Consultations for kindergarten teachers

Consultations for educators

The section provides consultations for kindergarten teachers on various topics, author's recommendations and consultations for kindergarten teachers. By attending kindergarten, a child should gain a lot of knowledge, important skills and abilities should be formed, and he should receive harmonious development.

It is known that one of the characteristics of preschool children is that a child can solve these problems, learn, develop, only if he experiences positive emotions from being in kindergarten, i.e. psychological comfort. Very warm, affectionate communication between the teacher and the children during the reception (hug, caress, say something very pleasant).

In the section of the site, consultations for kindergarten teachers for different groups contain many interesting publications for teachers on teaching children on various topics:

Cultivating tolerance in preschool children. Tips for a teacher
Test for a young teacher
Testoplasty as a means of enriching vocabulary in children of senior preschool age
Child development at an early age
The role of the teacher in the child’s adaptation to kindergarten
Consultation for educators “Children need fairy tales”
Development of fine motor skills in children in kindergarten with general speech underdevelopment
Consultation for preschool teachers “Designing a pedagogical project”
How to work on a project?
Fine motor skills in preschool children
Art therapy techniques that help relieve nervous tension and connect the internal reserves of the child’s body
Methodology for conducting educational activities in the educational field “Social and communicative development”
Implementation of a system-activity approach in the cognitive development of children of primary preschool age
Developmental principles in working with preschoolers
Work of a teacher with parents on the prevention of child abuse
Interaction between an additional education teacher and a teacher in the process of teaching the native language
Rules of conduct and communication for teachers in preschool educational institutions
Work plan for a teacher during the inter-certification period for five years
Consultation for kindergarten teachers “Nurturing a child’s personality through work”
Consultation for preschool teachers “A new look at parent meetings”
Development of elementary logical thinking in children of senior preschool age
Consultation for educators “Organizing and conducting experiments with preschoolers. Contents of experimental activity corners"
Consultation for a teacher: first aid for poisoning with poisonous mushrooms
The role and task of a kindergarten teacher
Main directions for developing social relationship skills in preschool children
Memo for teachers of the Federal State Educational Standard
Gender education of preschool children
Problems of continuity between kindergarten and school. Ways to solve them
Consultation for kindergarten teachers “From fine art activities to creativity”
Consultation for educators “Teaching solving problems using ingenuity (puzzles)”

Section for kindergarten teachers. The pages of the section contain materials necessary in the daily work of teachers of preschool educational institutions.

A kindergarten teacher looks after children while their parents are at work, but the list of functions of this specialist does not end there: he conducts educational classes, teaches the basics of reading, mathematics, teaches modeling, appliqué, drawing, music and dance, and also does physical education. The teacher-educator gives the child the first ideas about the world around him, the principles of relationships between people, helps him adapt and socialize, teaches him to distinguish good from bad, and explains the rules of behavior in society.

The consultation section for educators is intended for managers, deputy heads, senior educators, educators, kindergarten specialists, parents and those simply interested in raising children.

Consultations for educatorsconsultation

Municipal autonomous preschool educational institution kindergarten "Smile"

CONSULTATION FOR TEACHERS

“Plot-role play as a means of introducing preschool children to social reality in accordance with the Federal State Educational Standard”

Prepared by: teacher

Zhuravleva M.V.

2017

In connection with the implementation of the Federal State Educational Standard in the educational process of preschool educational institutions, the forms and methods of organizing educational activities have changed.

In early and preschool age groups, the socialization of children in the society of their peers and their development is a priority, which allows for the successful adaptation of children to the conditions of kindergarten.

We will consider the issue “Plot-role play in introducing children to social reality”

I would like to start with the words of L. S. Vygodsky:

A child’s play is not a simple recollection of experiences, but a creative processing of experienced impressions, combining them and building from them a new reality that meets the needs and desires of the child himself.

Preschool age is considered the classic age of play. During this period, a special type of children's play emerges and takes on its most developed form, which in psychology and pedagogy is called plot-role (creative).

Role-playing play is an activity in which children take on the labor or social functions of adults and, in specially created playful, imaginary conditions, reproduce (or model) the lives of adults and the relationships between them.

Numerous studies by domestic teachers and psychologists (D.B. Elkonin, D.V. Mendzheritskaya, A.V. Cherkova, P.G. Samorukova, N.V. Koroleva, L.S. Vygotsky, S.L. Rubinshtein, A. N. Leontyev, B. G. Ananyev, A. P. Usova, etc.) showed that creative play most fully shapes a child’s personality and is therefore the most important means of education, mental development and socialization of preschool children.

K. D. Ushinsky defined play as a feasible way for a child to enter into all the complexity of the adult world around him. Children's games reflect the surrounding social environment, which provides "... material that is much more varied and valid than that offered by a toy shop"

This type of children's activity can be viewed from different perspectives.

