Modern methods and technologies of teaching and diagnostics in preschool educational institutions

Doctor of Psychological Sciences, Professor L.A. Venger, who headed the laboratory of the Research Institute of Preschool Education, and his colleagues worked on the problem of diagnosing mental development. Mental development is considered by the authors of the methods as the process of the child appropriating certain forms of social experience, material and spiritual culture created by humanity, the central link. For the authors of methods, the main guideline when creating methods was the cognitive orienting action, as the main structural unit of cognition. In their opinion, the basis of mental development is the mastery of different types of cognitive orienting actions (perceptual and mental).

L.A. Wenger identified five types of cognitive actions. Three types of perceptual actions: perceptual modeling, identification actions, equating to a standard, and two types of mental actions: visual-figurative thinking and logical thinking. Based on this, L.A. Wenger and his colleagues created a method that allows determining the level of intellectual development for preschool children.

Diagnostics of the degree of mastery of perceptual actions of a modeling nature. Methodology "Perceptual modeling".

Target:

identifying the level of development of perceptual actions.

Description:

the child is asked to put together a figure consisting of geometric parts in accordance with this sample. To complete the task correctly, the child must be able to distinguish between various geometric shapes (triangles of different shapes, squares, etc.) and correctly place them in space (in accordance with the model).

Test “Perceptual Modeling” L.A. Wenger.

Test for children 5 -7 years old. This test makes it possible to consider not only the result of the child’s mental activity, but also the process of solving the problem.

Stimulus material:

drawn circles and squares, as well as individual parts of these figures, from which you need to make either a circle or a square. The first three figures have lines dividing the images of objects that are far from each other, for example, clothing and transport. Pictures from lotto, magazine clippings, and drawings can be used - it is only important that they be the same in color (there should be no combination of color and black and white images) and size. The number of pictures in each group should be the same, that is, 10 wild and 10 domestic animals, 10 fruits and 10 vegetables, etc.

Instructions:

“Look carefully at what I will do” - after these words, the adult begins to arrange the pictures into two groups, without explaining the principle of systematization. After the adult lays out three pictures, he hands them to the child, saying: “Now lay out the cards further, doing the same as I did.” Conducting the test This classification is called non-verbal, since the adult shows, rather than says, how to classify. When laying out cards, take the first two from different groups (for example, wolf and cow), and the third is placed under the first card of the correct group, for example, the sheep card is under the cow. After handing the pictures to your child, you silently observe his activity. If the child makes a mistake, without comment you move the card to the right place, under the correct picture. It is extremely important not to make the child feel isolated and insecure, so your behavior should not be distant. You can smile at the children, pet them, say: “Don’t fidget” or “Be careful.” After the child finishes his work, he should be asked why he divided the pictures into these two groups and what name he can give them.

Kindergarten education

Andreeva Yulia

Kindergarten education

Kindergarten education

Education in preschool age is a systematic, planned, purposeful process of developing children’s cognitive abilities, equipping them with a system of basic knowledge, developing skills and abilities to the extent provided for by the “ Kindergarten ”

.
Education plays a leading role in the mental education of preschool children, since in the course of it all the tasks of mental education are comprehensively solved. It provides for the consistent communication of knowledge to children, its clarification and systematization, the development of cognitive processes and mental activity. Training promotes the development of observation, curiosity and such qualities of the mind as inquisitiveness, intelligence, and criticality.
Training is also necessary for the successful implementation of physical, moral, labor and aesthetic education. In kindergarten, children are taught cultural and hygienic skills, basic movements, they learn the rules of cultural behavior, they develop moral qualities, labor, visual, constructive, musical skills.

Education in kindergarten is an important prerequisite for successful learning at school, not only because children master a system of knowledge, skills, and abilities, but also because they form the foundations of educational activities.

Soviet scientists have developed a theory of learning for preschool children. Alexandra Platonovna Usova made a great contribution to the development of Soviet preschool didactics. In her research, she showed the role of educational work in the educational process of a kindergarten , gave a description of the educational activity of preschoolers and the characteristics of its formation, and revealed the content and methodology of teaching in the classroom .

Education in kindergarten differs from school education in content, organizational forms and methods. At school, students are equipped with the basics of scientific knowledge. The task of the kindergarten is to give preschoolers scientifically reliable, but elementary knowledge about surrounding objects and phenomena. The amount of knowledge and skills that preschoolers master is insignificant compared to school, but this knowledge and skills are of great importance for the further development of the child. V. F. Odoevsky called education in preschool age “a science before any science”

.
The content of education in kindergarten includes familiarization with surrounding objects, with the simplest connections and relationships between them, with the immediate causes of observed phenomena.
Its purpose is to transfer to children not only knowledge and skills, but also the very methods of mastering them. The organizational forms of education in kindergarten and school . The main form of preschool education is an activity that differs from a school lesson in duration, structure, and level of requirements placed on children. In kindergarten, homework is not assigned and grades are not given; verification of acquired knowledge is carried out in the process of communicating new ones.

