Raising a child in different activities. Early Childhood Education
Preschool age lasts from 3 to 7 years and can be conditionally divided into several periods:
- · Junior preschool age (3 - 4 years);
- · Middle preschool age (4 - 5 years);
- · Senior preschool age (5 - 7 years).
Preschool begins with crisis three years , in another way it is called "I myself!". Crisis 3 years - one of the brightest crisis periods of our lives. It is characterized by a surge of increased independence of the child. In this regard, an internal psychological conflict arises between the needs of the child to be independent, to do everything on his own and his physical capabilities (more precisely, impossibilities). In addition, from this age, the requirements for the child on the part of adults also increase. He is told “You are already big”, “Look at your behavior”, “You must”, etc. This crisis is resolved due to the fact that an adult reveals new types of activities for the child, thanks to which the child can show his independence and initiative, express himself.
During the period of preschool childhood, the child develops physically quite quickly. By preschool age, the child becomes physically stronger, coordination of movements improves, children can not only walk and run, by the age of three they can already jump, climb stairs, crawl, etc. Muscles are strengthened and skeletal system. In the future, all these movements are improved.
At this age it is very important . It lies in the fact that the child must be taught to take care of his health, to enjoy physical exercise. One of the most effective methods educating preschoolers will be your personal example of behavior. What kind of physical education can we talk about if mom and dad lie on the couch and watch TV all day off?! Or spend time sitting at the computer?! If the child attends a kindergarten, then on weekdays he will do morning exercises there. At the weekend - you must set a personal example. Judge for yourself: if in kindergarten they say that it is necessary to do exercises, that it is good for health, the child sees there how everyone joins this useful habit, but at home? Parents do not want to do this at all and ... do not! The child has a contradiction: “What is right? Is someone cheating? Need to check!". And ... checks ... with childish pranks, for which he bears an undeservedpunishment! Therefore, try to stick to the habitual for the child, do exercises with him, at least 5 minutes. It will be good for the child and good for you. Come up with your own morning gymnastics complex.
Good ones means for physical education of children at this age - communication with nature, acquaintance with various sports, outdoor games.
Physical development of a preschool child directly related to the mental. Thanks to their physical activity, developed movements, coordination, children are better able to show their curiosity, explore the world, observe, study, experiment, etc. This manifests itself and development of preschoolers . The age of 4 years is rightly called the "age of why". The child constantly asks adults various questions. By the nature of the questions, you can judge at what level of development your child is. The first questions of a preschooler designate the world around him (“what is this?”, “Who is this?”, “What is it called?” Etc.). Then questions appear that help to establish causal and causal relationships, the key word in them is “HOW?” and why?" (“how is it done?”, “how is it arranged?”, “why does the wind blow?”, “why does the butterfly fly?”, etc.).
By implementing preschool child , an adult must answer all the questions of the child, no matter how tired he is of them. If you constantly brush off your child's questions, there will be a decrease in cognitive interest, which will later be replaced by indifference. Of course, for this, an adult needs to “try” very hard, because. curiosity among preschoolers is quite stable, but some succeed. If you satisfy the need for knowledge, then cognitive interest of a preschooler will be at a sufficiently high level, which in the future will help with preparing a child for school .
In addition to the surrounding world, preschoolers begin to be interested in their inner world, i.e. preschool children begin to show cognitive interest to ourselves, to our body, to our feelings and experiences - this is called development of self-awareness of preschoolers. Development of children's self-awareness goes through a series of stages: first, children separate themselves from the world around them; then they become aware of their name; then they form self-esteem , which at preschool age depends entirely on the evaluation of an adult; by the age of three, children are aware of their gender and try to behave in accordance with their gender; to 5 over the years, children become aware of themselves in time, for example, they can say “when I was very young, my mother gave me milk from a bottle”; and by the age of 7 they begin to realize their rights and obligations, which is very important for preparing children for school .
Also, the developed self-awareness of preschoolers helps the manifestation of arbitrariness of behavior, i.e. By the age of 7, a child already knows how to control his behavior, feelings, emotions, which is also indicator of a child's readiness for school.
Closely related to mental education development of the imagination of preschoolers. Development of imagination in preschool age contributes to the accumulated stock of knowledge about the world, it is thanks to him that preschoolers build new images in their imagination. About the level development of the imagination of preschoolers can be judged by their game. If a child comes up with a variety of interesting stories, comes up with new images (characters or roles), uses substitute objects, then we can talk about a well-developed imagination. Sometimes it seems that there is no limit to the fantasies of preschoolers, they are constantly in the world of images that attract them. You can also determine where the child draws these images for games or artistic creativity: from films, cartoons, book illustrations, fairy tales, stories, etc. Some adults are mistaken in thinking that the imagination of children is better developed than that of adults. This is not true. Preschooler's imagination much poorer than the imagination of an adult. For a developing personality, this is the basis, the foundation for the development of the intellect and emotional sphere of children.
The most important achievement of preschool age is closely connected with the mental and physical development of preschoolers - development of various activities of preschoolers: play, labor and art. From here we can consider the types of education - labor, aesthetic and
is to introduce children to self-service, household work, social and mental. Labor education preschoolers It starts with introducing the child to self-care. By the age of three, the child tries to do everything himself: he dresses himself, eats himself, combs his hair, etc. And it is these aspirations that must develop into a desire to work. The main thing means of labor education of preschoolers This is the attitude of adults to the manifestation of independence of children. Adults should not suppress the independence of preschoolers, but it is important to create a “success situation” for the child, to encourage the child’s desire for independence. For example, if the child does not yet know how to tie his shoelaces, he should put on Velcro shoes. The child will feel joy, not grief, when he can not only put on shoes on his own, but also cope with the fastener. From the age of two, children are able to eat on their own, but this is not always possible. Fine motor skills and coordination of movements of babies are still imperfect and therefore it is not always possible for them to get a spoon into their mouths. Be patient, do not scold the child for a soiled blouse or table. When the baby succeeds, he rejoices and strives to do even better. Create conditions for the manifestation of independence. Give the child clothes that he can put on on his own (pants, tights, slippers, socks, etc.), cheer up your baby, tell him that everything will work out, that he is already an adult, and all adults dress and eat themselves, etc. d. Do not get annoyed and do not scold the child if something did not work out for him, on the contrary, say that “it didn’t work out now, don’t be upset, it will work out tomorrow.”
