etc. Here, the process of children learning new knowledge is more effective because it is based on the child’s personal experience and area of ​​his interests. You cannot force a child to understand anything, he needs to be interested. Therefore, the teacher’s task is to build educational activities in such a way as to retain the child’s attention, interest, and passion for learning activities as much as possible.

Thirdly, it is necessary to update the structure of OOD.

And initially you need to think about the motivation with which OOD begins. Motivation can be different: practical, playful, educational. It should contain something that will cause interest, surprise, amazement, delight in children, in a word, something after which the children will want to do “this.”

One of the main features of OOD is the system-activity approach to its organization. Or simply the “activity approach” - the organization and management by a teacher of a child’s activities when he solves specially organized educational tasks of varying complexity and issues (L.G. Peterson). In the conditions of the activity approach, the child-personality acts as an active creative principle, his self-development and self-actualization of his personality occurs. And it is precisely from the position of technology of the activity approach that it is necessary to comply with the principles of construction, or the structure of OOD.

OOD should ensure children's activity, business interaction and communication, children's accumulation of certain information about the world around them, search and experimentation. And although the lesson changes to another form, the learning process remains. Teachers continue to “work” with children. But he teaches children in such a way, I repeat, that they don’t guess about it. This is the main postulate of the new transformations.

There must be mutual respect between teachers and children. Respect is a necessary element in the community that the kindergarten group is. Educators set the example of mutual understanding, respect and care for each other that they expect from children. The amount of respect children feel from others is a key factor in their development of self-esteem. And self-esteem, in turn, lays a strong foundation for positive relationships with other children.

When teachers show respect for each child in the group, children learn to accept all other children - those who run slowly, those who draw well, and even children with unusual or conflicting behavior.

When children see and feel that each of them is accepted and respected, they begin to feel comfortable and can behave freely and pursue their own interests.

Educators should realize that children, like adults, feel and notice the sincerity with which they are treated. Children should be praised for their work individually and sincerely, and interaction should be natural and relaxed.

Children embrace and respond to age-appropriate humor and fun. Adults should not be afraid that by laughing and joking with children they may lose control of order in the group. On the contrary, general fun only brings teachers closer to children, and the atmosphere of cooperation in the group is strengthened.

Classification of GCD in kindergarten

Direct educational activities in a preschool institution have their own classification:

1. Combined. Simultaneous combination of various types of activities: musical, fine arts, mathematical, gaming.
2. Integrated. The lesson has one topic, the disclosure of which can be achieved using various methods. The topic can be developed over several lessons and touch on other related aspects. The lesson is necessary not only for learning new material, but also for a deeper understanding of existing knowledge.
3. Comprehensive. Demonstrative material already familiar to children is used. It is reinforced no more often than once a quarter in a music, art or other lesson related to the direction in art (reading fairy tales, singing songs, theatrical performances).
4. Non-traditional. Lessons are conducted through gatherings, competitions, writing fairy tales, press conferences, fictional journeys, competitions, etc. More detailed variable information is presented in the table below.

Comparative analysis of types of classes in preschool educational institutions according to the Federal State Educational Standard

Teacher’s methodological cheat sheet “Structure of classes according to Federal State Educational Standards up to”

Elena Tarakina

Teacher’s methodological cheat sheet “Structure of classes according to Federal State Educational Standards up to”

Preparing the teacher for the lesson :

• Preparing a teacher for classes consists of three stages:

• Lesson ;

• Preparation of equipment;

• Preparing children for classes .

• Lesson :

• Select program content, outline methods and techniques , think through the course of the lesson .

• Make a plan - a summary, which includes:

• -program content (educational objectives)

;

• -equipment;

• -preliminary work with children (if necessary)

;

• - course of the lesson and methodological techniques .

•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 require longer preliminary preparation (for example, if you need to show sprouted onions, they need to be sprouted in advance).

