Consultation for preschool teachers “modern approaches to planning the educational process in the conditions of the federal state educational institution. "modern approaches to the organization of the educational process in dow" material on the topic Modern approaches to the organization of the educational process

Irina Alexandrovna Golubeva
Modern approaches to the organization of educational activities of preschoolers

In the context contemporary idea of ​​purpose education as the development of a child's competencies, today there is an active interest in studying modern approaches education in the system preschool education .

Federal component of the state standard pre-school general education is aimed at in order to implement a qualitatively new personality-oriented developmental model of education and upbringing.

Positive changes in preschool education give freedom to the teacher in choosing the forms and methods of teaching children preschool age. The form of education chosen by the teacher should contribute to the formation of intellectual operations, create conditions for creative problem solving and initiative, teach independence and responsibility, and exercise children in the ability to arbitrarily control their behavior. The relevance of this problem made it possible to choose a topic for the seminar “ Modern approaches to the organization of educational activities of preschoolers».

Modernization preschool education led to the search for new forms organizations learning in kindergarten, as learning preschoolers has its own characteristics, it is the use of innovative approaches to the organization of the educational process. In this regard, before preschool educational organizations there is a problem of revising the target foundations of its functioning, the task of changing the content education, forms and methods organization of the educational process, the role of the teacher.

Today, there is a transition from the information paradigm, focused primarily on the accumulation of knowledge by children, to "socio-cultural active pedagogy of development, the cultural-historical paradigm of understanding the child", we can say that the goal preschool education is to create conditions for the maximum disclosure of the individual age potential of the child.

We all know that educational the process in a preschool educational institution is a systematic, holistic, developing in time and within a certain system, a purposeful process of interaction between adults and children, which provides each individual with the opportunity to satisfy their developmental needs, develop their potential abilities, preserve their individuality, self-realization.

Modern approaches to the organization of educational process associated with reorientation modern preschool education from educational and knowledge approach to choose a strategy to support the personal development of each child. Currently the most effective training preschoolers, is the use of innovative technologies in educational and educational process in a preschool institution. Pedagogical innovation is an innovation in the pedagogical activities, a change in the content and technology of education and upbringing, the search for available active methods and means for transmitting information in order to increase their effectiveness. According to the Federal State Educational Standard, the teacher must create the conditions for the social situation of development preschoolers, opening up the possibility of positive socialization of the child, his comprehensive personal moral and cognitive development, the development of initiative and creative abilities on the basis of appropriate preschool activities(games, visual activity, construction, perception of a fairy tale, etc., cooperation with adults and peers in the zone of its proximal development.

Analysis of current practice in activities of our preschool operating in the innovation mode revealed a number of problems:

Insufficiency of scientific and methodological support of innovative processes;

Lack of consistency and integrity of the implemented pedagogical innovations;

Regulatory support for innovation activities of preschool institutions;

The need to search for fundamentally new forms of interaction between scientific centers and innovation centers.

Often, teachers have question: how to start an innovative activity what will it be final result? The algorithm of the innovation process is the same as that of any pedagogical activities:

Identification of the problematic educational field, pushing the update target ( draws attention, primarily on the relevance and significance of the problem)

Theoretical substantiation of an innovative idea, search for research methods, monitoring procedures).

Conducting an experiment.

Identification of shortcomings, determination of ways to eliminate shortcomings.

Subsequent testing (summarizing the results, their presentation, dissemination of pedagogical experience).

In our preschool educational institution, along with traditional methods and techniques, we also use innovative technologies with children, parents and teachers

KOP (short-term educational practices) What are short term educational practices(KOPs? KOPs are practices that allow a child to achieve a specific result in a small number of classes. The purpose of KOPs is to create conditions for those types of children's activities which children would like to do of their choice, building their own individual route. Short term educational practice is yourself:

practice-oriented course with access to a specific result or product;

the course program is connected with practical activities child and is aimed at the formation of various skills and abilities of pupils;

COPs are held 2 times a week, the duration of 1 lesson is in accordance with the age of the children (from 25 to 30 minutes).

Quest games Quest is a form of interaction between a teacher and children, which contributes to the formation of skills to solve certain problems based on a competent choice alternatives through the realization of a certain plot. The main criteria for the quality of the quest are its safety for the participants, originality, consistency, integrity. Quest, with its almost limitless possibilities, provides invaluable assistance to the teacher, providing an opportunity diversify the educational process, to make it unusual, memorable, exciting, fun, playful.

In order to form the ability to build a professional activities,

appropriate strategy for the development of domestic preschool education, in the preschool educational institution, conditions are created for in-house training through the use of interactive forms and methods of teaching teachers. One of the active methods of improving the professional development of teachers that we use is coaching - unlocking a person's potential in order to maximize its effectiveness (T. Gallway). Coaching acts as a powerful tool that contributes to both personal and communicative stimulation of preschool teachers. Coaching in the field education is considered as a long-term cooperation of subjects of educational and educational process which helps to achieve high results in all areas vital activity, including in the field of education. We have established a common basis coaching: partnership; unlocking the potential, the result. coach (consultant, mentor) stimulates creative search for solutions and supports the determination of aspiring educators to achieve goals and make changes in their professional activities. The head of the preschool educational institution and the senior educator act as a coach in our preschool educational institution at different stages. The use of the coaching method in our preschool educational institution in the system of supporting the professional development of teachers provides a qualitatively new level of such indicators of professionalism, How: psychological and pedagogical culture; motivation for success; professional communication skills and qualities mastering techniques, methods of self-regulation and self-correction of professional activities, the ability to reflect in professional activities, etc. d

So way, the use of the coaching method helps the administration of the preschool educational institution to effectively manage the personal and professional development of teachers

In conclusion, I would like to say that contemporary the world is undergoing system modernization education. Certainly, this also affected preschool education. Modernization preschool education led to the search for new forms organizations education in kindergarten. Successfully solving these problems allows the introduction modern approaches to work practice. Innovative an approach within the framework of a student-centered education is the driving force of pedagogy in general. Pedagogical innovations cover pedagogical technologies or methods, content education, educational programs and standards, educational processes, organization of classes, organization pedagogical environment.

Modern approaches and innovations are directed to the main figure in education- child. To select a technology, it is necessary to rebuild the traditionally established stereotype activities of the educator: understand preschooler, accept it, recognize it as a subject of the learning process and select technologies of educational knowledge, taking into account the age, the topic and the availability of didactic provision of training, not forgetting the result that you want to get. That's why it's so relevant today. modern approaches, which are aimed at organization of student activities, on development through this activity of their skills, qualities, competencies.

LITERATURE

Law of the Russian Federation of December 29, 2012 "About education in Russia»

federal state educational standard of preschool education. 2013

Order of the Ministry education and Science of the Russian Federation of August 30, 2013. No. 1014 "On approval of the procedure and implementation educational activities in the main general educational programs of preschool education»

Umanskaya N. V. Ivanova A. I. "On innovations of the Federal State Educational Standard of DO", "DOW Management" №7-2014

Nechaev M. P., Romanova G. A. "Strategy for the implementation of the goals and objectives of GEF DO" "DOW Management" №7-2014

The purpose of preschool education at the present stage is the child's continuous accumulation of cultural experience, activities and communication in the process of active interaction with the environment, other children and adults in solving problems and problems (cognitive, moral, aesthetic, social and others) in accordance with age and individual features, which should become the basis for the formation of a holistic picture of the world, readiness for self-development and successful self-realization at all stages of life.