Preschool education also differs in methods. Visual methods occupy a large place, didactic games and gaming techniques are widely used. The acquisition of new material occurs mainly in the process of active actions: practical manipulations with objects, various games, drawing, design. However, as in school, education in kindergarten is programmatic in nature: it is mandatory for the teacher to fully implement the program, assimilate knowledge and skills by all children. In the learning , he relies on the same didactic principles.

Learning is a two-way process. It is successful only with the active participation of both the teacher and the children. The teacher plays a leading role: he not only communicates new material, but also achieves its assimilation, actively influences the cognitive activity of children, and directs it.

Preschool education is oral , pre-book, as V.F. Odoevsky and K.D. Ushinsky called it. A child acquires knowledge and skills from adults. This places great demands on their speech, both in content and form. The teacher must also have various skills in drawing, designing, singing, rhythmic movements, etc., since demonstration is often used in teaching preschoolers.

The result of learning is expressed both in the acquisition of knowledge, abilities and skills, and in the change in the child’s personality that occurs during educational activities.

Educational activity is an independent activity of a child to acquire knowledge, skills, and methods of action. It proceeds under the guidance of a teacher. The educational activity of a preschooler is characterized by the fact that he understands the task assigned to him, is able to choose the necessary ways and means for its implementation, as well as ensure self-monitoring of the progress of the task and self-checking the results of his work. The main components of educational activity are, therefore, the acceptance of a task, the choice of ways and means for its implementation and adherence to them, self-control and self-test. Each of these components requires the child to have appropriate skills.

So, in order to accept the task, preschoolers must be able to listen and hear the teacher, look and see what he shows, follow his instructions in mastering cognitive content, skills, and techniques.

In order for a child to be able to choose ways and means to achieve a set goal and be able to follow them, it is necessary to know possible ways and means, and to be able to think through a work plan; act on it. During the work, he must show active mental interest, initiative and organization, act independently, and achieve certain results in completing the task.

As noted above, one of the components of educational activity is self-control, i.e. the ability to compare one’s actions, statements, judgments with what is being taught . Self-control is an important point for children to develop attentiveness to the work process itself and the ability to make changes in the way they act. As a result, the child asks questions, asks to explain something again, retell it, etc. During the work, children begin to control their actions and critically evaluate its results. The teacher analyzes children's work and compares what each child has done with the sample. Children thoughtfully and with great interest compare their work with the standard and usually do not make mistakes in assessing it, often noticing even minor discrepancies. The emergence of self-control is a significant change in the child’s behavior and consciousness associated with learning . He begins to act independently, relying on demonstration and explanation, and does not resort to the example of his neighbor, which is sometimes incorrect. Concentration and independence appear: the learning process disciplines . All this gives the behavior of preschoolers a more organized character and makes them more well-mannered.

Educational activities are formed gradually. Based on the research of A.P. Usova, she identified three levels of development of educational activities. The highest, first level is characterized by the fact that children listen to the teacher’s instructions, are actively guided by them in their work, correctly evaluate what has been done and ask questions about what is not clear, and achieve the desired results. At this level, children act consciously and do not resort to mechanical imitation. In this case, we can assume that the educational activity of preschoolers is basically formed.

The second level is weaker. The existing signs of educational activity are unstable. At the same time, children can already learn : they listen to instructions, adhere to them in their work, when performing a task they tend to imitate each other, they exercise self-control by comparing their results with the results of others.

The third level is the lowest. It is characterized by purely external general discipline in the classroom, but children are not yet able to learn : they listen to instructions, but do not seem to hear them, are not guided by them in their work, do not achieve results, and are not sensitive to evaluation.

Research and practice show that children more successfully master educational activities during the learning process in the classroom , quickly assimilate the requirements placed on them if learning certain knowledge, skills and abilities (for example, learning to read and write , forming elementary mathematical concepts) begins in a timely manner, with taking into account the age characteristics and capabilities of children.

In preschool age, especially in younger children, the role of play motivation in learning and the formation of educational activities is great. “The cat wants milk, let’s make bowls for it.”

,
“Let’s build a house for the nesting doll
,” “Let’s tell
(read)
a poem to the doll,” says the teacher, and the children willingly get down to business.
The teacher must gradually form in children cognitive motives for learning activities, that is, interest not only in the final result, but also in the very process of acquiring knowledge, in the ways of performing actions, so that they receive satisfaction from acquiring new knowledge and skills. Didactic principles are the basic principles that guide the teacher when organizing training . The term “didactic”
comes from the Greek word
“didaktikos”
, which means
“instructive”
.