• When planning an excursion, the teacher must go to the site in advance, identify objects to observe, and think over the shortest and safest route.

• Preparing children for classes

• Creating interest in the upcoming work

• Warning 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

• Organizing the work of duty officers to prepare for the lesson

Lesson structure:

• The lesson includes three stages:

• 1. Organization of children;

• 2. Main part of the lesson ;

• 3. End of class .

•Organization of children:

– Checking children’s readiness for class (appearance, concentration)

;

– Creating motivation and interest in the lesson (techniques that contain entertainment, surprise, mystery)

.

•

• Main part of the lesson :

• Organization of children's attention;

• Explaining the material and showing 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 type of activity.

•

Threefold objective of the lesson :

•Educational: increase the level of child development

•Educational: to form the moral qualities of the individual, views and beliefs.

•Developing: when teaching, develop students’ cognitive interest, creativity, will, emotions, cognitive abilities - speech, memory, attention, imagination, perception.

Non-traditional activities :

Non-traditional form Contents

Lesson – creativity Verbal creativity of children using TRIZ technology “We compose fairy tales “inside out”

,
“Let’s invent a non-existent animal. Plant"
.

Lesson - gatherings Introducing preschoolers to children's folklore at traditional folk gatherings, which involve the integration of various types of activities.

Lesson - fairy tale Speech development of children in the framework of various types of activities, united by the plot of a fairy tale that is well known to them.

Lesson – press conference of journalists Children ask questions to the “astronaut”

, heroes of fairy tales and others, can be implemented through the project activity
“Young Journalists”
.

Lesson - travel Organized trip to your hometown, art gallery. The children themselves can act as guides.

Lesson - experiment Children experiment with paper, fabric, sand, snow.

Lesson - competition Preschoolers participate in competitions held by analogy with the popular television competitions KVN, “What? Where? When?"

,
“Smart Men and Smart Girls”
and others.

Lesson – drawings and essays

Children write fairy tales and stories based on their own drawings.

LESSON STRUCTURE:

• 1. Motivation.

The teacher is simply obliged to provide children with “freedom of choice”

upcoming activities and, at the same time, with your skill to captivate children with you.
For example, the teacher of the first junior group during an educational lesson told the children the fairy tale “Kolobok”
, and then offered motivation for the upcoming activity
(collective application of the character Kolobok)
“Guys, Kolobok ran away from his grandparents, they are crying bitterly. How can we help our grandparents? Then it offers possible answers: maybe we should draw a Kolobok and give it to our grandparents? Thus, she captivated the children, organized motivation for drawing, got them interested, and also solved the educational task: to make the children want to help their grandparents in finding Kolobok.

Features of work on creating gaming motivation for

different age stages:

Younger age - the motivation is in the material itself, so there is no point in inviting Dunno! Enough motivation! Each child has his own material - this is important! The material poses the challenge itself! The problem is to motivate them before they start acting on it themselves.

Middle group - you can bring a character because at this age children have already mastered the roles.

Senior group - (plots, plot composition)

– the main thing is not the characters, but the plots
(he handed over a letter, the character himself is not there, but there is a letter)
.
Plots can be long (travel in a time machine)
. In the course of direct educational activities, small paraphernalia, established roles, and changing roles can be used.

Preparatory group - games with rules, children ensure that the rules are followed. A competitive game with a winning mindset is used (chips are used)

. Give every child the opportunity to experience situations of winning and losing.

In the absence of motivation, there is no development of logic.

• 2. Rely on children's knowledge

Children are offered a game, a subject activity with dialogue, during which they remember what will help them get acquainted with a new topic (updating knowledge and skills)

.

• 3. Problem in the game situation

At the end of the game, a difficulty should arise, which the children record in speech. (Why couldn’t we? We don’t know this yet, we don’t know how.)