The preschool education standard for an organization is a requirement of the new education law, which recognizes preschool education as a level of general education. GEF DO - a system of requirements for the structure of the main educational program of preschool education and the conditions for its implementation, as well as the results of mastering the educational program. Attention to the standard is closer, because preschool childhood is that period of a child's life when the family shows maximum interest in him. In our work, we use a new form of OA in kindergarten. This form of work is aimed at developing the independence of children. It enables preschoolers to independently receive and consolidate the acquisition of knowledge, taking into account their individual characteristics. Today, education is designed to give the child not ready-made knowledge, but active knowledge that can be acquired only in the course of active interaction with the outside world. Any activity gives invaluable experience and forms important skills in a child: the ability to set a goal, find ways to achieve it, the ability to plan their activities and implement the plan, achieve results, adequately evaluate it, and cope with emerging difficulties. The knowledge gained in the process of activity, the child can then easily apply in practice, which will ensure the success of his schooling in the future. The activity approach, which is implemented in the practice of preschool teachers, makes it possible for children not to be passive listeners who are given ready-made information. Children are included in the independent search for new information, which results in the discovery of new knowledge and the acquisition of new skills. Children's actions are motivated by the game developmental situation proposed by the teacher, which allows preschoolers to determine their "children's" goal of the activity and go towards its implementation. The personality of the teacher is called upon to become an intermediary between the activity and the subject of activity (the child). Thus, pedagogy becomes not only a means of education and training, but to a greater extent - a means of exciting creative and search activity. Updating the content of education requires the teacher to search for methods, techniques, pedagogical technologies that activate the activity, activity of the child, develop the child's personality in the process of various activities. Therefore, the activity approach in organizing the educational process in preschool educational institutions is so in demand. . Activity can be defined as a specific type of human activity aimed at the knowledge and creative transformation of the surrounding world, including oneself and the conditions of one's existence. . Activity - an active attitude to the surrounding reality, expressed in the impact on it. Made up of actions. . Activity - a system of human actions aimed at achieving a specific goal.

The activity approach is: . The activity approach is the organization and management of the child's activities by the teacher in solving specially organized educational tasks of varying complexity and problems. These tasks develop not only the subject, communicative and other types of competencies of the child, but also him as a person. (L.G. Peterson). The activity approach is a way of mastering the educational environment without mental and physical overload of children, in which each child can fulfill himself, feel the joy of creativity.

The activity approach sets the following tasks for the teacher: . Create conditions in order to make the process of acquiring knowledge by the child motivated;

To teach the child to independently set a goal and find ways, including means, to achieve it; . Help the child develop the skills of control and self-control, assessment and self-esteem. A preschooler is, first of all, a figure, striving to know and transform the world. The main idea of ​​the activity approach in education is connected not with the activity itself, but with the activity as a means of the formation and development of the child. That is, in the process and as a result of the use of forms, techniques and methods of educational work, not a robot is born, trained and programmed to accurately perform certain types of actions, activities, but a Person who is able to choose, evaluate, program and design those types of activities that are adequate to his nature, satisfy his needs for self-development, self-realization. Thus, as a common goal, a Person is seen who is able to turn his own life activity into an object of practical transformation, relate to himself, evaluate himself, choose the methods of his activity, control its course and results. The activity approach in education in the aggregate of components is based on the idea of ​​the unity of the personality with its activity. This unity is manifested in the fact that activity in its diverse forms directly and indirectly brings about changes in personality structures; the personality, in turn, simultaneously directly and indirectly selects the appropriate types and forms of activity and the transformation of activity that meets the needs of personal development. The essence of education from the point of view of the activity approach lies in the fact that the focus is not just on activity, but on the joint activity of children with adults, in the implementation of jointly developed goals and objectives. The teacher does not submit ready-made samples, creates, develops them together with the children, a joint search for the norms and laws of life in the process of activity and constitutes the content of the educational process, implemented in the context of the activity approach.

Principles of the activity approach:

The principle of the subjectivity of education: The pupil is not an object of the educational process, not just a performer, he is the subject of the activity through which his self-realization is carried out. . the principle of taking into account the leading types of activities and the laws of their change: It takes into account the nature and laws of changing the types of leading activities in the formation of the child's personality as the basis for the periodization of child development. . the principle of taking into account sensitive periods of development: Focuses on the senezitive periods of development of preschoolers as the periods in which they are most “sensitive” to language acquisition, mastering ways of communication and activity, objective and mental actions. . the principle of overcoming the zone of proximal development and organizing joint activities of children and adults in it: Of particular importance is the position formulated by L.S. Vygotsky: "... by exploring what the child will do on his own, we explore the development of yesterday, by exploring what the child is able to accomplish in cooperation, we determine the development of tomorrow." . the principle of enrichment, strengthening, deepening of child development: the main way of development of a child during preschool childhood is enrichment, filling with the most significant for the child, specifically children's preschool forms, types and methods of activity. The closest and most natural activities for a preschool child - play, communication with adults and peers, experimentation, object, visual, artistic and theatrical activities, child labor and self-service - occupy a special place in the system. . the principle of designing, constructing and creating a situation of educational activity: Activity must be socially significant and socially useful. . the principle of mandatory effectiveness of each type of activity; . the principle of high motivation of any kind of activity; . the principle of mandatory reflectivity of any activity; Reflection is the process of self-knowledge by the subject of internal mental acts and states, analysis of the subject's own experiences. . the principle of moral enrichment used as a means of activities; . the principle of cooperation in the organization and management of various activities; . the principle of the child's activity in the educational process, which consists in the child's purposeful active perception of the phenomena being studied, their comprehension, processing and application.

The activity approach presupposes opening the whole range of possibilities to the child and creating in him an attitude towards a free, but responsible choice of one or another opportunity. The activity approach is the organization and management of the child's activities by the teacher in solving specially organized educational tasks of varying complexity and problems, developing different types of competencies of the child and the child himself as a person.

The structure of educational activities based on the activity approach

Creation of a problem situation: - target setting, . Designing solutions to a problem situation; . Taking action; . Summing up, analysis of performance results.

1. Introduction to educational activities (organization of children); involves the creation of a psychological focus on gaming activity. The teacher uses those techniques that correspond to the situation and characteristics of this age group. For example, someone comes to visit children, an audio recording of bird voices, sounds of the forest is turned on, something new is introduced into the group (Red Book, encyclopedia, game, toy) 2. Creating a problem situation: - target setting, - motivation for activity ; So that the topic of educational activity is not imposed by the teacher, he gives the children the opportunity to act in a well-known situation, and then creates a problem situation (difficulty), which activates the pupils and arouses their interest in the topic. For example: Does Luntik like to walk in the forest? Guys, do you like to walk in the spring forest? What do you like there? What flowers grow in the forest? Name them. Do you pick flowers, give them to your mother? But Luntik told me that he wanted to pick flowers and give Baba Capa for the holiday, but only grass grows in the clearing. Where have all the flowers gone? Can we help Luntik? Want to know where the flowers have gone? 3.Designing solutions to a problem situation; The teacher, with the help of a leading dialogue, helps pupils to independently get out of a problem situation, find ways to solve it. For example: Where can we find out where the flowers have disappeared? You can ask adults. Ask me. Do you want me to introduce you to the Red Book, which lists endangered species of flowers? At this stage, it is important not to evaluate the answers of the children, but to invite them to do something of their choice, based on their experience. 4. Performing actions; A new activity algorithm is compiled on the basis of the old one and a return to the problem situation occurs. Used to solve a problem situation didactic material. Different forms of organization of children. For example, the teacher organizes a discussion by children of the problem: What can people do so that flowers, animals, birds do not disappear? What exactly can we do about it? Pupils choose from the signs proposed by the teacher that are suitable for solving the problem, tell what they mean: Do not pick flowers. Don't trample the flowers. Don't take baby animals home. Don't destroy bird nests. This stage also includes: finding the place of the “new” knowledge in the child's system of ideas, for example: We know that the flowers have disappeared. Because people tear them, trample them. And this cannot be done. Provides the possibility of applying "new" knowledge in Everyday life, for example: in order for Luntik to please Baba Kapa, ​​we will draw a whole clearing of flowers. And we placed signs on our ecological path. Let everyone learn how to treat nature. It provides for self-examination and correction of activities, for example: Guys, what do you think, we coped with Luntik's problem. 5. Summing up, analysis of the results of activities includes: - fixing the movement in terms of content: What have we done? How did we do it? For what? - Finding out the practical application of the new content step: Is what you learned today important? Why is this useful to you in life? -Emotional assessment of activity: Did you have a desire to help Luntik? What did you feel when you learned that many plants are listed in the Red Book? -Reflection of group activity: What did you manage to do together as a team? Did everything work out for you? -Reflection of the child's own activity: And who didn't succeed? What exactly? Why do you think?