Didactic principles were first formulated by the outstanding Czech teacher Jan Amos Comenius in the book “The Great Didactics, or How to Teach Everyone Everything”

, written in the 17th century.
Even then, Comenius put forward the principle of accessibility, systematicity and consistency of teaching , concentricity, visibility, activity, etc. Subsequently, didactic principles were developed by the founder of Russian pedagogy K. D. Ushinsky;
based on the achievements of physiology and psychology of the second half of the 19th century. the great teacher gave scientific substantiation of didactic principles. Soviet pedagogy puts forward the following didactic principles, which form the basis for teaching preschool children.

The principle of developmental education . In order for training to successfully solve the problems facing it, it must be developmental. The idea of developmental education was put forward by the prominent Soviet psychologist L. S. Vygotsky. Its essence lies in the fact that training should not be oriented towards an already achieved level, but always be ahead of it, get ahead a little, so that the student needs to make an effort to master new material. In this regard, L. S. Vygotsky defined two levels of mental development: the first is the current level of preparedness, which is characterized by what tasks the student can perform independently; the second is the “zone of proximal development”

- something that a child copes with with a little help from an adult.
The teacher, guided by the principle of developmental education , gives children tasks at a sufficiently high level of difficulty so that their completion requires some effort and active mental activity.
The principle of educational teaching . Soviet pedagogy clearly defined this principle, based on Lenin’s position on the partisanship of school and education . The task of education is not just to give knowledge, but also to form through it the correct attitude towards life, towards the surrounding reality, towards work, towards people. Training and education as processes are inseparable.

When determining the content of the lesson, the teacher also outlines educational tasks that must be solved during the lesson. For example, planning a lesson on “How people learn about each other”

, the teacher sets an educational task - to clarify and systematize children’s knowledge about what means of communication people use to learn about each other, what objects are needed in order to write and send a letter. Together with the teacher, the children compose a letter to a sick friend, select the most beautiful drawings for him, thus showing care and attention.

The kids watch the work of the nanny, learn what her work is, how much effort she gives to them; the teacher strives to make children want to help the nanny and treat her work with care, i.e. educational and educational tasks are solved at the same time.

The principle of accessibility of training . Education is only effective when it is feasible and accessible to children. teaching and its methods must be accessible. For the first time, This principle underlies the design of curriculum. The program for preschoolers provides, first of all, for the study of those objects and phenomena that directly surround the child, familiarization with them proceeds from close to distant. So, first, children get acquainted with what is directly in the group room, then in kindergarten , in its surroundings, in their hometown, village, and only then with the concepts of “our Motherland”

,
"capital of the Soviet Union"
.
The principle of accessibility presupposes compliance with the measure of difficulty in holding new material, the correct ratio of difficult and easy. Access to learning is ensured by relying on children’s existing knowledge and specific presentation of the material.
The principle of systematicity and consistency presupposes such a logical order of studying the material so that new knowledge is based on previously acquired knowledge. This is exactly how the material is arranged in the program. This principle must also be observed in the practical organization of training . The teacher distributes the study of program material in classes in such a way as to ensure its consistent complication from lesson to lesson, the connection of subsequent material with the previous one, which helps to clarify and strengthen knowledge. For example, drawing on the theme “Autumn in the garden ”

preceded by observations of autumn nature in the
kindergarten area and in the park , conversations about autumn, reading poems.
Based on the consistent accumulation of knowledge about surrounding phenomena, the teacher forms generalized concepts in children. So, during the fall, children and their teacher observe changes in nature every day. In a general conversation, which is held at the end of the season, the teacher leads the children to a conclusion about the characteristic features of autumn, its differences from other seasons.

In a preparatory group for school, a child must acquire a certain range of knowledge about the work of adults: work for the benefit of society is an honorable and necessary thing; Those who have particularly distinguished themselves in their work are awarded prizes, certificates, orders, and medals. To prepare children to understand the social significance of work, the teacher, starting from the younger group, consistently introduces the types of work activities of adults that are understandable to them, each time emphasizing how important the work of a cook, postman, builder, collective farmer, teacher, etc. is for people, how Those who work conscientiously are respected in our country. Based on the knowledge accumulated by children, the teacher forms a generalized idea of the importance of human labor for society.