.
The teacher encourages them to ask questions and, together with the children, determines the topic of the upcoming activity. As a result, the children conclude that it is necessary to think about how everyone can get out of a difficult situation together (joint goal setting and planning)
.
For example, children need to help the Chicken find chickens. The teacher can ask : “Do you want to help the Hen find the chickens?
How can this be done? That is, the question is problematic in nature and forces children to think through answer options: call the chickens, go after them, etc.

• 4. Solving the problem. Discovering new knowledge or skill

The teacher , using introductory dialogue based on play activities, leads children to discover new knowledge or skills. Having formalized new knowledge or skill in speech, children return to the situation that caused the difficulty and overcome it using a new method of action.

• 5. Consolidating new things in a typical situation

At this stage, games are played where children use new knowledge or skills (a game situation is created that records each child’s individual mastery of new material).

• 6. Summary of GCD

Children record in their speech what new things they have learned, where new knowledge and skills will be useful. At the end of the ECD, the teacher sums up the results together with the children, involving the children in self-assessment (mutual assessment)

performance results.

Age stages of verification:

• Young age - when pointing out to a child a particular shortcoming in his activity, it is important to emphasize what inconveniences or difficulties this creates for the game character. (The child drew a house without windows; the teacher, on behalf of the bunny, can say that he is afraid to sit in the dark.) At this age, assessment occurs during the course of the educational activity itself, and not at the end. At the same time, comments and tips (how to fix)

should come not from
the teacher , but from the game character (the little bunny, not the teacher, asks the child to draw the windows in the house)
.
With children who completed the task before others, the teacher conducts individual conversations (on the educational and gaming content of the educational activity itself; it is advisable to structure the conversation as a conversation between two game characters, a little hare and a hare).
Middle age - the child learns to correlate the result obtained with the goal he has set and evaluate the work performed from the point of view of qualities that are significant to him.

By accepting a certain role and acting in it (in the role of a bunny, a child builds a house for himself), the child calmly accepts the teacher’s and does not react negatively to his failure. He treats criticism as a reminder to follow certain rules of the game that an adult plays with him. Thanks to this, children have a desire to finish the job they started and achieve results.

Older age – special attention should be paid to the formation of self-esteem and self-control. It is very important to organize the learning process so that every child achieves the desired result in any activity. Just like at a younger age, a child rejoices at success, and failure leads to confusion and refusal to work. The task of an adult is to teach children not to dramatize failures, but to treat them as a natural process. “He who does nothing makes no mistakes”

.

Teaching methods and techniques:

• 2nd junior group

• The lesson begins with elements of the game, surprise moments - the unexpected appearance of toys, the arrival of “guests”

etc. During
the lesson , gaming techniques and didactic games are used.
• Demonstration and handout material should be large. duration 10 minutes . The lesson is conducted in subgroups.

• Middle group

• Visual and effective teaching methods are used: the teacher examples and methods of action, children perform practical tasks, including elementary mathematical activities (establishing correspondence between the numbers of sets, counting, etc.)

Exploratory activities, such as tactile-motor examinations.

• Lesson duration 20 minutes . The lesson is conducted in subgroups.

• Senior group

• Visual, verbal and practical methods are used in combination. Five-year-old children are able to understand the cognitive task set by the teacher and act in accordance with his instructions. Setting a task awakens cognitive activity in children. (For example, “How do you know how much longer a table is than its width?”

)

• The types of visual aids are expanded, and their nature changes somewhat.

• Toys and things continue to be used as illustrative material. A large place is occupied by working with pictures, with color and silhouette images of objects , and the drawings of objects can be schematic.

• “Deputies”

real
objects . The role of verbal teaching methods is increasing: “How else can you do it?
Check? Say?" Verbal games and exercises are widely used:
“Say the opposite!” “Who can name it faster?”
.

• Lesson duration 25 minutes . The lesson is conducted by the whole group.

• Preparatory group

• As in the older group. duration 30 minutes . Conducted 2 times a week by the whole group.