A game is a child’s reflection of the surrounding reality, and although it is based on the child’s imagination, in this conditional setting the actions of the players are real, and children’s emotions are real and sincere. In play, the child combines and combines his impressions and life experiences.

Acting like an adult, the child seems to identify himself with him. Through the fulfillment of a play role, the child’s connection with the world of adults is realized. It is the playing role that in concentrated form embodies the child’s connection with society.

The game is an improvisation, the child does not say his role for a long time, does not think it through, the idea of the game develops spontaneously, unpredictably.

Play is an independent activity of a child, in which the child first enters into communication with peers, with play partners, learns to establish relationships with them based on sympathy, friendship, mutual assistance, children master social experience, the world of human relationships.

The game is a school for educating the feelings of preschoolers and their moral qualities. It is the moral qualities formed in the game that influence the child’s behavior in life, and vice versa, the skills acquired as a result of children’s daily communication with each other and with adults are further developed in game situations.

Play is a means of child’s intellectual development. Knowledge, ideas, abilities, skills, in the learning process, in the family, are directly reflected and practical application in children's games.

Game is an effective means of correcting disorders of the emotional-volitional and cognitive spheres, speech, general and fine motor skills.

Play is a way to develop children's imagination and creative abilities, the joy of creativity, the joy of creation. They manifest themselves in the search for means to implement the game plan, in the selection of attributes and substitute items for the game, the development of the game plot, and the child’s interpretation of the role in the role-playing game.

By creating with his own hands the attributes necessary for play, a child discovers and develops his abilities, and on this basis his passion, sometimes a vocation, a dream is born.

Play is a child’s preparation for adult life. Most children's role-playing games reflect the work of adults: children imitate a teacher, doctor, driver, pilot, fireman, and reflect the everyday actions of family members and their relationships. The game strengthens and deepens children's interest in different professions and instills respect for work.

From a functional point of view, role-playing play can be considered as preparing a child to participate in public life in various social roles.

In play, the child has the opportunity to demonstrate the ability, seemingly not typical for preschoolers, to self-education.

Play is a child’s work on himself. This does not mean that the child consciously sets himself the goal of self-improvement. No, the child doesn’t even think about it: he just plays - flies on a plane, chases pirates across the southern seas, etc. It is here, unnoticed by him, that the great work of changing himself is carried out: cheerfully, playfully he masters new layers of life; trains memory, thinking, imagination; gains new knowledge about relationships between people, nature and the surrounding reality.

Socialization of a preschool child is carried out through play.

Socialization is “a set of social processes through which an individual assimilates and reproduces a certain system of knowledge, norms and values that allow him to function as a full member of society” (I.S. Kon)

Socialization is usually understood as the process and result of the development of an individual, his transformation into a creative member of society. This process begins and occurs in a preschool institution during targeted, pedagogically organized education. The essence of socialization is that it shapes a person as a member of the society to which he belongs.

Socialization is a two-way process that includes:

-The child’s assimilation of social experience by entering into a social environment, a system of social connections.

-The process of active reproduction of the system of social connections by an individual due to his active activity.

For successful socialization, according to N. Smelser, the action of three factors is necessary: expectations, changes in behavior and the desire to meet these expectations. Formation, in his opinion, occurs in three different stages:

The stage of imitation and copying of adult behavior by children.
The play stage, when children recognize behavior as playing a role;
The stage of group games in which children learn to understand what is expected of them by a whole group of people.

Children play with what they perceive around them and what is especially attractive to them. But what exactly in the surrounding reality stimulates the play of a preschooler? And do all the vivid impressions of a child provide material for role-playing?

Experimental situations described by D.B. Elkonin:

During a tour of the zoo, the kindergarten teacher introduced the children to various animals - their habits, lifestyle, appearance, etc. Upon returning to the group, she brought into the room toys of animals that the children were getting to know, expecting them to start playing “at the zoo.” But the children did not play “at the zoo” either that day or the following days. Then she repeated the excursion and introduced the children not only to the animals, but also to the work of people in the zoo: the cashier sells tickets, the controller checks them and lets visitors through, the cleaners clean the cages with the animals, the cooks prepare food and feed the animals, the doctor treats sick animals, the tour guide tells visitors about animals, etc. Some time after this repeated excursion, the children independently began the “zoo” game, in which the cashier, the controller, mothers and fathers with children, the tour guide, the “animal kitchen” with a cook, the “animal hospital” with a doctor, etc. were presented. All these characters were introduced into the game gradually, the game continued for several days, all the time becoming richer and more complex.

Why do you think the game didn’t work out after the first excursion?