Preparing children for school according to the Federal State Educational Standard

Article: “Federal State Educational Standards of Preschool Education and Preparing Children for School”
“Raising a child actually means nurturing life in a child. The teacher should not educate the child, but the life in the child.” (Sh. Amonashvili.) What is the Federal State Standard of Preschool Education? Federal state standards are established in the Russian Federation in accordance with the requirements of Article 12 of the Education Law and represent “a set of mandatory requirements for preschool education.” What requirements does the Federal State Educational Standard put forward? The standard puts forward three groups of requirements: • Requirements for the structure of the educational program of preschool education; • Requirements for the conditions for the implementation of the educational program of preschool education. • Requirements for the results of mastering the educational program of preschool education. What is the distinctive feature of the Standard? For the first time in history, preschool childhood has become a special, intrinsically valuable level of education, the main goal of which is the formation of a successful personality. The key setting of the standard is to support the diversity of childhood through the creation of conditions for the social situation of the assistance of adults and children for the development of the abilities of each child. What should a preschool educational institution graduate be like? A child who graduates from a preschool educational institution must have personal characteristics, including initiative, independence, self-confidence, a positive attitude towards himself and others, a developed imagination, the ability to exert volition, and curiosity. The main goal of preschool education is not preparation for school.
How will the Federal State Educational Standard ensure that children are prepared for school?

It is not the child who should be ready for school, but the school who should be ready for the child! Children should be such when leaving kindergarten that they do not feel neurotic in the first grade, but are able to calmly adapt to school conditions and successfully master the elementary school educational program. At the same time, the school must be ready for different children. Children are always different and in these differences and varied experiences of the first years of life lies the great potential of each child. The purpose of kindergarten is to develop the child emotionally, communicatively, physically and mentally. To develop resistance to stress, to external and internal aggression, to develop abilities and a desire to learn. At the same time, we must take into account that the children of today are not the same children as they were yesterday. Will preschoolers study like at school? A child should learn through games. First skills in drawing, singing, dancing, reading. Accounts and letters will enter the child's world of knowledge through the gates of children's play and other children's activities. Through play, experimentation, and communication, children get to know the world around them. At the same time, the main thing is not to push the forms of school life onto preschool education. What is parental involvement? Parents have the right to choose any form of education. These include private and family kindergartens, and they have the right “to continue education in an educational organization at any stage of education.” Article 44 “Law on Education in the Russian Federation” “parents are obliged to ensure that their children receive a general education.”