From the age of 3, children love helping adults - watering flowers, dusting, washing dishes, washing, ironing, etc. And here, also, the main thing is not to suppress this aspiration. Do not scold the child if he snatches the broom out of your hands and asks you to sweep the floor. Let him do it. You will redo it later, BUT, when the baby does not see it. During the wash, put him a separate basin with handkerchiefs - let me help you wash. Or let me wash doll clothes, believe me, your child will be in seventh heaven with happiness that he was allowed to do this. And when you wash the dishes, and the baby asks to help you, what do you say?! “Step back, otherwise you’ll kill everything!” or something like that. Let your baby help you, give him a towel, let him wipe the dishes you have washed. And when the child grows up, and you allow him to wash the dishes on his own under the tap, this will be a great honor for him, and in the future it will turn into an honorable duty. By the age of 7, you can get some kind of pet so that the child feels the full responsibility of labor actions. But on the condition that you and your child distribute the responsibilities for caring for the animal. And, of course, be sure to study the conditions of the pet.
Aesthetic education of preschoolers is also associated primarily with the development of various activities of children. Main means of aesthetic education of preschoolers- this is, firstly, the environment (scientific name - developing environment). All things should lie in their place, which means that each thing should have a place. It is necessary to organize the developing environment in such a way that the toys lie in a place accessible to children, and it is also very important that the child can also easily put these toys in their places. Do not allow your child to take a toy until he has put away the one he just played with.
Secondly - personal example of behaviour. The child should see neat parents: combed, in clean clothes, tastefully dressed, etc.
Thirdly - artistic activity of preschoolers, to be more precise, the introduction to it. To do this, adults themselves must show interest in creative activities: sculpt, draw, make applications with children. Now there are a lot of new directions in artistic creativity.
Fourthly, the hygiene skills of the child. Introducing the baby to neatness, accuracy, cultivating a sense of taste.
At preschool age, moral norms of behavior are actively assimilated. In this regard, there is moral education of preschoolers. most effective means of moral education of preschoolers there will be imitation. The child imitates adults in everything: appearance, behavior, and even standards for assessing the environment. Parents daily discuss the situations that occurred during the day, using certain evaluative words: “good”, “bad”, “wrong”, “respects”, etc. Children should see kindness, tenderness, generosity and other moral qualities around them. In addition, it is very important to praise and encourage children for their own kindness and generosity. Then these qualities will develop. AT moral education of preschoolers It is very important to teach a child to put himself in the place of another person.
It should also be noted the development of relationships between preschoolers and peers. Preschool children begin to appreciate each other's company. They begin to share feelings, thoughts, retell the films, cartoons, events from life they have seen. There is a friendship. At this age, it is necessary to maintain friendly and benevolent relations with other children - this is very important for the social development of children.
In conclusion, I would like to consider education mechanism :
Knowledge - feelings - motives - beliefs - actions - habits - behavior - result (personality quality).
Irina Kurylenko
Raising a child in various activities.
REMINDER FOR PARENTS.
subject: Raising a child in various activities.
The formation of moral qualities in children requires daily work from parents, tact, endurance, unity of requirements. Child education, in particular obedience training, is formed in activities by practicing good deeds.
As psychological and pedagogical research shows, strong emotional drives are born in children in practical activities, in various life situations. AT activities moral experience child.
Play, work, communication child play an important role in his mental development. To raise a child means to lead activities, communication, reinforce activity, success.
The game is leading child's activity preschool age. she is independent activities, means education and form of organization of children's lives. It is known that child plays most of the time.
Joint games of parents with children help:
To set up a contact,
Understanding,
Achieve compliance without much pressure.
Parents who are indifferent to the game, deprive themselves opportunities:
will get close to child,
Get to know his inner world.
Parents often underestimate the role of the game, refer it to fun and pranks. child. They strive to prepare children for school from an early age, read a lot to them regardless of age, and are fond of early learning. Subordinating the game only to the task of cognitive development child, they buy toys for the older age. as a result small child, possessing imagination, a large number of toys, do not know how to play.
Teach child the game should be adults.
The role-playing game is very popular and loved by children, it prepares them for the future life. For child the approval of parents, their participation in the game are very important.
Parents do not play with children in different ways reasons:
- "hide" for your age
- refer to employment: They think that it takes a lot of time to play together.
Adults often think that child it is more useful to sit at the TV, at the computer, listen to recorded fairy tales, play computer educational games, etc. And in the game child can:
Something to break, tear, stain,
scatter toys, “then clean up after him, and he will get knowledge anyway in kindergarten”.
It is important to find the strength, time, desire to teach child play:
You can watch him play, ask questions, pick up toys;
Children should be taught ways of playing reproduction of reality;
Unobtrusively intervene in the game, encourage child act on certain plot pay attention to who does what. For example, say dialogues with an imaginary interlocutor, play imitative games with children, refer to child through a role to encourage independent invention, initiative.
For 3-4 year old children, it is necessary to create a variety of play situations: "The bear is sick", "Let's go to the cottage" etc. Parents should:
Pay attention to the conversation of the characters;
Minimize the number of plot toys;
Use substitute items;
Act with imaginary objects.
Child 5 years old also needs to play with an adult. When children are at this age, parents recommended:
Direct the play of children, do not destroy it;
Keep amateur and creative nature;
Maintain the immediacy of experiences, faith in the truth of the game.
With children 5-6 years old, you can use indirect methods:
Suggestive questions,
hints,
Introduction of additional characters, roles.