The first is the sphere of objects (things), both natural and man-made; the second is the sphere of activity of people and their relationships. These results indicate that role-playing is especially sensitive to the sphere of activity of people and the relationships between them and that its content is precisely this reality. Thus, the content of the expanded, developed form of role-playing game is not objects, not machines, not the production process itself, but relationships between people that are carried out through certain actions, because The activities of people and their relationships are extremely diverse, and the plots of games are also very diverse and changeable.

At the same time, it has been noted that modern preschoolers prefer to reproduce in their games plots borrowed from television series and take on not the industrial or professional roles of adults (doctor, driver, cook, etc.), but the roles of television characters. These observations reveal that our preschoolers, who spend too much time watching TV, are more familiar with the lives and relationships of foreign cartoon and film characters than with the real adults around them. However, this does not change the essence of the game: despite all the variety of plots, they hide fundamentally the same content - the activities of people, their actions and relationships.

Indeed, a game with the same plot (for example, “in the family”) can have completely different content: one “mother” will beat and scold her “children”, another will put on makeup in front of the mirror and rush to visit, the third will constantly wash and cook, fourth, read books to children and study with them, etc. All these options reflect what “flows” into the child from the surrounding life. The social conditions in which a child lives determine not only the plots, but above all the content of children's games.

Thus, the special sensitivity of the game to the sphere of human relations indicates that it is social not only in its origin, but also in its content. It arises from the conditions of the child’s life in the life of society and reflects and reproduces these conditions.

The plot of the role-playing game must correspond to modern activities because In connection with the development of scientific and technological progress, a lot of new technology appears, a lot of new things appear in people’s lives - the teacher’s task is to create conditions for this to be reflected in children’s role-playing games.

Thus: play is a child’s genuine social practice, his real life in the society of his peers. Therefore, the problem of using games for the comprehensive development of the child, the formation of his positive personal qualities and socialization as a member of the community of people is so relevant for preschool pedagogy.

The game orients the child to adhere to certain rules of adult life. In play, a child embodies his view, his ideas, his attitude to the event that he is acting out, and models the world around him through the prism of his consciousness.

I will end my speech with the words of S.A. Shmakov

"The game is like the sunken Atlantis is on the verge of extinction."

“Depriving a child of play practice is depriving him of not just his childishness, it is depriving him of his main source of development: impulses of creativity, spiritualization of the acquired life experience, signs and signs of social practice, the richness and microclimate of collective relationships, individual self-immersion, activation of the process of learning the world.”

Summary of consultation for educators “Different types of home-made theaters in working with children in preschool educational institutions”

Lena Novikova

Summary of consultation for educators “Different types of home-made theaters in working with children in preschool educational institutions”

Summary of consultation for kindergarten teachers on the topic:

“Different types of home-made theaters in working with children in preschool educational institutions.”

Goal: Increasing the pedagogical competence of educators in the use of various types of homemade theater in the upbringing and development of children.

Tasks:

1. Identify educators’ ideas about various types of theater used in working with children.

2. To acquaint teachers with various types of theater made from auxiliary materials, with the features of their manufacture.

3. Introduce the concepts of “origami theater”, “finger theater”, “mask theater”, “toy theater”, “twitchers”, etc.

4. Show teachers the principle of acting out ready-made crafts in theatrical activities.

6. Ensure the development of teachers’ interest in issues of theatrical activities with preschoolers.

Material:

Ready-made samples of crafts of different types of theater, printed diagrams, felt-tip pens, scissors, glue, brushes, colored paper, white paper - photocopier, model of the "Teremka" for staging a fairy tale.

Preparing for consultation:

1. Study special literature on the use of homemade theater in working with children.

2. Prepare samples, diagrams, theater layouts, materials for work.

3. Select materials on this topic on the Internet.

Consultation plan:

1. Agenda: The importance of theatrical activities in the development of preschool children.

2. Report on the topic: “Different types of home-made theaters in working with children in preschool educational institutions”

3. Acquaintance with the features of different types of theater in practical activities.

4. Making fairy-tale characters in origami style based on a fairy tale by teachers

"Teremok".

5. Dramatization of the fairy tale “Teremok”

Report for kindergarten teachers on the topic:

“Different types of home-made theaters in working with children in preschool educational institutions.”

Creative activity and the development of human creative abilities are an integral part of the socio-economic and spiritual directions of the modern social structure. Creative activity is activity that gives birth to something new. Creativity is not only the creation of something new in material and spiritual culture, but also a person’s improvement of himself, primarily in the spiritual sphere.

Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, lies deep in his nature and is reflected in the game. The child wants to translate any of his inventions, impressions from the life around him into living images and actions. Entering the character, he plays any role, trying to imitate what he saw and what interested him.

The importance of theatrical activities in the development of preschool children cannot be underestimated.