Appendix 1
Work with parents Goal: Creating conditions for the inclusion of parents of future first-graders in the process of preparing their child for school. Objectives: • To familiarize parents with the criteria for children's readiness for school. • Inform parents about the problems of first-graders (during the period of adaptation to school) and their causes. • Offer practical advice and recommendations for preparing your child for school. Our children have become one more year older. Now they are pupils of the preparatory group, the oldest in kindergarten. Back to school very soon! How a child’s education in first grade will turn out largely depends on our efforts. How a child encounters school will largely depend on what attitude he or she has towards school and what expectations will be formed. Forming a desire to become a student is an enrichment of the general development of a preschooler, the creation of a positive psychological attitude towards a new stage of life. A family’s serious attitude towards preparing a child for school should be based on the desire to create in the child a desire to learn a lot and learn a lot, instilling in children independence, interest in school, a friendly attitude towards others, self-confidence, lack of fear of expressing their thoughts and asking questions, showing activity in communication with teachers. What characterizes an independent child? The independence of an older preschooler is manifested in his ability and desire to act, in his readiness to seek answers to questions that arise. Independence is always associated with the manifestation of activity, initiative, and elements of creativity. An independent child is, first of all, a child who, as a result of the experience of successful activities, supported by the approval of others, feels confident. The whole situation of school education (new requirements for the behavior and activities of the student, new rights, responsibilities, relationships) is based on the fact that during the years of preschool childhood the child has formed the foundations of independence, elements of self-regulation, and organization. The ability to solve accessible problems relatively independently is a prerequisite for the social maturity required in school. Experience shows that a first-grader who has not developed this quality experiences serious neuropsychic overload at school. The new environment, new demands cause him a feeling of anxiety and self-doubt. The habit of constant adult supervision and the executive model of behavior that such a child developed in preschool prevent him from entering the general rhythm of the class and make him helpless in completing tasks. Ill-considered parenting tactics, the desire of an adult, even with the best intentions. Constantly taking care of and helping a child with basic tasks creates serious difficulties for his learning in advance. Adaptation to school for such children is significantly delayed. Now we will focus on the criteria for children’s readiness for school, that is, we will consider what should be characteristic of a child in order for him to be ready for school. While we are revealing the content of each component of school readiness, please try to “try them on” for your child and decide what you need to pay attention to today in order for your child to be successful in school. Readiness criteria: 1. physical 2. intellectual 3. social 4. motivational. Physical readiness is a level of development of all body systems at which daily training loads do not harm the child, do not cause him excessive stress and fatigue. Each child has his own, well-defined, adaptive resource, and it is laid down long before the child enters school. When choosing a school and school workload, you need to pay attention to the health group, doctors’ opinions, and the child’s illness. Intellectual readiness - includes the child’s knowledge base, the presence of special skills and abilities (the ability to compare, generalize, analyze, classify the information received, have a sufficiently high level of development of the second signaling system, in other words, speech perception). Mental skills can also be expressed in the ability to read and count. However, a child who reads and even knows how to write is not necessarily well prepared for school. It is much more important to teach a preschooler competent retelling, the ability to reason and think logically. Social readiness is the child’s attitude to work and cooperate with other people, in particular adults who have taken on the role of teacher-mentors. Having this component of readiness, the child may be attentive for 30-40 minutes and can work in a team. Having become accustomed to certain requirements and the manner of communication of teachers, children begin to demonstrate higher and more stable learning results. Motivational readiness—implies a reasonable desire to go to school. In psychology, there are different motives for a child’s readiness for school: playful, cognitive, social. A child with a play motive (“There are a lot of kids there, and you can play with them”) is not ready for school. The cognitive motive is characterized by the fact that the child wants to learn something new and interesting. This is the most optimal motive, with which the child will be successful in the first grade and during primary school. The social motive is characterized by the fact that the child wants to acquire a new social status: to become a schoolchild, to have a briefcase, textbooks, school supplies, and his own workplace. But one should not start from the fact that only the cognitive motive is the most basic, and if a child does not have this motive, then he cannot go to school. By the way, primary school teachers are focused on the play motive and in many respects their activities, and the learning process is carried out using play forms. I offer you this dialogue...
Three girls once argued about which of them would be the best first-grader.
“I will be the best first-grader,” says Lucy, “because my mother has already bought me a school bag.” “No, I’ll be the best first-grader,” said Katya. “My mother sewed me a uniform dress with a white apron.” “No, I..., No, I,” Lenochka argues with her friends. - Not only do I have a school bag and a pencil case, not only do I have a uniform dress with a white apron, they also gave me two white ribbons in my braids... This dialogue does not show the girls’ awareness or readiness for school. The beginning of school life is a serious test for children, as it is associated with a sharp change in the child’s entire lifestyle. He must get used to: - a new teacher; - to a new team; — to new requirements; - to daily duties. And every child, without exception, goes through the process of adapting to school (adaptation process). And naturally, the more the child has the necessary skills and qualities, the faster he will be able to adapt. But for some children, school demands are too difficult and routines are too strict. For them, the period of adaptation to school can be traumatic. What problems do first-graders face at this time? Where do these difficulties come from? And can they be avoided? Many difficulties can be avoided if you pay attention to them in time. Most of the sources of possible school difficulties and troubles are often hidden in preschool childhood. Reasons: Parents of a child under 6-7 years of age: - do not often pay attention to the child’s development (“may he still have time to learn, that’s what school is for!”), - do not pay attention to the peculiarities of his communication with surrounding adults and peers (“ it will pass with time..."), - for the presence or absence of a desire to learn ("he'll get involved, grow up, you'll see, and everything will pass") - they do not teach the child to manage his emotions, actions, and obey demands the first time. As a result, children do not develop important components of school readiness. What a child entering school needs to know and be able to do: 1. His first name, patronymic and last name. 2. Your age (preferably date of birth). 3. Your home address. 4. Your city, its main attractions. 5. The country in which he lives. 6. Last name, first name, patronymic of parents, their profession. 7. Seasons (sequence, months, main signs of each season, riddles and poems about the seasons). 8. Domestic animals and their young. 9. Wild animals of our forests, hot countries, the North, their habits, cubs. 10. Transport by land, water, air. 11.Distinguish between clothes, shoes and hats; wintering and migratory birds; vegetables, fruits and berries. 12.Know and be able to tell Russian folk tales. 13. Distinguish and correctly name planar geometric shapes: circle, square, rectangle, triangle, oval. 14. Freely navigate in space and on a sheet of paper (right - left side, top, bottom, etc.) 15. Be able to fully and consistently retell a listened story, compose, come up with a story based on a picture. 16. Distinguish between vowels and consonants. 17. Divide words into syllables according to the number of vowel sounds. 18. Good use of scissors (cut strips, squares, circles, rectangles, triangles, ovals, cut an object along the contour). 19. Use a pencil: draw vertical and horizontal lines without a ruler, draw geometric shapes, animals, people, various objects based on geometric shapes, carefully paint over, shade with a pencil without going beyond the contours of objects. Preparing children for writing begins long before the child enters school. The preparatory group pays special attention to this. Preparing for writing involves the development in children of: • Fine motor skills of the fingers (for this purpose, it is necessary to teach children to perform a variety of practical tasks, create crafts using various tools, in the process of which such qualities as accuracy of voluntary hand movements, eye, accuracy, attention are developed , concentration). • Spatial orientation, in particular on a sheet of paper, as well as in general directions of movement (left to right, top to bottom, forward - backward, etc.). • Fine and graphic skills in the process of visual activity, as well as with the help of graphic exercises. Coloring has a positive effect on preparing your hand for writing. For this purpose, you can use ready-made coloring albums. When performing such tasks at home, it is necessary to draw the child’s attention to ensure that the image is painted thoroughly, evenly and neatly. Helps develop graphic skills by performing various tasks related to shading. Hatching is performed under the guidance of an adult. Mom or dad show how to draw strokes, control the parallelism of the lines, their direction, and the distance between them. For shading exercises, you can use ready-made stencils depicting objects. 20. Freely count to 20 and back, perform counting operations within 20. Correlate the number of objects and numbers. Understand the composition of numbers: 2, 3, 4, 5. Read simple mathematical notations. 21. Be able to listen carefully, without distractions. 22. Maintain a slender, good posture, especially when sitting. Advice for parents: • Develop the child’s perseverance, hard work, and the ability to get things done • Develop his thinking abilities, observation, inquisitiveness, and interest in learning about his surroundings. Give your child riddles, make them up with him, and conduct basic experiments. Let the child reason out loud. • If possible, do not give your child ready-made answers, force him to think and explore. • Put your child in front of problematic situations, for example, ask him to find out why yesterday it was possible to sculpt a snowman out of snow, but today it is not. • Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal connection of events, whether he correctly assessed the actions of the characters, whether he is able to prove why he condemns some characters and approves of others. • Be attentive to your child's complaints. • Teach your child to keep his things in order. • Do not frighten your child with difficulties and failures at school. • Teach your child to react correctly to failures. • Help your child gain a sense of self-confidence. • Teach your child to be independent. • Teach your child to feel and be surprised, encourage his curiosity. • Strive to make every moment of communication with your child useful.