According to experts, it is enough to play with child just 15-20 minutes a day. With children 4-5 years old, you need to play at least 1-2 times a week.
Do not miss the opportunity to form playrooms in children skills:
While walking,
family holidays,
Everyday household chores.
How rich and varied will the role-playing game be child largely dependent on adults.
In addition to gaming activities development and education of the child carried out at work. Feasible work is invaluable for the formation of personality child.
Play and work are the most important means of moral education, the formation of positive relationships between children, the first social qualities. It's practical activity leaving child satisfaction, joy.
positive attitude towards activities(including labor) formed at child in a family of two ways:
First, it is a conscious, purposeful upbringing when parents form baby love labor useful skills and habits;
Secondly, it happens by imitation child employment of parents, bring up the very conditions of life families: way of life, traditions, interests and needs, styles of relationships between parents.
Upbringing, including labor, should be built primarily on positive examples and facts that are vivid and convincing. It is necessary to involve children in understandable educational- valuable family problems, accustom to self-employment activities. should be given child knowledge about who works with whom, to form respect for work, its results.
The main methods and techniques necessary for the management of different types of work of children in the family:
Determine the purpose of work (if the child decides what he wants to do, what should be the result, you can clarify the goal or make another proposal);
Help to kid motivate your work, discuss with him why and for whom this work is needed, what is its significance;
Teach the elements of work planning (for example, first prepare a basin of water and a cloth for washing toys, then choose a place for clean toys, etc.);
Show and explain (or remind how best to do the job, advise how to successfully complete the assignment, duty;
Arouse interest in the upcoming business, support and develop it in the course of work;
Find out what has already been done and what else can be done to achieve a better result;
remember with child basic"labor rules"(everyone must work diligently, it is necessary to help the elders, the younger, etc.);
Encourage independence, interest in business, the desire to overcome difficulties, achieving the intended goal;
Check regularly with child the progress and results of the work, evaluating it, paying special attention to the manifestation of patience, independence, initiative, perseverance in achieving the goal;
Attract child to the work of adults set an example of a conscientious attitude to business, helping with advice or deed in case of difficulty (but don't do the work for him);
Organize joint work with older and younger family members, discussing together the motive and the expected result of the intended business, determine the share of work for each, advise how to help a younger brother or sister, recall the rules of behavior and relationships during common work (manifestation of personal diligence, conscientiousness, friendliness);
Use encouragement, teach child meet the requirements, check, evaluate and discuss the results of the work and the contribution of each to the common cause;
Awaken initiative and resourcefulness by asking questions (what and how best to do, push for independent decision-making;
Put child before the need to make a choice and help make the right decision (for example, you can go to play, but first you need to finish the work, otherwise you won’t have time to prepare a gift for tomorrow);
At education labor needs child adults should remember what:
The pleasure achieved by labor effort creates a need;
At child there must be permanent labor assignments;
It is especially important to timely and correctly assess the work child(praising or presenting unreasonably high demands on labor child has a negative effect)
It is necessary to evaluate the result of labor and attitude to work, and not the child;
When evaluating labor child, it is important to help the child understand what he did well and what he did wrong;
Evaluating work should take into account individual characteristics child;
It is important to observe tact in dealing with easily excitable, vulnerable, shy children.
Children need to share activities with parents. The source of joy lies not in the work itself, but also in the fellowship that labor or some kind of activity.
Development and raising a child outside of activity is impossible.
Topic 1
1.1 What are the types of children's activities of children in a preschool educational institution?
The main activities of children in the preschool educational institution are:
motor;
productive;
Communicative;
Labor;
Cognitive research;
Musical and artistic;
Reading (perception) of fiction.
1.2 What is the leading activity in preschool age?
At preschool age, the leading activity is the game. AT gaming activity for the first time, the child's need to influence the world is formed and manifested. All games are usually reproduced in one way or another, thus meeting the needs of the child to take part in the life and activities of adults.
Game activity by the end of preschool age is differentiated into such forms as role-playing games, dramatization games, games with rules. The game develops not only cognitive processes, speech, communication, behavior, but also the personality of the child. Play at preschool age is a universal form of development, it creates a zone of proximal development, serves as the basis for the formation of future learning activities.
1 .3 What is communication? What is the essence of pedagogical communication?
Communication is the most important component of human existence, present in all types of human activity.
Communication is a way of interaction between people, due to socio-economic and cultural relations in society.
In communication, mutual understanding and consistency of actions, deeds, behavior are achieved, the qualities of a person as a subject of culture, knowledge, and labor are formed. Communication is the most important professional tool of pedagogical activity, as it acts as a factor in the formation of a person's personality, a means of education.
At present, it should be borne in mind that not only social relations, family, school, but also the child himself have changed: the level of his awareness, the degree of claims and requirements, the form of communication have changed. All this presupposes changes in the organization of the educational process, the choice of a different form of pedagogical communication. Today, it is not the educational impact that comes to the fore, when the child acts as a passive object of influence of the teacher, but interaction.
Pedagogical communication involves respect for the personality of the child, his opinion. Not every teacher is interested in the opinion of his pupils, can "join" the opinion of the baby, consider his opinion correct and interesting. Well, only a few can ask for forgiveness for, for example, mistakenly considering him the culprit of the conflict. Although this not only does not reduce the authority of the teacher in the eyes of his students, but, on the contrary, brings them closer. However, if you invite children, for example, to think about how best to spend Christmas tree or a holiday of fairy tales, then there will be many proposals and ideas born of children's imagination. Therefore, the expressions “What do you think?”, “What do you think?”, “Where is it better?” etc. should be an integral part of the teacher's communication with his pupils. Pedagogical communication is characterized by purposefulness, the desire of the educator to solve certain developmental and educational tasks.
Creating a Success Situation - important point in pedagogical communication. Not so much a word, but an interested participation in the life of children is decisive in the communication between the child and the educator, the focus on the development of the personality of the baby, the creation of an atmosphere of kindness and mutual trust.