Theater activities help develop the child’s interests and abilities; contribute to overall development; manifestation of curiosity, desire to learn new things, assimilation of new information and new ways of action, development of associative thinking; perseverance, determination, manifestation of general intelligence, emotions when playing roles. In addition, theatrical activities require the child to be decisive, systematic in work, and hardworking, which contributes to the formation of strong-willed character traits. The child develops intuition, ingenuity and ingenuity, and the ability to improvise. Theatrical activities and frequent performances on stage in front of audiences contribute to the realization of creative powers, emancipation and increased self-esteem.

Alternating the functions of performer and spectator, which the child constantly takes on, helps him demonstrate to his comrades his position, skills, knowledge, and imagination.

Types of puppet theaters.

There are several classifications of puppet theater games for preschool children. Let's look at their varieties:

- tabletop puppet theater (flat picture theater, circle theater, magnetic tabletop, cone theater, toy theater;

-stand theater (flannelgraph, shadow, magnetic stand, book stand);

-theater on the hand (finger, pictures on the hand, mitten, glove, shadow);

— riding dolls (on gapit, on spoons, bibabo, cane dolls);

— floor dolls (puppets, cone theater);

-living puppet theater (theater with a “living hand”, life-size puppets, human puppets, mask theater, Tanta Moreschi).

To organize theatrical activities, you can use toys and dolls produced by industry (table theaters, bibabo). But toys made by children themselves have the greatest educational value, which develops visual skills, manual skills, creative and inventive abilities. Toys for a tabletop theater can be made of paper, cardboard, foam rubber, boxes, wire, natural material, etc. It is very easy to make a simple doll from a handkerchief or a square piece of cloth. The easiest one to make is flannelgraph. Draw figures on thin cardboard, cut them out, and glue pieces of flannel onto the reverse sides.

Toys from cones and cylinders can be made using compasses and stencils. We cut out circles of different diameters, fold them in half, cut along the fold lines, glue cones from semicircles, turning them into a figure, gluing the parts. It is better to decorate with applique paper, fabric, lace, braid, thread, buttons, beads, beads, sewing or gluing to the craft. Dolls can be made from paper pulp, cardboard, or fabric. To make the mass, newsprint is torn into small pieces and filled with water. After the paper gets wet, let the water drain, add a handful of flour and knead the dough (3/4 of the paper pulp and one part of the flour). We sculpt the head and dry it. Then we paint and glue the details (hair, eyes, headscarf.).

You can quickly construct any toy from foam rubber. To paint, dip the foam rubber into the dye several times and squeeze it out. We make cuts, constrictions, sew the parts together, giving the foam the required shape.

Any box can be adapted for a doll’s head (cardboard sour cream packaging, paper, plastic, cubic, cylindrical, etc.). It is only important that the child’s hand can fit freely in it. Such a doll can be made into a talking toy by cutting a hole in the place of the mouth. If you move your index finger inside the box near the hole, you create the illusion that the doll is talking.

Toys made from natural materials. Cones, acorns, chestnuts, bark, pit seeds, etc. are used, which are not held together with plasticine; PVA glue is needed.

Glove dolls. Characters can be made from old gloves. If you sew a piece of stocking or tights to a glove, make eyes out of buttons and put such a glove on your hand, you will get a snake.

Balloon dolls. The head is made from an inflated balloon. The nose can be made like this: separate part of the weakly inflated balloon and tie it with thread, you will get a small one on a large balloon. The ball is tied to a stick (20-25 cm long, the fabric is sewn together with large stitches using a “forward needle” seam, assembled, pulled together and attached to the neck (put on like a hanger). Hands are sewn to the doll’s shoulders - strips of fabric, on at the end, gathered into an elastic band.The elastic bands are put on the wrist.

Masque. Masks-caps or masks-hoods are made according to the size of the performer’s head, to which the corresponding parts are sewn. When working with children to make puppets for theaters, first of all, make those characters that are often found in folk tales, in works recommended for different age groups.

-Origami theater is also considered as a means of preparing games - dramatizations that are based on a literary work.

- Theater of masks - origami. The mask is an important attribute of the game; it makes the images of the heroes more vivid and impressive.

-Another type of origami theater is the toy theater. Using origama toys, you can act out not only familiar fairy tales, but also come up with the plots of your own fairy tales.

- Theater of finger toys - origami. By putting them on your fingers, you can not only stage a fairy tale or an episode of it. Finger toys are very easy to make. They can be easily stored in a small bag or box, from which you can take figures at any time to act out a scene from a fairy tale, read a poem, a riddle, sing a song, or come up with a funny story. For a finger theater, it is enough to make the faces of animals, but the most industrious ones can also create a torso.

We looked at the simplest types of theaters made by ourselves. And now, a little practical lesson. According to ready-made diagrams, you will need to fold the characters for the fairy tale “Teremok” from colored square blanks of paper.

—Teachers perform practical tasks independently.

-Staging of the fairy tale “Teremok”