We recommend watching:

Raising interest in school in children of the preparatory group Teaching literacy to children 5-6 years old Advice for parents of future first-graders Summary of a comprehensive lesson on preparing children 6-7 years old for school

Specifics of the learning process for preschoolers

Definition 1
Learning is the process of transferring knowledge and developing skills, stimulating the activation of cognitive and research activities, associated with the assimilation of a system of scientific knowledge and the acquisition of practical skills in various fields of activity, the development of creative abilities, the assimilation of cultural norms and moral principles of activity, aesthetic views and moral principles.

The learning process is a structural component of the pedagogical process. It is associated with the activities of the teacher in transferring knowledge and skills to students, and with their activities in obtaining, assimilating and practical application of this knowledge and skills.

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The learning process has its own characteristics depending on the age stage of the child’s development.

Education in a preschool educational institution differs in content, methods and forms of organization. All knowledge and skills at this age are transferred to the child by adults. He guides the child’s cognition, guides the development and retention of educational material, and helps to put the acquired data into practice.

In preschool age, children's education has the following specifics:

The main activity of preschoolers is play. Therefore, the learning process takes place in a playful way;
The learning process has a systematic structure: there are no scientific theories and concepts in it, children receive basic ideas about the structure of nature and society, and receive simple practical skills in various fields and areas of activity;
The emergence of difficulties in cognition associated with the separation of significant objects from secondary ones;
The importance of visually presenting objects and cognitive processes to children;
The need to develop motivation for cognitive activity;
The importance of approval, praise, encouragement of children for their success in learning and the elimination of punishment for lagging behind;
Inability to concentrate on objects for a long time, poor performance and frequent mood swings;
The need for accessibility of teaching information, its simplicity and clarity of construction;
A high degree of development of the emotional component, which prevails over other types of activity;
Application of effective and figurative methods in cognition.

Finished works on a similar topic

Course work The essence of the learning process for preschool children 400 ₽ Abstract The essence of the learning process for preschool children 230 ₽ Examination The essence of the learning process for preschool children 230 ₽

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Features of teaching preschool children

Marina Leskina

Features of teaching preschool children

plan

1. The uniqueness of preschool learning skills and abilities

2. General characteristics of educational activities

A. Structure of educational activities

b. Formation of elements of educational activities; conditions necessary for the development of educational activities of a preschooler

3. Forms of educational used in preschool educational institutions

4. Levels of development of educational activities and the degree of readiness of the child for learning and learning

Topic: Features of teaching preschool children

The uniqueness of preschool learning skills and abilities.

The process of transferring knowledge, skills, abilities acts as a social phenomenon inherent in human society, and is called learning .

Training is a specially organized process of interaction between a teacher (an adult who performs the functions of a teacher )

and students
(kindergarten students)
aimed at mastering a certain amount of knowledge, abilities, skills, actions, and behavioral habits.
During training , education, formation, and development are also carried out.
The pedagogical process is a consciously organized, purposeful and systematic interaction between a teacher and students with the aim of educating and training the latter .