Methodological approaches to the organization of classes with children: - The child takes an active position in the lesson: he is either listening, then observing, then acting; - the spirit of discovery dominates during educational activities; - Mandatory change of mise-en-scenes and movement; - The next type of activity should begin with setting the task in general view; - Do not accept children's answers without substantiating their opinion and do not disregard any answer; - Refuse the judicial role: when the child speaks, he refers to the children, and not to the educator; - To teach children to see the possibility of multivariate performance of tasks; - Statistical posture of the child should not exceed 50% of the time of the entire lesson; - In the process of managing children's activities, only a democratic style of communication is acceptable; - It is necessary to support the feeling of success in children.

Methods and forms used in the activity approach: dialogue, project, game motivation, goal setting, creating a situation of choice, reflective pedagogical support, creating a situation of success, ensuring self-realization of children.

Forms of self-realization of preschool children: Exhibitions (thematic and author's); Personal exhibitions of children's works; Presentations; Game projects (a prerequisite for the self-realization of the child is his participation in the project and the product of children's activities); Collections.

So, the golden rules of the activity approach: . Give your child the joy of creativity, awareness of the author's voice; . Lead the child from his own experience to the public; . Be not "ABOVE", but "NEAR"; . Rejoice at the question, but do not hasten to answer; . Learn to analyze each stage of work; . By criticizing, stimulate the activity of the child.

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""Activity approach in the organization of the educational process with preschoolers""

Municipal budgetary preschool educational institution "Kindergarten "Romashka" of the village of Belyanka, Shebekinsky district, Belgorod region"

REPORT

on the topic of:

"Activity approach in organizing the educational process with preschoolers"

Prepared by:

Speech therapist teacher MBDOU "Kindergarten

"Chamomile" Belyanka village"

Dracheva I.N.

The purpose of preschool education at the present stage is the child's continuous accumulation of cultural experience, activities and communication in the process of active interaction with the environment, other children and adults in solving problems and problems (cognitive, moral, aesthetic, social and others) in accordance with age and individual features, which should become the basis for the formation of a holistic picture of the world, readiness for self-development and successful self-realization at all stages of life.

The preschool education standard for an organization is a requirement of the new education law, which recognizes preschool education as a level of general education. GEF DO is a system of requirements for the structure of the main educational program of preschool education and the conditions for its implementation, as well as for the results of mastering the educational program. Attention to the standard is closer, because preschool childhood is that period of a child's life when the family shows maximum interest in him.

In our work, we use a new form of OA in kindergarten. This form of work is aimed at developing the independence of children. It enables preschoolers to independently receive and consolidate the acquisition of knowledge, taking into account their individual characteristics.

Today, education is designed to give the child not ready-made knowledge, but active knowledge that can be acquired only in the course of active interaction with the outside world. Any activity gives invaluable experience and forms important skills in a child: the ability to set a goal, find ways to achieve it, the ability to plan their activities and implement the plan, achieve results, adequately evaluate it, and cope with emerging difficulties. The knowledge gained in the process of activity, the child can then easily apply in practice, which will ensure the success of his schooling in the future.

The activity approach, which is implemented in the practice of preschool teachers, makes it possible for children not to be passive listeners who are given ready-made information. Children are included in the independent search for new information, which results in the discovery of new knowledge and the acquisition of new skills. Children's actions are motivated by the game developmental situation proposed by the teacher, which allows preschoolers to determine their "children's" goal of the activity and go towards its implementation.

The personality of the teacher is called upon to become an intermediary between the activity and the subject of activity (the child). Thus, pedagogy becomes not only a means of education and training, but to a greater extent - a means of exciting creative and search activity.

Updating the content of education requires the teacher to search for methods, techniques, pedagogical technologies that activate the activity, activity of the child, develop the child's personality in the process of various activities. Therefore, the activity approach in organizing the educational process in preschool educational institutions is so in demand.

Activity can be defined as a specific type of human activity aimed at the knowledge and creative transformation of the surrounding world, including oneself and the conditions of one's existence.

Activity- an active attitude to the surrounding reality, expressed in the impact on it. Made up of actions.

Activity- a system of human actions aimed at achieving a specific goal.

The activity approach is:

Activity approach- this is the organization and management of the child's activities by the teacher in solving specially organized educational tasks of varying complexity and problems. These tasks develop not only the subject, communicative and other types of competencies of the child, but also him as a person. (L.G. Peterson)

Activity approach- this is a way of mastering the educational environment without mental and physical overload of children, in which each child can fulfill himself, feel the joy of creativity.

The activity approach sets the following tasks for the teacher:

Create conditions in order to make the process of acquiring knowledge by the child motivated;

To teach the child to independently set a goal and find ways, including means, to achieve it;

Help the child develop the skills of control and self-control, assessment and self-esteem.

A preschooler is, first of all, a figure who seeks to know and transform the world.

The main idea of ​​the activity approach in education is connected not with the activity itself, but with the activity as a means of the formation and development of the child. That is, in the process and as a result of the use of forms, techniques and methods of educational work, not a robot is born, trained and programmed to accurately perform certain types of actions, activities, but a Person who is able to choose, evaluate, program and design those types of activities that are adequate to his nature, satisfy his needs for self-development, self-realization. Thus, as a common goal, a Person is seen who is able to turn his own life activity into an object of practical transformation, relate to himself, evaluate himself, choose the methods of his activity, control its course and results.

The activity approach in education in the aggregate of components is based on the idea of ​​the unity of the personality with its activity. This unity is manifested in the fact that activity in its diverse forms directly and indirectly brings about changes in personality structures; the personality, in turn, simultaneously directly and indirectly selects the appropriate types and forms of activity and the transformation of activity that meets the needs of personal development.

The essence of education from the point of view of the activity approach lies in the fact that the focus is not just on activity, but on the joint activity of children with adults, in the implementation of jointly developed goals and objectives. The teacher does not submit ready-made samples, creates, develops them together with the children, a joint search for the norms and laws of life in the process of activity and constitutes the content of the educational process, implemented in the context of the activity approach.

Principles of the activity approach:

the principle of the subjectivity of education:

The pupil is not an object of the educational process, not just a performer, he is the subject of the activity through which his self-realization is carried out.

the principle of accounting for the leading types of activities and the laws of their change:

It takes into account the nature and laws of changing the types of leading activities in the formation of the child's personality as the basis for the periodization of child development.

the principle of taking into account sensitive periods of development:

Focuses on the senesitive periods of development of preschoolers as the periods in which they are most “sensitive” to language acquisition, mastering the ways of communication and activity, objective and mental actions.

the principle of overcoming the zone of proximal development and organizing joint activities of children and adults in it:

Of particular importance is the position formulated by L.S. Vygotsky:

“... by exploring what the child will accomplish on his own, we explore the development of yesterday, by exploring what the child is able to accomplish in cooperation, we determine the development of tomorrow.”

the principle of enrichment, strengthening, deepening of child development:

the main way of development of the child during preschool childhood is enrichment, filling with the most significant for the child, specifically children's preschool forms, types and methods of activity. The closest and most natural activities for a preschool child - play, communication with adults and peers, experimentation, object, visual, artistic and theatrical activities, child labor and self-service - occupy a special place in the system.

the principle of designing, constructing and creating a situation of educational activity:

The activity should be socially significant and socially useful.

the principle of mandatory effectiveness of each type of activity;

the principle of high motivation of any kind of activity;

the principle of mandatory reflectivity of any activity;

Reflection is the process of self-knowledge by the subject of internal mental acts and states, analysis of the subject's own experiences.

the principle of moral enrichment used as a means of activities;

the principle of cooperation in the organization and management of various activities;

the principle of the child's activity in the educational process, which consists in the child's purposeful active perception of the phenomena being studied, their comprehension, processing and application.

The activity approach presupposes opening the whole range of possibilities to the child and creating in him an attitude towards a free, but responsible choice of one or another opportunity.

The activity approach is the organization and management of the child's activities by the teacher in solving specially organized educational tasks of varying complexity and problems, developing different types of competencies of the child and the child himself as a person.

The structure of educational activities based on the activity approach

Introduction to educational activities (organization of children);

Creating a problem situation:

- target setting

- motivation for activity;

Designing solutions to a problem situation;

Taking action;

Summing up, analysis of performance results.