Pedagogical communication can be expressed through evaluation.
Pedagogical assessment is part of the teacher's communication with the child. The teacher’s assessment of the child’s response in class, helping a friend or participating in a holiday, caring for flowers or the speed of tying a shoelace on their own - everything is significant for the child, everything needs a positive assessment: with a word, look, gesture, well-wishes. A positive assessment is a kind of incentive for vigorous activity, good appetite, proper behavior and success of children.
The higher the score, the greater the child's desire to learn, work, play, create. This, of course, does not mean that assessments should be only positive, and negative ones should be as few as possible. Even the absence of a positive assessment in itself is a certain punishment for the baby. That's why it's so important in every specific case When giving an assessment of the child's activity, be extremely careful, because the abilities and capabilities of children are different.
Communication should be casual and free. Particular importance should be given to the formation of proper communication skills in kindergarten, helping kids learn the necessary norms and rules of behavior: in a team, in a game, in joint activities, at a table, at a holiday, etc.
If a child from the first years of life sees kindness and care around him (and not only in relation to himself), he perceives this as the norm and follows it himself. This is the main and determining factor in the life and behavior of a child today and an adult - tomorrow.
1.4 How can you evaluate the culture of communication between an adult and a child?
The culture of communication provides for the implementation by the child of the norms and rules of communication with adults and peers, based on respect and goodwill, using the appropriate vocabulary and forms of address, as well as polite behavior in public places and everyday life.
The culture of communication implies the ability not only to act in the right way, but also to refrain from actions, words, and gestures that are inappropriate in a given situation. The child must be taught to notice the condition of other people. Already from the first years of life, the child must understand when it is possible to run and when it is necessary to slow down desires, because at a certain moment, in a certain situation, such behavior becomes unacceptable, i.e. act with respect for others. It is respect for others, combined with simplicity, naturalness in the manner of speaking and showing one's feelings, that characterizes such an important quality of a child as sociability.
The culture of communication necessarily implies a culture of speech. A.M. Gorky considered concern for the purity of speech an important tool in the struggle for the general culture of man. One of the aspects of this broad issue is the education of a culture of speech communication. The culture of speech implies that the preschooler has a sufficient vocabulary, the ability to speak concisely, maintaining a calm tone.
Already at a younger, and especially in middle preschool age, when a child masters the grammatical structure of speech, learns to build simple phrases correctly, he is taught to call adults by name and patronymic, to “You”, pronunciation is corrected, children are taught to speak at a normal pace, without tongue twisters or stretching words. It is equally important at the same time to teach the child to listen carefully to the interlocutor. Stand calmly during a conversation, look into the face of the speaker.
In the educational activities organized by the teacher, the behavior, questions and answers of children are largely regulated by the tasks, content of the material and forms of organization of children. It is clear that the culture of their communication in such processes is formed faster and easier, but it is equally important to cultivate a culture of communication in everyday life.
Directly with the upbringing of a culture of communication in children, the educator also brings up such moral qualities as politeness, delicacy, courtesy, modesty, sociability, and also, not unimportantly, collectivism skills. It is important to instill in the child an elementary culture of communication that helps him establish contacts with peers: the ability to negotiate without shouting and quarreling, to politely make a request; if necessary, yield and wait; share toys, talk calmly, do not disturb games with noisy intrusion.
1.5 What are the forms of communication of a preschool child with peers?
Communication with peers plays an important role in the mental development of a preschooler. It is necessary condition the formation of his social qualities, the manifestation and development of elements of collectivist relations in the group of a preschool institution.
Throughout preschool childhood develop and replace each other emotional-practical, situational-business, out-of-situation-business, out-of-situation-personal forms of communicationpreschooler with peers
Each form of communication in its own way affects the mental development of children: emotional and practical encourages them to take initiative, expands the range of emotional experiences; situational-business contributes to the development in personality, self-awareness, curiosity, courage, optimism, creativity; extra-situational-business and extra-situational-personal form the ability to see in a partner a self-valuable personality, to take into account his thoughts and experiences. Each of them helps the child to concretize, clarify, deepen the idea of himself.
1.6 What factors determine the activity of communication?
For each participant in the interaction, the motive for communication is another person, his communication partner. In the case of communication with an adult, the motive for communication that prompts the child to turn to an adult by performing an initiative act of communication, or to respond to him by performing a reactive action, is the adult himself. When communicating with a peer, the other child is the motive for communication.
Factors that encourage a child to enter into communication with adults are related to three of his main needs:
) the need for impressions;
) the need for vigorous activity;
) the need for recognition and support.
Communication with an adult is only part of a wider interaction between a child and an adult, which is based on these needs of children.
The need for active activity is as obvious to children as the need for impressions. Anyone who has observed a child is amazed at his indefatigable activity. The restlessness of children, their transition during the day from one activity to another speaks of the acuteness of their hunger for activity. The lethargy of the child, his passivity are an unmistakable sign of his morbid condition or developmental defects. Perhaps the need for children to be active is a special case of the phenomenon that is referred to as "the need for an organ to function."
During the first seven years, the activity shown by children reaches a high level of development both in form and content. But to achieve maximum effectiveness, children always need the participation and help of an adult. This leads to the fact that interaction with an adult appears in the activities of children, and among the different types of interaction, the type of interaction that we call communication steadily occupies a permanent place. Thus, the children's need for vigorous activity becomes a source of motives for turning to an adult and gives rise to a special group of motives for communication, which we called business motives, thereby emphasizing the main role of the business in which the child is engaged, and the service, subordinate role of communication in which the child enters with the goal of achieving some practical result (subject or game) as soon as possible. According to the developed ideas, the business motive for communication is an adult in his special capacity - as a partner in joint practical activities, an assistant and a model of correct actions.
The need of children for recognition and support is emphasized by many researchers. D.B. writes about the presence of such a need in school-age children. Elkonin, T.V. Dragunov, L.I. points to her. Bozovic. Upon closer examination, it turns out that the need for recognition and support for children is their desire for communication, because only as a result of this activity can they receive an assessment of their personality from others and realize the desire for community with other people.