Training is understood as such a purposeful interaction between teachers and pupils of preschool institutions , the result of which is the mastery of skills, abilities, knowledge, the disclosure of the abilities and capabilities of preschoolers with the aim of their speedy adaptation to classes in primary school. The basis of learning , therefore, is skills, abilities and knowledge.

Skills are the ability to automatically perform actions necessary in a particular case, bringing them to perfection through constant repetition.

Skills – the ability to independently perform specific actions using acquired skills. Skills are defined as knowledge in action, as a system of techniques that a person consistently performs in some type of activity to achieve a result.

Skills can be divided according to types of human activity.

Labor skills, user activity skills, mental activity skills, educational skills, speech skills, artistic skills, communication skills and human behavior.

Mastery of a dynamic system of skills is an integral part of education. Skills are formed on the basis of knowledge and include previously acquired skills.

Knowledge is a preschooler’s of the surrounding reality in the form of acquired concepts. This is a holistic and systematized set of scientific concepts about the laws of nature, society, thinking and methods of activity , accumulated by humanity in the process of active transformative production activities, tested by practice and aimed at further knowledge and change of the objective world.

During preschool childhood, a child must acquire a certain amount of knowledge, skills and abilities. Knowledge is the result of cognitive activity, and therefore its nature is determined by the nature of preschoolers’ . The development of preschool children involves their constant interaction with the outside world. This interaction should be as diverse as possible so that the preschooler abilities and creativity as successfully as possible

for educators working with preschool to know that their main task is not to “adjust”
children to master learning skills , but to create favorable conditions for the development of their abilities and even talents . In this case, the types of training that are most suitable for preschoolers .
These can be a variety of educational games, staging children's plays, and classes in clubs on various topics. Teamwork is very important. An essential feature of the cognitive activity of preschoolers is its visually effective and visually imaginative nature. Therefore, the knowledge of preschoolers exists in the form of ideas, images, reflecting known objects, phenomena, some of their features , and the child’s actions with them. In this regard, the child’s knowledge is characterized as fragmentary, incomplete, fragmentary, weakly generalized, and unrelated.

General characteristics of educational activities

The central, main component of training is teaching and learning activities. The process of cognition that occurs in a child’s educational activity reflects the dialectics of cognition in its basic principles. A child’s cognition of the surrounding reality follows the same laws as mankind’s cognition of the world in the course of its history.

Education in kindergarten is an integral part of the pedagogical process, preschooler . The formation of the personality of a preschool is carried out in the course of his mastering social and historical experience.

The main task of training is presented in its educational function: to ensure the development of the fundamentals of modern science about nature and society, about human activity and the laws of knowledge, the completeness of this knowledge, its consistency and awareness.

Learning is characterized by all the main components that make up any activity: a goal or a specific task, motives, planning, the process of realizing cognition through personal actions and operations, and the result. In the learning , children acquire knowledge about the methods of learning activities, which ensures the assimilation of the fundamentals of science and the formation of learning activities. The goal of learning - mastering knowledge and methods of activity in the learning - is represented by a system of gradually increasing complexity of specific educational and cognitive tasks.

The solution to any cognitive task is carried out in the learning through a system of interconnected educational actions, at the level of skills and abilities.

Educational activity in children is caused and determined by a system of various motives. with age . Among the motives of teaching (broad social, moral, etc.)

Cognitive interest and cognitive needs are of leading importance.
The main conditions for the formation of cognitive interest as a motive for educational activity are the constant deepening of the content of training and ensuring the active position of students in the learning process .
Thus, the activity of children in a single learning process is represented by educational activity with its goal, means and motives. Mastering the skills and abilities of this activity, as well as the process of mastering knowledge, is carried out under the guidance of a teacher.

The teacher’s activities in the learning are aimed at organizing the process of active acquisition of knowledge, skills and abilities. At the same time, he performs a number of functions: informational - acts as a source of knowledge; organizational – organizes the cognitive activity of students; control - diagnostic - determines the level and degree of mastery of the content and, in accordance with this, organizes the further learning ; educational – forms an attitude towards cognizable objects, ensures the development of the child’s personality. These functions of an adult are closely related and reflect the main functions of the learning in the formation of a child’s personality: educational, developmental, nurturing (G. I. Shchukina)

The uniqueness of the sequence and systematic nature of teaching preschoolers is manifested in the small volumes of content offered for simultaneous assimilation, in the frequent and repeated repetition of content with a slight increase in volume and complexity. learning process is built linearly - concentrically and is carried out using various methods.

A method is a system of sequential methods of interrelated activities of teachers and students , aimed at achieving the set educational objectives. The method includes both the method of activity of the teacher , aimed at organizing and directing the activity of the student , and the method , type of activity of the student , stimulated by the activity of an adult.