Introduction to educational activities (organization of children);

involves the creation of a psychological focus on gaming activity. The teacher uses those techniques that correspond to the situation and characteristics of this age group. For example, someone comes to visit the children, an audio recording of bird voices, sounds of the forest is turned on, something new is introduced into the group (Red Book, encyclopedia, game, toy)

2. Creating a problem situation:

- target setting

- motivation for activity;

So that the topic of educational activity is not imposed by the teacher, he gives the children the opportunity to act in a well-known situation, and then creates a problem situation (difficulty), which activates the pupils and arouses their interest in the topic. For example: Does Luntik like to walk in the forest? Guys, do you like to walk in the spring forest? What do you like there? What flowers grow in the forest? Name them. Do you pick flowers, give them to your mother? But Luntik told me that he wanted to pick flowers and give Baba Capa for the holiday, but only grass grows in the clearing. Where have all the flowers gone? Can we help Luntik? Want to know where the flowers have gone?

3.Designing solutions to a problem situation;

The teacher, with the help of a leading dialogue, helps pupils to independently get out of a problem situation, find ways to solve it. For example: Where can we find out where the flowers have disappeared? You can ask adults. Ask me. Do you want me to introduce you to the Red Book, which lists endangered species of flowers? At this stage, it is important not to evaluate the answers of the children, but to invite them to do something of their choice, based on their experience.

4. Performing actions;

A new activity algorithm is compiled on the basis of the old one and a return to the problem situation occurs. Didactic material is used to solve the problem situation. Different forms of organization of children. For example, the teacher organizes a discussion by children of the problem: What can people do so that flowers, animals, birds do not disappear? What exactly can we do about it? Pupils choose from the signs proposed by the teacher that are suitable for solving the problem, tell what they mean: Do not pick flowers. Don't trample the flowers. Don't take baby animals home. Don't destroy bird nests.

This stage also includes: finding the place of the “new” knowledge in the child's system of ideas, for example: We know that the flowers have disappeared. Because people tear them, trample them. And this cannot be done. It provides for the possibility of applying “new” knowledge in everyday life, for example: in order for Luntik to please Baba Kapa, ​​we will draw a whole meadow of flowers. And we placed signs on our ecological path. Let everyone learn how to treat nature. It provides for self-examination and correction of activities, for example: Guys, what do you think, we coped with Luntik's problem.

5. Summing up, analysis of performance results includes:

Fixing movement by content: What did we do? How did we do it? For what?

Finding out the practical application of the new content step: Is what you learned today important? Why is this useful to you in life?

Emotional assessment of the activity: Did you have a desire to help Luntik? What did you feel when you learned that many plants are listed in the Red Book?

Reflection of group activity: What did you manage to do together as a team? Did everything work out for you?

Reflection of the child's own activity: And who didn't succeed? What exactly? Why do you think?

Methodological approaches to organizing classes with children:

The child takes an active position in the lesson: he is either listening, then observing, then acting;

During educational activities, the spirit of discovery dominates;

Mandatory change of mise-en-scenes and movement;

The next type of activity should begin with a general problem statement;

Do not accept children's answers without substantiating their opinion and do not disregard any answer;

Refuse the judicial role: when the child speaks, he refers to the children, and not to the educator;

To teach children to see the possibility of multivariate tasks; - Statistical posture of the child should not exceed 50% of the time of the entire lesson;

In the process of managing children's activities, only a democratic style of communication is acceptable;

Children need to be encouraged to feel successful.

Methods and forms used in the activity approach:

dialogue, project, game motivation, goal setting, creating a situation of choice, reflective pedagogical support, creating a situation of success, ensuring self-realization of children.

Forms of self-realization of preschoolers:

Personal exhibitions of children's works;

Presentations;

Game projects (a prerequisite for the self-realization of the child is his participation in the project and the product of children's activities);

Collections.

So, the golden rules of the activity approach:

Give your child the joy of creativity, awareness of the author's voice;

Lead the child from his own experience to the public;

Be not "ABOVE", but "NEAR";

Rejoice at the question, but do not hasten to answer;

Learn to analyze each stage of work;

By criticizing, stimulate the activity of the child.

Irina Mikhailovna Klimenko
Modern approaches to the organization and planning of the educational process in the context of the implementation of the Federal State Educational Standard

The system is currently being updated in our country. education. Preschool education in modern stage, a difficult task is to be solved - to prepare their graduates for education in elementary school according to the new federal educational standards, teachers are put in a difficult situation - to build the logic of learning in such a way way so that yesterday's preschooler quickly and easily adapts to school educational space.

Modern pedagogical technologies in preschool education are aimed at implementing state standards of preschool education.

A fundamentally important aspect in pedagogical technology is the position of the child in educational educational process attitude towards the child on the part of adults. An adult in communication with children adheres to provisions: “Not next to him, not above him, but together!”. Its purpose is to contribute to the development of the child as a person.

IN GEF the main thing is not the result, but conditions. This is the standard conditions. Conditions- this is the social situation of the child's development - the established system of interaction of the child with the outside world, represented by adults and children. If conditions created - standard implemented. IN process learning You will learn how to build a new learning logic in kindergarten in accordance with GEF in preschool educational institution how to create and implement educational programs what technologies and techniques to use.

Process learning is an integral part of pedagogical process and requires special attention. Due to the rapid development of science and technology, there is also an urgent need to develop and introduce learning process of modern approaches and methods of organizing the learning process, which would match modern the requirements of society. Nowadays, the problem of education is becoming relevant not only for teachers, but for the whole society and the state, therefore the Ministry education and science of the Russian Federation, seriously took up the development of new bills and amendments to the law "About education» .

An activity is an entertaining activity that is based on one of the specific children's activities (or several such activities - the integration of various children's activities carried out jointly with an adult, and is aimed at mastering by children one or more educational areas

So way, "class" how on purpose organized the form of educational activity in kindergarten is indeed cancelled. The activity should be interesting for children, especially organized educator specific children's activities, implying their activity, business interaction and communication, the accumulation of certain information by children about the world around them, the formation of certain knowledge, skills and abilities. But the learning process remains. Teachers continue "study" with kids. However, it is important to understand the difference between "old" training and "new".

Main model organization of the educational process - educational. The main model is the joint activity of an adult and a child. The main form of work with children is a lesson.

Holistic educational process in ECE is a systemic, holistic, developing in time and within a certain system, purposeful process interaction between adults and children, which is personality-oriented, aimed at achieving socially significant results, designed to lead to transformation personal properties and qualities of pupils. Educational process provides each individual with the opportunity to satisfy their needs for

development, develop their potential abilities, preserve their individuality, self-realization.

Naturally, despite the absence of such forms of control that exist at higher levels education, both the teachers themselves and the parents want to understand what the child managed to achieve. Here, unlike other standards, we are talking only about personal results. In this regard, it is allowed to monitor the dynamics of the child's development, but it is needed not for evaluation in itself, but for identifying the ways in which the teacher can allow the child to develop, discover some abilities, overcome problems. It is the teacher-psychologist who should be engaged in such monitoring. Such a study can be carried out only with the consent of the parents or legal representatives of the child.

The educational process in every educational institution and for each pupil (student) has its own uniqueness and originality, conditioned the possibility of participating in its design of subjects of different levels - from the state to a particular teacher, parent and child.

A child - a graduate of a preschool educational institution should have personal characteristics, among them initiative, independence, self-confidence, a positive attitude towards himself and others, developed imagination, ability to volitional efforts, curiosity. The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn. At the same time, it must be borne in mind that today's children are not the children that were yesterday.

principles planning should be based on the formulation of meaningful tasks in different areas in order to complement and mutually enrich each other, the use of various forms of interaction between the teacher and children and children among themselves, adequate to the set general developmental tasks, interrelated activities that form various essential connections in the child's ideas about the world.

It focuses the teacher on the interests and motivation of the child in building a holistic picture of the world in process saturated with the meanings of living a certain period of time.

A valuable and important factor in the educational educational process of preschool educational institution is the creation of an educator conditions for"deployment" internal, personal potential of each preschool child. IN process the formation of integrative qualities in preschoolers, there was a rethinking of the role of the teacher, who became more of a partner or "mentor" than a direct source of information. The position of the teacher in relation to children today has changed and acquired the character of cooperation, when the child acts in a situation of joint activity with the teacher and communication with an equal partner. The forms of interaction with pupils, joint reflections with them, in process which children themselves receive the necessary information. Educators and teachers are developing new forms of work that allow form(teach, educate, develop) preschoolers without even knowing it.