This communication does not constitute a "service" part of the child's broader activity - cognitive or productive, but is isolated from other types of interaction and closes in on itself. A characteristic feature of the described kind of communication should be recognized as its focus on the personality of people - on the personality of the child himself, who is looking for support; on the personality of an adult who acts as a bearer of the rules of moral behavior, and other people whose knowledge ultimately serves the cause of self-knowledge of children and their knowledge of the social world. Therefore, we called the motives of the third group personal. In contrast to the cognitive and business motives of communication, which play a service role and mediate more distant, final motives, born from the needs for impressions and active activity, personal motives receive their final satisfaction in the activity of communication. As this last motive, the adult is presented to the child as a special person, as a member of society, a representative of a certain group.
The described groups of motives listed above were singled out in relation to the child's contacts with adults. It can be assumed that when communicating with peers, the listed motives are also important, although, apparently, they differ in some originality. So, some works make one think that small children, communicating with their peers, see little of themselves, but look very closely at their own reflection in their “mirror”. L.N. Galiguzova (1980) found, for example, that children early age often they cannot recognize among the three comrades the one with whom they had met alone 15 times (!) before and played for a long time. Even preschoolers after 3-5 joint lessons cannot always say the name of their friend; almost never ask peers about their lives (R.A. Smirnova, 1981). If a child of this age meets with an adult, then personal interest in him turns out to be immeasurably deeper.
Cognitive, business and personal motives appear in the period of formation communication activities almost simultaneously. In the real life practice of the child, all three groups of motives coexist and are closely intertwined. But in different periods of childhood, their relative role changes: now one, then another of them occupy the position of leaders. Moreover, we are not talking about the individual characteristics of the relationship of different motives, but about the characteristics of the age, typical for the majority or for many children of the corresponding age. The promotion of a certain group of motives to the fore is associated with a change in the content of communication, and the latter reflects the features of the child's general life: the nature of his leading activity, the degree of independence.
Theme 2
2.1 What pedagogical conditions for the organization of the game do you consider necessary?
Pedagogical conditions - depend on the age group.ml. gr.:
didactic game as part of the lesson (plot-role-playing on topics from the surrounding life, based on literary works)
theatrical games - to introduce the techniques of driving table puppets, accompanying the movements of the puppets with a simple song;
Outdoor games - learn to follow the rules;
the game is organized by children, but the leading role belongs to the educator
(plot-role-playing - to encourage the creation of buildings of varying constructive complexity;
theatrical - to develop interest in theatrical and gaming activities).
Average gr.:
mobile - to accustom to independent observance of the rules, the use of a counting rhyme;
didactic - to consolidate the knowledge and skills gained in the classroom;
desktop-printed - to master the rules of the game, "walk" in turn, etc.
games are organized by children, the educator as a consultant.
Senior group:
To create a developing subject-game environment for organizing all types of games in the classroom and in independent activities, to form cooperation skills.
2.2 What are the general reasons for the leadership of children's games of preschoolers?
Play in kindergarten should be organized, firstly, as a joint game between a teacher and children, in which an adult acts as a playing partner and at the same time as a bearer of a specific "language" of the game. The natural emotional behavior of the educator, who accepts any children's ideas, guarantees freedom and ease, the child's pleasure from the game, contributes to the emergence in children of the desire to master the game methods themselves. Secondly, at all age stages, play should be preserved as a free independent activity of children, in which they use all the play tools available to them, freely unite and interact with each other, where, to a certain extent, the world of childhood independent of adults is provided.
Game management techniques can be direct and indirect. Direct leadership involves the direct intervention of an adult in the children's play. It can be expressed in role-playing participation in the game, in participation in the collusion of children, in explaining, in providing assistance, advice during the game, or in a proposal new topic games. First, an adult is involved in the main roles in the game (doctor, salesman, etc.) and gives instructions to children in various forms. These can be direct instructions (the teacher-seller tells the child: “Go to the cashier. Pay for the purchase and bring me a check, please,” etc.), instructions in the form of specific or general questions, for example: “Does your daughter want to sleep? What need to do?" etc. Later, the teacher takes on secondary roles (customer, patient, store manager, etc.).
Being a participant in the game, an adult, depending on the situation, always has the opportunity to clarify the desires of children, their individual inclinations, show various ways of organizing the game, and resolve controversial issues.
Indirect play guidance is especially fruitful when working with preschool children. In the process of playing with children, the teacher expresses his judgments exclusively in the form of advice, without requiring strict submission.
An adult should give children patterns of communication with various people, standards of emotional manifestations, carefully monitor the reactions of children, try to direct their communications, and promote adequate and emotional communication during the game. In the course of learning to play, an adult performs the functions of an organizer and leader of gaming activities.
In preschool pedagogy, there are many methods and techniques for influencing children, the choice of which depends on the specific situation. Sometimes educators, when they get acquainted with advanced pedagogical experience (in print, while watching open classes, games), discover new management techniques, methods for designing play areas and mechanically transfer them into their work, without getting the desired result. And methodological techniques are effective only in those cases when the educator applies them systematically, takes into account the general tendencies of the mental development of children, the patterns of the activity being formed, when the teacher knows and feels each child well.
Having mastered with the help of adults the basic methods of action characteristic of a particular activity, children can use them under the same or slightly changed conditions. To do this, it is necessary that in the group room and on the site conditions are created for a variety of independent activities for kids. Each type of toys and aids should be stored in a specific order. This will allow children to find the desired item themselves, and after the game, put it back in its place. It is important to consider how to most rationally distribute play material so that children can engage in a variety of activities without interfering with each other.
A quiet place in the group is reserved for independent games with didactic toys, looking at pictures, games. Didactic toys, books are stored in an open cabinet, next to the tables where children play and look at books. More complex didactic toys, fun toys should be visible to children. It is better if they lie on a shelf higher than the height of the child, so that an adult can not only help take the toy, but also follow the child's play.