The systematic and consistent teaching of preschoolers ensures the strength of their assimilation of knowledge, skills and abilities. This is facilitated of various methods (visual, practical and verbal) in the learning

.each group of methods is built on the basis of one or another leading form of thinking (visual - effective, visual - figurative, verbal - logical, which creates the conditions for a strong assimilation of the
learning .
In the learning , a wide variety of methods are used - the story of an adult (teacher, educational lectures, conversations, demonstrations of experiments, showing filmstrips and films, educational games , various exercises, laboratory experiments, working with a textbook, etc. the need to use a variety of methods is dictated by various reasons: the variety of educational , the level of formation of educational and cognitive activity of students , the structure educational process at different stages of its implementation and.

Forms of educational used in preschool educational institutions.

A form of education should be understood as a specially organized activity of the teacher and students , taking place according to an established order and in a certain mode. The forms differ in the number of students , the nature of the interaction between teacher and student (degree of activity and independence)

,
methods (methods and techniques)
of activity;
location, as well as by specific gravity - by the place they occupy in the overall educational process. This place, in turn, is determined by the nature of educational tasks that are solved in one form or another of organizing the learning .
Formation in children of the main components of educational activity, along with the acquisition of knowledge, is one of the main tasks of education . The main component of learning activity is the learning task. Learning objectives in preschool education cover the content of knowledge, skills and abilities, as well as methods of mental and practical activity.

In the first stages of training preschoolers ml . gr. They are characterized by unity and undifferentiation of practical and educational tasks. Only gradually do children develop the ability to accept a learning task in the form of fractional tasks in the course of activity or specific questions in the course of perception and observation.

At the second stage, which relates mainly to the middle group of kindergarten, there is a gradual differentiation of practical and educational-cognitive tasks. The continued connection between the educational and cognitive task and the practical one requires the teacher to take into account children’s experience when formulating tasks, as well as establishing connections between activities of different content.

The most important conditions for the further development in children of the ability to accept an educational and cognitive task are its specificity and certainty, connection with a practical task and closeness to childhood experience.

In kindergarten, frontal, group and individual forms of organized learning . In addition, educational work with children is carried out in connection with the organization of their lives and various non-educational activities in everyday communication, in the process of directing games, etc.

During the day, the teacher has the opportunity to carry out training using various forms of organizing children . In all cases, educational work with children in everyday life using different methods is closely related to the main form - classes. In this case, two didactic tasks are solved: the preliminary accumulation of ideas or motor experience, which is then used in classes, or the development of skills and abilities, consolidation of ideas received in classes. For the same purposes, a group form of teaching , which covers a small number of children . The use of individual and group forms ensures differentiation of learning children's educational and cognitive activity and their active inclusion in the learning process during the lesson . One of the forms of learning is a didactic game. It is used primarily in everyday life both to consolidate knowledge, skills and abilities, and when mastering new content. However, in a number of cases, especially in groups of children of early and early preschool age , classes take the form of a didactic game.

Classes as a form of learning are characterized by a number of characteristics:

1. During the lesson, children are mastering skills in one or another section of training provided for by the program.

2. Classes are held with all children of a given age group , with a constant composition of children .

3. classes are organized and conducted under the guidance of an adult, who determines the tasks and content of the lesson, selects methods and techniques, organizes and directs the cognitive activity of children in mastering knowledge , skills and abilities (A. P. Usova)

During the classes, all children master the content of the program, so they are the main form of education . The remaining forms are used to enrich experience and prepare children to master the content of classes or act as a means of individually changing the process of acquiring knowledge.

Educational work with preschool is aimed at ensuring the child’s versatile orientation in the environment: in the objective world created by people (with a variety of properties and qualities of things and objects)

; in the natural world, in the world of human activity and relationships, etc. The child masters the main types of activity: subject, labor, play, educational, etc.

In general, learning in kindergarten classes is characterized by the liveliness and spontaneity of children , a variety of techniques and actions, little educational content, reliance on children's experience, a bright visual basis, and the use of playful and entertaining teaching .

Literature

Avanesova V.N. teaching the youngest in kindergarten. – M., 1968

Babansky Yu. K. optimization of the learning . – M., 1977

Preschool pedagogy . Textbook A manual for students of pedagogy . In-comrade In 2 parts. Part 2. Methods and organization of communist education in kindergarten / V. I. Loginova, P. G. Samorukova, B. S. Leikin and others; Ed. V. I. Loginova, P. G. Samorukova. – 2nd ed., rev. And additional – M.: Education, 1988. – 270 s.

Lerner I. Ya. didactic foundations of teaching . – M., 1981

Fundamentals of preschool pedagogy / Ed . A. V. Zaporozhets, T. A. Markova. – M.,

1980

Skatkin M. N. Problems of modern didactics. – M., 1980

Usova A.P. Education in kindergarten . – M., 1981