Mastering by teachers the mechanism of integrative planning increases their professional competence, promotes the development of the ability to build a strategy and tactics of their work in the context of pedagogical process based on reflection of one's own activity

DOE uses two main forms planning: annual and calendar plan. Teachers traditionally use the following types planning: calendar-thematic, perspective-calendar, block, complex. The new look is the modular planning.

Modular planning takes into account the peculiarities of work contemporary preschool institution and consists of three interconnected sections:

Perspective-calendar planning;

Implementation of continuity between preschool and school;

Communication with preschool specialists education and public organizations.

Accounting diverse needs child: in recognition, in communication, in cognition, in movement, in the manifestation of activity and independence; Encouragement of children's play, research and creative activity of children, children's issues; The developmental interaction of the child with adults and with peers: Implementation of the activity approach; IN contemporary Kindergarten children are valued, not evaluated. Value orientations organization of the educational process in accordance with the requirements GEF DO

The main task of preschool organizations – to create conditions in which children develop, they are interested, and in the end live fully preschool age and motivated to move to the next level education - to school

IN modern kindergarten educational process should not be limited to direct educational activities, it is stretched throughout the day.

The teacher's task is plan the educational process in such a way so that together with the pupil to fully live all his stages: preparation, holding, discussion of the results. At the same time, it is important that the child has positive emotional experiences and memories. At the same time, in joint activities with the teacher, the pupil takes a step forward in his development.

This method educational process planning requires a high level of professionalism, general culture and creativity from the educator. The teacher must be able to integrate educational areas , select the most effective forms organizations children's activities to solve specific program tasks, as well as to be able to pedagogically soundly combine different methods and techniques, focusing on the age and individual characteristics of children. Modern educator is a creative, interested person, competent organizer and the designer of the environment for the development and accumulation of positive emotional impressions by the child.

“A person cannot truly improve unless he helps others to improve.” Charles Dickens

Create yourself.

Like there are no children without imagination so there is no teacher without creative impulses.

Creative success to you!

Guskova Valentina Alekseevna
Job title: educator
Educational institution: MADOU kindergarten No. 10 "Sunflowers"
Locality: Balakovo Saratov region
Material name: article
Subject: INNOVATIVE APPROACHES TO THE ORGANIZATION OF THE EDUCATIONAL AND EDUCATIONAL PROCESS IN DOE.
Publication date: 18.02.2017
Chapter: preschool education

INNOVATIVE APPROACHES TO ORGANIZATION

EDUCATIONAL AND EDUCATIONAL PROCESS IN DOE.

Guskova Valentina Alekseevna

educator

Shagova Galina Innokentievna

Kindergarten manager
MADOU "Kindergarten No. 10" Sunflower ", Balakovo E-mail: guskovavalentina81@mail
Annotation:
The article discusses the ongoing education reforms at the present time, which are aimed at improving the effectiveness of teaching preschoolers.
Keywords
: family, children, kindergarten.
INNOVATIVE APPROACHES TO ORGANIZATION OF EDUCATIONAL

AND OBRAZOVATELNOGO IN DOE.
Gus "kova Valentina educator Shahova Galina Innokentievna Head of kindergarten MADOU "the kindergarten No. 10 "podsolnushek", Balakovo E-mail: guskovavalentina81@mail
Abstract:
the article deals with the ongoing education reform at the present time, which are aimed at improving the effectiveness of training preschoolers.
key words
: family, children, kindergarten.
The current educational reforms aimed at improving the efficiency of preschool education impose new requirements on the organization of the work of kindergartens. The application of innovative approaches to the upbringing and educational process in a preschool institution is an important condition for improving the system of preschool education. A preschool educational institution is one of the social institutions that responds to the most important, life-supporting needs of society. In our time, society puts goals and objectives, primarily aimed at the development of the individual, at the forefront. The management system of a preschool institution can function effectively only when all its components meet the requirements of today. The development of the institution involves an innovative approach, improving the structure of the entire organization of the kindergarten, the transition to a horizontal corporate management principle, in which managers purposefully improve their activities and the activities of their employees. To build such a management system, a necessary condition is the formation of highly motivated professionally trained leaders and teachers who are able to work taking into account the situational, systemic and project approaches that involve qualitative changes in a preschool institution. As for the head of an institution, he must first of all be the bearer of a new managerial thinking focused on the integration of the efforts of employees, the widespread use of cultural and ethical management tools. Preschool institutions, using innovative educational technologies, have the opportunity to improve their activities in the upbringing and education of preschoolers and achieve higher
results in the work, which allows to improve the quality of education at its initial stage. Without innovation, without the use of new methods and approaches, the qualitative development of preschool institutions is impossible. The central element of the educational system is the teacher. It is he who improves his methods of working with children, applies new developments in the process of education and training, improves the methods of presenting this or that educational material to children. The concept of modernization of Russian education makes high demands on the work of teachers, it is aimed at improving the quality of preschool education, creating conditions for the personal development of each child. All this requires a new set of skills from teachers - to design the development of the educational system or their own educational activities. A modern professional teacher should be capable of such new activities as formulating a problem, developing means for solving it, working through concepts, reflecting on the results of a project, building meaningful communication with other subjects of the educational process. In the process of improving the forms of methodological work with the teaching staff, aimed at increasing the professional competence of educators, the project method began to be widely used in our preschool institution. Designing, as a creative activity of teachers, allows you to accurately formulate the goals and objectives of the upcoming activities, analyze and systematize the totality of available and necessary funds that provide optimal ways to achieve
the desired result, and most importantly, they open up opportunities for pedagogical creativity. When choosing innovative approaches to building the pedagogical process in our preschool institution, they strive to improve the qualifications of teachers, raise the authority of the institution and win the trust of parents. The task was set before the teachers - to constantly improve professional skills, because. this contributes to improving the quality of the educational process in preschool educational institutions. One of the successful solutions to the problems of innovation is the professional level, psychological readiness for new participants in the innovation process. In our preschool educational institution, work began on improvement with a deep comprehensive analysis of the educational process, professional and creative capabilities of teachers. In the process of analyzing the accumulated experience of our preschool institution, certain patterns were noticed that affect the creative individuality of each teacher. Not every teacher can realize his creative abilities and apply them in working with children. Many educators needed help with their own creative disclosure, moreover, help was needed in finding this application in common work the entire kindergarten. The teaching staff faced the problem of a lack of knowledge and skills to methodically competently build interaction with children's and parent groups on the problem under study. It is this fact that prompted teachers to realize that there is a need to learn or self-educate. Based on this, in our preschool educational institution we welcome and encourage self-education of educators, attendance at seminars, workshops and trainings aimed at improving
educational activities in the preschool educational institution, as well as the study of the project method. Innovative activities in our preschool educational institution are implemented through group thematic projects that are aimed at the work of a teacher with children in the main sections of the education and training program in kindergarten. The program includes the artistic and aesthetic development of children, physical culture and health activities, experiment l n o - research and social work. Before introducing a particular project into the educational process, it is actively discussed at the methodological meetings of the staff of the preschool educational institution. The project can be adjusted and supplemented with methodological developments of other educators. Thus, there is a transfer of experience and ideas between educators in kindergarten and all the most interesting things are introduced into the educational process. It is also possible to adjust possible problems and errors in the project based on the experience of educators who have already implemented a similar project in their teaching practice. Also, after the implementation of a project, it is discussed at a meeting of educators, which allows you to identify the advantages and disadvantages of projects. Based on the results of the discussion of the activities carried out and the study of the productive activities of children, teachers make proposals for possible adjustments to projects, methods, methods of working with children and parents, determine the future prospects of this project: continue the accumulation of material to summarize the experience of working on this issue; take as a basis thematic plan; include abstracts of classes and entertainment in the cycle already existing in the preschool educational institution. Also, the principle of individualization of education is widely applied in our preschool institution. Accompanying the development of the child
becomes an integral element of preschool education in the context of its modernization. Individualization of education is the process of revealing a person's individuality in a specially organized educational activity. The technology of accompanying the development of the child allows us to solve this problem. Accompanying a child guarantees assistance and support to any child, taking into account his individual capabilities - development potential, needs and interests. The introduction of innovative approaches in the educational process of the preschool educational institution allows you to find an approach to each child, identify his talents and contribute to the development of personality.
Bibliography:
1. Belaya K.Yu. Innovative activity in the preschool educational institution: Methodological guide. - M .: TC Sphere, 2005. 2. Volobueva L.M. The work of the senior educator of the preschool educational institution with teachers. - M.: TC Sphere, 2003. 3. Volobueva V.Ya., Gazina O.M., Fokina V.G. Organization of the work of a kindergarten methodologist. - M.: APO, 1994

For the first time, a child is included in the education system, entering a kindergarten, then for the first time he enters a new educational level - primary school. It is at this transitional moment that the “safety cushion” is the continuity of institutions.