With didactic aids and toys (pyramids, nesting dolls, inserts), children play on their own under the supervision of a teacher or with a little help from an adult. So the kids consolidate the knowledge gained in the classroom, and the ability to independently use didactic toys.
It is advisable to store materials for visual activity (pencils, paper, crayons) in a closed cabinet, since kids do not yet know how to independently use these items for their intended purpose for drawing, modeling, but they already freely draw with chalk on a board, a stick in the snow, sand.
Kids need both living objects for observation (fish, birds), and natural material (cones, acorns, chestnuts). For the development of walking, beta and outdoor games, there should be enough free space in the group room. Furniture, large toys and aids are placed so that children can easily pass between them, approach them with different parties. A clear distribution of toys and aids in the room and on the site, their placement, decoration create order and comfort. But this does not mean that every kind of toys and. benefits should be used in isolation. Many of them can be used in story games. So, children can get into the "house" through the "doors" in the form of a hoop or arc, and into the "shop" - along the ladder or board in front of the entrance to the house. Short cords, sticks, natural material - amazing items for the game, not replaceable by the most perfect toys.
After the game is over, the children, together with the teacher, put all the toys in the places allotted for them. Even at the height of the game, there should not be such a picture: a forgotten hare is lying under a chair, and scattered cubes and other toys are on the floor. If the children have developed an interesting game by building a building and placing toys in unusual places, it is advisable not to disassemble it in order to continue the game after sleeping or walking.
Planning a system of pedagogical activities, on the one hand, should direct children to display in the game various phenomena of the surrounding reality that are new to them, on the other hand, it complicates the ways and means of reproducing this reality. Children's knowledge of the life around them, obtained from various sources, determines the content of game tasks, the theme of the plot. The formation of the game itself depends on the skillful complication of methods and means for solving game problems.
The accumulation of knowledge by children is recorded in the classroom or during special observations. At the same time, a connection is established between the past experience of children and new knowledge. The acquired information and impressions of children are taken into account when planning educational work in game management.
2.3 List the structural components of a role-playing game
Structural components of a role-playing game: role, rules, plot, content, game actions, role-playing and real relationships, game items and substitute items.
2 .4 List imaginative games children in your age group play, games with rules
Creative games for children of the middle group:
Theatrical- Teremok, Kolobok.
Plot - role-playing- household (games in the family, kindergarten), production, reflecting the professional work of people (games in the hospital, shop), public (to the library, flight to the moon).
building material games- floor, desktop building material, sets like "Young Architect", natural (sand, snow, clay, stones).
Games with the rules of children of the middle group:
Didactic - games with objects (for example, select all toys made of wood), board games (for example, selecting pictures according to one attribute (classification), word games (for example, a game - Where we were, we won’t say, but what we did, show).
Movable - "Cat and Mouse", "Wand", "What has changed?" and etc.
2.5 What is the place of play in the daily routine of the age group you work for?
The game as the main activity of preschoolers in kindergarten is given a lot of time: before breakfast and after it, in between classes, after daytime sleep, during the daytime and evening walk.
When organizing and directing children's games, it is also necessary to take into account the nature of the previous and subsequent activities in the daily routine. So, for example, outdoor games associated with a high intensity of movement should not be carried out before the daytime or nighttime sleep of children, as well as after meals. During a walk where you can organize different games, you need to take into account the weather conditions. In hot summer weather, preference is given to games of low and medium mobility, and games associated with running, jumping, requiring intense movements, are best played in the afternoon.
In the morning, before breakfast, it is advisable to give children the opportunity to play on their own. A more active game, organized with the whole group of children, can replace morning exercises. Such a game form of morning exercises can be used at the beginning of the year, when there are many new children in the team who first came to kindergarten. The game attracts them with its emotionality, the ability to act actively, to perform movements to the best of their abilities. Over time, when children get used to acting in a team, morning exercises are introduced, consisting of separate exercises.
Before classes, games of medium mobility are appropriate; for children, these games are most often of an individual order.
Topic 3.
3.1 List the tasks of labor education of preschool children?
Tasks of labor education of children of preschool age:. Raising a positive attitude towards the work of adults, the desire to provide them with all possible assistance.
Formation of labor skills and skills and their further improvement, gradual expansion of the content labor activity.
Education in children of positive personal qualities: habits of labor effort, responsibility, caring, thrift,
willingness to take part in work.
Formation of skills for organizing one's own and general work.
The upbringing of positive relationships between children in the process of work is the ability to work in a coordinated and friendly manner in a team, to help each other, to kindly evaluate the work of peers, to make comments and give advice in the correct form.
3.2 In what forms can child labor be carried out in a preschool educational institution?
Child labor in a preschool educational institution is carried out in the course of educational activities, play activities and in everyday life.
3.3 Name the types of child labor and the content of each type
Self service- this is the work of the child, aimed at serving himself (dressing and undressing, eating, sanitary and hygienic procedures). The quality and awareness of actions are different for different children, so the task of developing self-service skills is relevant at all age stages of preschool childhood.
The content of self-service labor changes at different age stages and as children master labor skills. If a child has mastered the ability to dress independently, he must be taught to do it neatly, beautifully, quickly, to monitor his appearance and hairstyle. Children are taught the habit of taking care of things, not getting dirty, not tearing clothes, and folding them neatly.
preparation of the workplace before drawing;
cleaning and even washing (at home) cups, spoons after eating, making the bed, cleaning toys, books.
Having learned self-service, the child acquires a certain independence from the adult, he develops a sense of self-confidence. Of course, even at an older preschool age, children sometimes need the help of an adult, but still, before entering school, they should already be able to do a lot on their own.
Household work- this is the second type of labor that a child at preschool age is able to master. The contents of this type of work are:
cleaning work;
washing dishes, laundry, etc.