As Lev Semyonovich Vygotsky said:

"Schooling is never

starts from scratch, but always

based on a certain stage

development done by the child.

For the first time, a child is included in the education system, entering a kindergarten, then for the first time he enters a new educational level - primary school. It is at this transitional moment that the “safety cushion” is the continuity of institutions.

The kindergarten should become the foundation, and the school the building.

The FSES DO and FSES IEO are based on a single theoretical basis - a system-activity approach, which involves - the upbringing and development of personality traits, the formation of readiness for self-development and continuous education; active cognitive activity of children; construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students.

The main purpose of the Federal State Educational Standards for Distance Education and the Federal State Educational Standards for the IEO is the formulation and provision of a system of interrelated requirements established at the federal level: to the structure, conditions and results of the implementation of basic educational programs.

The development of the Program in the preschool educational institution is not accompanied by intermediate certification and final certification of pupils.

Preschool education today is undergoing great changes, the foundation of which was laid by the state, which is showing great interest in the development of this area. Currently, preschool institutions can choose priority areas, programs, types of educational services, new forms of work focused on the interests of the teaching staff and parents.

Competently compiled models of the educational process in a preschool institution serve as a guide for teachers, help to solve the problems of quality education

A holistic educational process in a preschool educational institution is a systemic, holistic, developing over time and within a certain system, purposeful process of interaction between adults and children, which is personality-oriented, aimed at achieving socially significant results, designed to lead to the transformation of personal properties and qualities of pupils.

The educational process provides each individual with the opportunity to satisfy their developmental needs, develop their potential abilities, preserve their individuality, and fulfill themselves.

The educational process should:

§ Combine the principles of scientific validity and practical applicability;

§ Meet the criteria of completeness, necessity and sufficiency;

§ To ensure the unity of the educational, developmental and teaching goals and objectives of the process of educating children.

The educational process in each educational institution and for each pupil (student) has its own uniqueness and originality, due to the possibility of participating in its design of subjects of different levels - from the state to a specific teacher, parent and child.

To design an optimal model of the educational process in accordance with the Federal State Educational Standard, it is necessary to remember what basic educational models exist in the preschool educational institution at the present time.

Three models of organization of the educational process in preschool educational institutions

1. Training model

The organization of the educational process in a preschool institution is based on the principle of divided educational methods, each of which has its own construction logic. In this model, the position of an adult is that of a teacher: the initiative and direction of activity entirely belongs to him. The model is designed for early hard programming of the educational environment in the form of methods.

2. Complex-thematic model

The organization of educational content is based on a topic that acts as communicated knowledge and is presented in an emotional-figurative form. The implementation of the theme in various types of children's activities (“living” by the child) forces the adult to choose a freer position, bringing it closer to a partner.

The model makes rather high demands on the general culture and the creative and pedagogical potential of the educator, since the selection of topics is a complex process.

3. Subject-environment model

Conclusion: the features of these prototype models must be kept in mind when designing an optimal model of the educational process for preschool children. It is possible to use the positive aspects of the complex-thematic and subject-environment models: the unobtrusive position of an adult, the variety of children's activities, the free choice of subject material.

An integrative approach to building a holistic pedagogical system

Integrative planning principles should be based on the formulation of meaningful tasks in different areas in order to complement and mutually enrich each other, the use of various forms of interaction between the teacher and children and children among themselves, adequate to the set general developmental tasks, interrelated activities that form a variety of essential connections in the child's ideas about world It focuses the teacher on the interests and motivation of the child in building a holistic picture of the world in the process of living a certain period of time rich in meanings.

In the optimal case, when planning the pedagogical process, the educator takes as a basis a fragment of reality associated with the previous and subsequent acquaintance with the outside world, organized around the interests and capabilities of the child, reflecting the process of the formation of the image of the world at this stage of its development, the current situation from the surrounding space (family, kindergarten, city, country, world). The teacher analyzes what types of activities allow the child not only to learn new things and play, but also what experience can be relied upon, what developmental tasks are associated with these types of children's activities, how they can be combined with each other, how it is most motivated and expedient to introduce preschoolers into the studied fragment, combine disparate information into a single whole, master and generalize the material, stimulate children's creativity, encourage communication, present the result, taking into account the point of view of the child.

Traditional planning is characterized by a rigidly fixed schedule for a week of classes with children, it never changes, in fact it is similar to the schedule of lessons in a school. Such planning does not ensure the integrity of development, and leads to a fragmented picture of the surrounding world. As a result, the child has a weak cognitive motivation, the extinction of the desire to establish relationships, etc.

The model of integrative planning of the pedagogical process with preschoolers is distinguished by the general target settings for the development of the surrounding world in all its manifestations, in completeness and integrity. This is facilitated by building a common semantic context that is significant for children, establishing the relationship between different types of children's activities and different forms of their organization, the unity of adults' views on the development of the child, taking into account different vectors of pedagogical influence on the development of children (direct and indirect), uniting the efforts of all participants in the pedagogical process.

All this allows us to take into account what happened to the children before, what they have already learned, what they have to learn. Various types of children's activities are united by the tasks set, adults treat each other collegially, children enter into different kinds interactions in free and organized activities. The logic of development from year to year is preserved, but enriched at a new stage in the development of the children's community and each child individually, taking into account the age, season, moment of the pedagogical process, the actual content of the surrounding reality, which also allows solving spontaneously arising moral problems.

Independent activities (play, outing events, experimentation) are combined with activities organized by adults. The main structural components of the model of goals, objectives, a general perspective on creating conditions for the assimilation of a common human culture - contribute to the overall development of the child.

The model allows you to flexibly and variably change the sequence of the forms of organization of the pedagogical process used in accordance with the initiatives of children, their mood, bright events in the world around them, provides for the selection of such forms of activity that best correspond to the tasks of development and the important content of the activity. Space is given to the emotional manifestations of children, their semantic constructions. Causal relationships within certain areas of the studied world around us remain, but they are also embedded in other areas through different types of activities using content transitions.

The implementation of the integrative content of the pedagogical process necessarily involves special planning, which itself is integrative in nature, since it is based on a single semantic context. It provides for the organization different types children's activities in their relationship, based on their internal logic of development and different vectors of using pedagogical influence (direct and indirect - through the organization of children's interaction with each other and through the organization of the developing subject environment).

Integrative planning provides semantic interrelations of system-forming components that make it possible to create conditions for the emergence of wide associative fields in children on the following basic principles: the connection of training sessions with the child’s experience and needs, each specificity appears to the child as a manifestation of something in common, the development of the same meanings with using different styles of perception, the demand for previous experience in the present in different situations- in training sessions and in independent activities of children, etc.

The developed planning model makes it more flexible than the traditional approach. Its structural components can be changed. This approach contributes to the variative construction of the content, which retains its basic focus and takes into account the specifics of the educational institution.

Mastering the mechanism of integrative planning by teachers increases their professional competence, contributes to the development of the ability to build a strategy and tactics of their work in the context of the pedagogical process on the basis of reflecting on their own activities, evaluating its results from the point of view of the overall development of the child. Such planning becomes a teacher's tool in his professional interaction with colleagues.

The main goal of integrative planning of the content of the pedagogical process is to introduce the child to the active development of the world around him in its various manifestations (objects, nature, human relations, ways of knowing, etc.), which are enriched and deepened, which ensures the formation of the first ideas about the integrity of the world around, as well as development in children of general abilities for cognition, creativity. The latter is manifested in the ability of children to independently identify different properties and establish some connections between them, reflect their understanding of one or another meaning, creating a subjective original product of various types (design, drawing, text, game plot, etc.).

Modern requirements for planning educational activities in accordance with the Federal State Educational Standard of preschool education.

The basis of the educational process is planning. Plan - it is a project of pedagogical activity of all participants in the educational process.

Planning - this is a scientifically based organization of the pedagogical process of a preschool educational institution, which gives it content, certainty, controllability.

Psychological and pedagogical research recent years showed that it is not so much the teacher's knowledge of the age and individual characteristics of children that is of paramount importance in planning, but taking into account their personal characteristics and capabilities. Developing, personality-oriented interaction is understood as a reliance on the personal qualities of the child, which requires the educator:

1. Constant study and good knowledge of the individual characteristics, temperament, character traits, attitudes, habits of children;

2. Ability to diagnose, know the real level of formation of personal qualities, motives and interests of children;

3. Timely identification and elimination of the reasons preventing the child from achieving the goal;

4. Combinations of education with self-education;

5. Reliance on activity, development of initiative, amateur performance of children.

Planning of upbringing and educational work in a preschool institution is one of the main functions of managing the process of implementing the main educational program and reflects various forms of organizing the activities of adults and children.

All specialists of the preschool educational institution are included in the design of activities: a music director, a physical education instructor, a speech therapist, teachers of additional education and, of course, educators as active participants in the creative group of the institution. As partners, they make proposals of a substantive and organizational nature.

Mandatory pedagogical documentation of the educator is a plan of work with children. There are no uniform rules for maintaining this document, so it can be drawn up in any form convenient for the teacher. However, there are several important conditions that must be observed when planning:

§ an objective assessment of the level of their work at the time of planning;

§ highlighting the goals and objectives of planning for a certain period of work, correlating them with an exemplary general educational program of preschool education, according to which the educational process is organized, the age composition of a group of children and priority areas of the educational process in a preschool educational institution;

§ a clear presentation of the results of the work to be achieved by the end of the planning period;

§ choosing the best ways, means, methods to help achieve the goals, and therefore get the planned result.

The plan can be adjusted and refined in the process of its implementation. However, the number of amendments can be kept to a minimum if the principle of forward and scheduling is observed.

No matter how the plan of educational work with children is designed, it must meet certain requirements:

§ be based on the principle of developmental education, the purpose of which is the development of each child;

§ on the complex-thematic principle of building the educational process;

§ on the principle of integration of educational areas in accordance with the age capabilities and characteristics of the pupils of the group;

§ to ensure the unity of the educational, developmental and training goals and objectives of the education of pupils, in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children;

§ the planned content and forms of organization of children must correspond to the age and psychological and pedagogical foundations of preschool pedagogy.

When planning and organizing the pedagogical process, it is important to take into account that the main form of work with preschool children and the leading activity for them is the game.

In accordance with the complex-thematic principle of constructing the educational process, the Federal State Educational Standard offers not a set of individual game techniques to motivate educational activities, but the assimilation of educational material in the process of preparing and conducting any significant and interesting events for preschoolers.

Education through the system of classes will be restructured to work with children according to the "event" principle. Such events will be Russian holidays (New Year, Family Day, etc.), international holidays (Kindness Day, Earth Day, etc.). Holidays are joy, tribute, memory. Holidays are events for which you can prepare, which you can look forward to. Project activities will be a priority. The criterion that this principle will work will be the active, interested participation of the child in a particular project, and not a chain of actions at the direction of an adult. After all, only an active person can become successful.

§ A topic is selected, designed for 2-6 weeks;

§ All forms of educational work continue the chosen topic;

§ Each topic ends with a final event (exhibition, holiday, sports entertainment, role-playing game, performance, etc.).

Thematic planning is planning in accordance with the exemplary basic general educational program of preschool education in all educational areas (physical, social and personal, cognitive, speech and artistic and aesthetic).

Types and forms of planning

DOE uses two main planning forms: annual and calendar plan. Teachers traditionally use types of planning: calendar-thematic, prospective-calendar, block, complex. A new type is modular planning.

modular planning takes into account the features of the work of a modern preschool institution and consists of three interrelated sections:

perspective-calendar planning;

Implementation of continuity between the preschool educational institution and the school;

communication with specialists of preschool education and public organizations.

Pedagogical diagnostics is also connected to planning to assess the achievements of children, the effectiveness of pedagogical efforts, and correct the level of development of children.

The priority direction of management of the pedagogical process is modeling and adaptation exemplary educational models to the conditions of the preschool educational institution, preschool group. The organization of the pedagogical process requires appropriate technologies.

Models of pedagogical technologies:

§ individual pedagogical support;

§ personal pedagogical support.

The task of the teacher is to plan the educational process in such a way that, together with the pupil, to fully live through all its stages: preparation, conduct, discussion of the results. At the same time, it is important that the child has positive emotional experiences and memories. At the same time, in joint activities with the teacher, the pupil takes a step forward in his development.

This method of planning the educational process requires a high level of professionalism, general culture and creativity from the educator. The teacher must be able to integrate educational areas, select the most effective forms of organizing children's activities to solve specific program tasks, and also be able to combine different methods and techniques in a pedagogically sound manner, focusing on the age and individual characteristics of children.

A modern educator is a creative, interested person, a competent organizer and designer of the environment for the development and accumulation of positive emotional impressions by the child.

PROBLEM-GAME TRAINING

AS AN EDUCATIONAL ACTIVITY DESIGN METHOD

The game, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.

One of the types of education and training of preschoolers that contribute to development is problem-based learning. Problem-based learning is the orientation of the educational process to the capabilities of a particular person and their implementation. The basis of problem-based learning is that the child not only acquires specific knowledge and skills, but also masters the methods of action.

So what is problem? (answers of the teacherthV)

Problem - a real impediment to the achievement and performance of any activity.

Problem situation- a state of mental difficulty in children caused by the insufficiency of the knowledge and methods of activity previously acquired by them to solve a cognitive task, task or educational problem. In other words, problem situation- this is a situation in which the subject wants to solve problems that are difficult for him, but he does not have enough data, and he must look for them himself.

Problem situations contribute to the development of mental activity in a child. A problem situation is a task that needs to be solved, the main link in the problem situation is contradiction. It is important for the teacher not to miss the moment to help the children see the inconsistency, the contradiction that one or more children noticed in the lesson, and to include them in active search activities.

A problematic situation arises when the teacher deliberately confronts children's life ideas (or the level they have achieved) with scientific facts that they cannot explain. - Lack of knowledge and experience.

Typical signs of problems in the classroom:

· There is a state of intellectual difficulty;

· There is a contradictory situation;

There is an awareness of what the child knows and can do and what he needs to know to solve the problem.

There are four levels of difficulty in learning:

1. The educator himself sets the problem (task) and solves it himself with active listening and discussion by the children.

2. The teacher poses a problem, the children independently or under his guidance find a solution. The teacher directs the child to an independent search for solutions (partial search method).

3. The child himself poses a problem, the teacher helps to solve it. The child develops the ability to independently formulate the problem.

4. The child himself poses a problem and solves it himself. The teacher does not even point out the problem: the child must see it on his own, and when he sees it, formulate and explore the possibilities and ways to solve it.

The problem situation is created by the educator with the help of certain techniques, methods and means:

Lead the children to the contradiction and invite them to find a way to resolve it themselves;

Presentation of different points of view on the same issue;

Encouraging children to make comparisons, generalizations, conclusions from the situation, comparison of facts;

Statement of specific questions (for generalization, justification, concretization, logic of reasoning);

Statement of problematic tasks.

Stages of the problem solving process:

1) search for means of analyzing the conditions of the problem with the help of leading questions with the actualization of previous knowledge: “what do we need to remember to solve our problem?”, “What can we use from what we know to solve the problem?”

2) the process of solving the problem. It consists in the discovery of new, previously unknown connections and relationships of the elements of the problem, i.e. putting forward hypotheses, searching for a key, idea of ​​a solution. The child looks for solutions "in external conditions", in various sources of knowledge.

3) Proof and verification of the hypothesis, implementation of the ideas of the solution found. This means performing some operations related to practical activities.

K. Babansky notes that in the system of problem-based learning, the main point will be precisely the creation of the problematic situation itself as a unit of problem-based learning. Learning with the help of problem situations has a positive impact on the assimilation of all components of the content of education, such as knowledge, skills and experience, as well as the experience of creative activity and value orientations in each lesson.