If self-service work is originally intended for life support, for taking care of oneself, then household work has a social orientation. The child learns to create and maintain the environment around him in an appropriate form. The child can use the skills of household work both in self-service and in work for the common good.
Household work of children of younger groups in content is helping an adult in wiping furniture, arranging toys, washing small items, clearing snow on the site, decorating the site, etc. In the process of such work, the educator develops in children the ability to focus on one lesson, to bring the matter to the end with the help of an adult. Positive evaluation and praise are very important.
Children of middle and older preschool age are capable of more diverse household work and need less adult help. They can do:
cleaning the group room (dusting, washing toys, arranging light furniture);
cleaning the site (raking snow, removing leaves);
take part in cooking (salads, vinaigrette, dough products);
in the work of repairing books, toys, clothes.
labor in nature- the content of such labor is caring for plants and animals, growing vegetables in the garden, landscaping the site, participating in cleaning the aquarium, etc. Labor in nature has a beneficial effect not only on the development of labor skills, but also on the education of moral feelings, lays the foundations for environmental education.
Labor in nature most often has a delayed result: seeds were sown and only after a while were they able to observe the result in the form of seedlings, and then fruits. This feature helps to cultivate endurance, patience.
Manual and artistic labor- according to its purpose, it is a work aimed at satisfying the aesthetic needs of a person. Its content includes the manufacture of crafts from natural material, paper, cardboard, fabric, wood. This work contributes to the development of imagination, creativity; develops small muscles of the hands, contributes to the cultivation of endurance, perseverance, the ability to bring what has been started to the end. With the results of their work, children delight other people by creating gifts for them. Artistic work in a preschool institution is presented in two directions: children make crafts and learn to decorate the group’s premises for the holidays with their products, arrange exhibitions, etc.
3.4 What forms of child labor organization do you use in your work with children?
Orders- this is a request of an adult addressed to the child to perform some kind of labor action. Job assignments can be:
Individual, subgroup and general orders are used. By duration - short-term or long-term, permanent or one-time.
Duty- involves the work of one or more children in the interests of the whole group. On duty, to a greater extent than on assignment, the social orientation of work, the real, practical care of several (one) children about others, are distinguished, therefore this form contributes to the development of responsibility, a humane, caring attitude towards people and nature.
They use duty in the dining room, in preparation for classes, in a living corner.
General, joint, collective work -creates favorable conditions for the formation in children of the ability to coordinate their actions, help each other, establish a single pace of work.
This form is used when putting things in order after games in the room of the group, labor in nature.
3.5 Name the means of labor education
Labor education of preschool children is carried out using a number of means:
own labor activity of children;
Acquaintance with the work of adults;
Artistic means.
3.6 What methods of managing different types of child labor do you use in your age group?
The main methods and techniques used to guide different types of child labor:
determine the purpose of labor (if the child himself sets a goal - what he wants to do, what should be the result, you can clarify it or make another proposal);
help the child motivate his work, discuss with him why and for whom this work is needed, what is its significance;
teach the elements of planning;
arouse interest in the upcoming business, support and develop it in the course of work;
find out what has already been done and what else can be done to achieve a better result;
remember with the child the basic “labor rules” (everyone must work diligently, it is necessary to help the elders, the younger, etc.);
to encourage diligence, interest in business, the desire to overcome difficulties, achieving the intended goal;
systematically check with the child the progress, results of work and evaluate it, paying special attention to the child's patience, independence and initiative, perseverance in achieving the goal;
connect the child to his work, set an example of a conscientious attitude to business, helping with advice or deed in case of difficulty (but not doing the work for him);
awaken initiative and resourcefulness (asking questions about what can be done, how best to do it, pushing for independent decision-making);
put the child in front of the need to make a choice and help make the right decision;
Theme 4
4.1 What distinguishes educational activity from cognitive activity, what is common between them?
The result of cognitive activity, regardless of the form of cognition in which it was carried out (with the help of thinking or perception) and the result of the educational activity of a preschooler, is knowledge.
The difference between educational tasks and practical tasks is that the main goal of children's activity is the assimilation of general methods for highlighting the properties of concepts or solving a certain class of concrete practical tasks.
The work of children in learning situations is realized in learning activities, through which they "learn patterns of common methods for solving problems and general methods for determining the conditions for their application." A full-fledged activity in a situation of a learning task involves the performance of one more action - control. The child must correlate his learning activities and their results with the given samples, correlate the quality of these results with the level and completeness of the completed learning activities. Closely related to control is assessment, which fixes the compliance or non-compliance of the results with the requirements of the educational situation.
The process of cognition by a child is determined by his cognitive interests, needs, abilities. Teaching methods are also aimed at the implementation of the three areas of cognitive activity of children.
The cognitive sphere is considered as a complex formation, in which three components can be distinguished - mental (cognitive) processes; information; relation to information.
One source of development of cognitive activity of older preschoolers, as V.V. Davydov and N.E. Veraksa, the creative principle acts in the personality of a creative person.
An important means of developing the cognitive activity of older preschoolers is the lesson. Entertaining material must be present in the classroom, since one of the means of developing cognitive activity is entertainment. Elements of entertainment, play, everything unusual, unexpected cause children a sense of surprise, a keen interest in the process of cognition, help them learn any educational material. the development of the cognitive activity of the child's personality during classes, manifests itself most fully, and is visible in all educational activities.
At senior preschool age, on the basis of the experience gained in educational, playful and labor activities, prerequisites are formed for the development of cognitive activity.
4.2 What pedagogical conditions need to be created for the organization of educational and cognitive activities in a preschool educational institution?
Developing the educational and cognitive activity of the child, the teacher must remember that the child begins to learn the world not from its theoretical consideration, but from practical actions. A.V. Zaporozhets established that orienting actions play a central role in mental development. The teacher creates conditions in the preschool educational institution that specifically “build” the indicative part of the activity.