Requirements for problematic situations:

1. The solution of a problem situation should be maximally directed to the independence and creative activity of the pupil;

2. The problem should correspond to the information that the student learns, based on the information he already has.

3. The problem situation should create some difficulty in its solution and at the same time be feasible in order to contribute to the formation of needs in its solution;

4. The formulation of the problem situation should be as clear as possible 5. The problem situation should be based on the basic didactic principles of teaching (scientific, systematic, etc.)

Do not forget about the correspondence of the problem situation to the age of the child, do not set unbearable tasks!

So, studying the topic “Water”, the teacher reports reliable scientific knowledge that all living organisms, including plants, animals and humans, are two-thirds water.

Looking carefully at the indoor flowers, vegetables laid out on the table, the children ask with surprise: “Where is this water?”.

The bottom line is that the child's life experience is confronted with scientific knowledge that seems to him wrong due to the fact that it does not correspond to his life ideas and previously acquired experience.

There is a contradiction. A preschooler does not accept new knowledge that does not fit into the system of his knowledge, into the formed picture of the world.

And the teacher does not seek to convince him and impose new knowledge (this is the fundamental difference between problem-based learning).

He carefully listens to all objections, encourages independence of judgment, activity in the discussion, which is very important: listen to everything, we emphasize, all the assumptions of the children, thank you for your active participation and gradually lead to the thought “What can be done to make sure of this?”(To verify this, you need to squeeze them through gauze or a juicer)

H man, according to S. L. Rubinshtein truly owns only what he obtains by his own labor.

Thus, by creating problem situations, we encourage children to put forward hypotheses, draw conclusions and, what is very important, teach them not to be afraid to make mistakes, we do not read moralizing. After all, it breeds shyness. According to A.M. Matyushkin, the fear of making a mistake fetters the child's initiative in posing and solving intellectual problems. “Afraid of making a mistake, he will not solve the problem himself - he will seek help from an omniscient adult. He will only solve easy problems," which will inevitably lead to a delay in intellectual development. It is very important that the child felt a taste for obtaining new, unexpected information about the objects and phenomena surrounding him.

Teachers should not forget that problem situations are used not only in the “Know the World” classes, but also in mathematics, speech development, literacy, and construction. Creatively approach the process of child development in the classroom.

All the age periods following the preschool age with their leading types of activity (primary school age - educational activity, middle school age - socially useful, senior school age - educational and professional activity) do not crowd out the game, but continue to include it in the process.

Primary school age is characterized by brightness and immediacy of perception, ease of entering into images.

The game form of a lesson at school is created with the help of game techniques and situations that act as a means of inducing, stimulating students to learning activities.

In the game model of the educational process, the creation of a problem situation occurs through the introduction of a game situation: the problem situation is lived by the participants in its game incarnation, the basis of activity is game modeling, part of the students' activity occurs in a conditional game plan.

The boys are acting game rules (so, in the case of role-playing games - according to the logic of the role being played, in simulation-modeling games, along with the role-playing position, the "rules" of the simulated reality apply). The game environment also transforms the position of the teacher, who balances between the role of organizer, assistant and accomplice in the overall action.

The results of the game are double plan - as a game and as an educational and cognitive result. The didactic function of the game is realized through the discussion of the game action, analysis of the correlation of the game situation as a modeling one, its relationship with reality.

The most important role in this model belongs to the final retrospective discussion, in which students jointly analyze the course and results of the game, the relationship between the game (simulation) model and reality, as well as the course of educational-game interaction. The arsenal of elementary school pedagogy contains games that help enrich and consolidate children's everyday vocabulary, coherent speech; games aimed at the development of numerical representations, learning to count, and games that develop memory, attention, observation, strengthening the will.

Forms of interaction in a game situation can be:

1. Cooperation is interaction in the process of a game situation, in which one participant captures the state of the other, accepts his actions and develops for further successful resolution of the situation, i.e. cooperation is based on assistance to the partner.

2. Confrontation is an open or hidden rejection of the positions of opposite parties for reasons of an objective-subjective nature, which aggravates a positive resolution of the situation.

Forms of organization and manifestation of game situations can also be extremely diverse. Much in the process of emergence and development will depend both on the objective circumstances of the educational process, and on the actual subject of pedagogical activity - the teacher.

Today I want to make a presentation of one of the educational games - "Voskobovich's Towers". Sounds, letters, syllables, words, sentences ... How difficult it is for a child to learn how to combine letters into syllables, and words into sentences.

"Voskobovich's Towers" is an excellent game model for preparing children for learning early reading.

There is a chest, there is a teremok. The chest is put into the teremok - it turns out a syllable. Such construction helps children understand the principle of merging sounds in a syllable. Towers with chests are connected together and in this way words are composed. In total there are 12 chests, 12 houses - a very compact, convenient design.

First stage. Introduction to sounds and letters: vowels and consonants, the division of consonants into hard and soft, voiced and deaf. First, the baby learns to distinguish sounds, then he begins to understand that the letter is the “icon” of the sound. With the help of tactile analyzers, a motor image of a letter is formed in the child's mind.

So, we create a problem-game situation. “In one fabulous city on Taciturn Street, letters live in their houses:

Worth WHITE teremok

Who, who lives in it?

Letter B and letter P

Letter V and letter F.

What do you think is the main letter here? (this is indicated by the color of the tower).

What birds and animals can live in this house? (their names begin with letters V-F, B-P).

What items can be put in the teremok?

Consider blue, yellow towers - what unites them? (paired ones live in them: voiced and deaf consonants).

Unpaired voiced consonants live in lilac.

In brown - unpaired voiceless consonants.

And the silver teremok is secret, why do you think? (the unpaired consonant Y and consonant substitutes, indicated by an asterisk, live in it.)

The blue color of the letter, what does it mean? (Always solid).

Green? (Always soft).

There is a hole in the teremka for a vowel.

And the arch for the light - a recess for an asterisk showing "forbidden" or "atypical" combinations of consonants with vowels.

We come up with a story about funny acrobats. They are very fond of traveling around cities, amusing people, showing performances and singing their songs. Each jester has his own song (sound). The jesters kept these songs in magic musical chests.

Next, we will focus on two chests - blue and green, the so-called chests of the first stage of learning to read. The colors "blue" and "green" - symbols of the softness and hardness of the consonant sound - will subsequently become a hint for children. What is located on the five sides of these cubes? Pairs: a letter and its image. Here the jester shows the letter A, his name is Harlequin. If the jester represents the letter O, then his name is Orlekin. And if U - guessed? - Urlequin. These are fairy-tale characters with whom the child is more interested than with a sign.

The third - a double chest shows us double sounds: A-Z, U-Yu, Y-I, O-Yo, E-E.

And the fourth chest is iconic. Shows hard and soft signs, vowel substitute, vowel and consonant substitute, and stress.

The lid of the chest - blue or green - shows the hardness or softness of the consonant sound.

You can complete the game with chests with a kind of exercise: sing the song of each jester and try to show the letter in the same way as an acrobat does.

Second phase. Introduction to syllables. Merging letters.

The jesters ended up on Taciturn Street and decided to teach its inhabitants to sing their songs. Harlequin came to visit the inhabitants of the Blue Tower and, with the help of a musical blue chest, taught them to sing: Ga-a-a, Ka-a-a, Yes-a-a, Ta-a-a. Then the green chest teaches its songs: Gi-i-t, Di-i-i, Ki-i-i, Ti-i-i.

We draw attention to the exceptions of the Russian language. We explain that if a syllable is difficult to pronounce or it does not occur at all, then a light (“prohibition”) lights up in the Arch of the Window.

Third stage. Syllabic reading. Reading simple words.

Towers provide an excellent opportunity to turn this process into a series of games: "Locomotive, wagons", "Shifters", "Substitutions". "Tree", "Chains", etc.

Game "Riddles"

Word game. Sequential composition of words with the replacement of one syllable.

Gives milk ... who? (COW)

Sparkling diamond... what? (CROWN)

Creaking in the yard… what? (GATES)

Shouting kar-kar-kar ... who? (CROW).

This game can be used as part of the lesson, for example, we decided to knead the dough and remember what is needed for this, and without which it is not possible to knead the dough, or what is the main thing in the dough? Flour. We spread this word with the help of Voskobovich's towers. Using the hammer, we show the stressed syllable.

And if you and I do not add flour to the dough, then what can happen? (children's options).

That's right - a complete mess.

This game has a lot of possibilities, and I hope you noticed this and perhaps saw other options for using this game both in direct educational activities and