The pedagogical conditions that ensure the development of educational and cognitive activities in preschool educational institutions are the gradual filling of the subject-developing environment; widespread use of game exercises for the development of mental processes (such as "Find by description", "Compose by description", etc.), didactic games, excursions, stories of the educator; the use of cognitive fairy tales, realistic stories from the experience of the educator, the introduction of fairy tale characters (gnomes, foresters, etc.), "humanized" real objects, objects, phenomena of our world, visual experimentation - all this gives cognitive activity a learning character, allows you to form various types of motivation (playing, personal, social, cognitive, etc.), to "live" for children the content of certain activities. In general, pedagogical conditions allow children to develop a cognitive, aesthetically careful, emotional, transformative attitude to the world. In the subject-developing environment (“Library of smart books”, production of collections, materials for speech games), conditions are created for an active, interested attitude to objects of animate and inanimate nature, to phenomena social life. Artistic and productive work organized by the educator (making individual durable toys, crafts from paper, waste material, making postcards, invitation cards, etc.) helps to consolidate various ways of doing them, forms elements of motivation for cooperation with adults, emotional and sensory experience of perception peace.
Pedagogical conditions for the formation of the prerequisites for educational activities in children will be:
the use of various types of motivation (game, practical, cognitive, educational, personal, comparative, etc.);
the use of game trainings for the development of arbitrariness of behavior, games and studies for psychomuscular training and for teaching children self-relaxation techniques;
expanding the types of assessment of the results of children's activities (assessment of a teacher, assessment for children, self-assessment, a game form of assessment, mutual assessment, etc.);
introduction of diverse teaching methods (problem issues, modeling, experimentation, etc.);
the use of various means of mental development and learning (organization of the active activity of the child, educational games, design, visual, theatrical activities, practical activities, training, etc., modern technical means); - the presence of a certain position of the teacher.
In educational activities, conditions should be created for children in which they would have the opportunity to experiment extensively with newly acquired material. It is important that the child experiment with the learning material before learning or at the very beginning of the learning process.
4.3 Name the forms of organizing the education of children in a preschool educational institution
The form of organization of training is a way of organizing training, which is carried out in a certain order and mode. Forms differ in the number of participants, the nature of interaction between them, methods of activity, venue, etc. Kindergarten uses frontal, group and individual forms of organized learning.
Excursion - a special form of education, which makes it possible in a natural setting to acquaint children with natural, cultural objects and activities of adults;
The main form of organizing the education of children in kindergarten are classes. They are organized and conducted by the teacher in accordance with the "Program of education and training in kindergarten".
4.4 Why are classes the main form of education for children in a preschool educational institution?
The leading form of organizing the training of pupils of the preschool educational institution is the lesson.
The use of classes as the main form of teaching children was substantiated by Ya.A. Comenius.
Jan Amos Comenius in the pedagogical work "Great Didactics" really described the class-lesson system as "the universal art of teaching everything to everyone", developed the rules for organizing the school (the concepts - school year, quarter, holidays), a clear distribution and content of all types of work, substantiated the didactic principles of teaching children in the classroom. In addition, he was one of the first to put forward the idea that the beginning of systematic upbringing and education lies at preschool age, developed the content of teaching preschool children and outlined them in the pedagogical work "Mother's School".
K.D. Ushinsky psychologically substantiated and developed the didactic principles of teaching children in the classroom, stressed that already at preschool age it is necessary to separate serious learning from the game “you can’t teach children by playing, learning is work.” Therefore, the tasks of preschool education, according to K.D. Ushinsky, is the development of mental strength (the development of active attention and conscious memory) and the gift of the word of children, preparation for school. However, at the same time, the scientist put forward the thesis of the dual unity of education and upbringing of preschool children. Thus, the problem of the existence of differences between teaching children in the classroom in kindergarten and in the classroom was raised. primary school.
A.P. Usova developed the basics of teaching preschool children in kindergarten and family, revealed the essence of education in kindergarten; substantiated the position of two levels of knowledge that children can master.
To the first level, she attributed the elementary knowledge that children acquire in the process of games, life, observation and communication with people around them; to the second, more complex level, attributed knowledge and skills, the assimilation of which is possible only in the process of purposeful learning. At the same time, A.P. Usova identified three levels of learning activity depending on the cognitive motives of children, the ability to listen and follow the instructions of an adult, evaluate what has been done, and consciously achieve their goals. At the same time, she emphasized that children do not reach the first level immediately, but only towards the end of preschool childhood, under the influence of purposeful and systematic education.
Systematic learning in the classroom is an important means of educational work with preschool children.
Over several decades of the twentieth century. all leading researchers and practitioners preschool education after A.P. Usova paid great attention to classes as the leading form of frontal education for children.
Modern preschool pedagogy also gives great importance classes: undoubtedly, they have a positive impact on children, contribute to their intensive intellectual and personal development, and systematically prepare them for schooling.
At present, the improvement of classes in various aspects continues: the content of education is expanding and becoming more complicated, the search for forms of integration of various types of activities, ways to introduce games into the learning process, and the search for new (non-traditional) forms of organization of children are being carried out. Increasingly, one can observe a transition from frontal classes with the entire group of children to classes with subgroups, small groups. This trend ensures the quality of education: individual approach to children, taking into account the peculiarities of their advancement in the assimilation of knowledge and practical skills.
Another important trend is visible - the construction of lesson systems in each area that preschoolers are introduced to. A chain of gradually becoming more complex activities, organically related to the activities of everyday life, is the best way to ensure the necessary intellectual and personal development of preschoolers.
The form of learning organization is Team work teaching and trainees, which is carried out in a certain order and established mode.
Traditionally, the following forms of organization of training are distinguished:
individual, group, frontal
You can use these forms of organization of learning both in the classroom and in everyday life. In the preschool educational institution, special time can be allocated in the process of holding regime moments, individual work with children is organized. The content of training in this case is the following activities: subject-playing, labor, sports, productive, communication, role-playing and other games that can be a source and means of learning.
4.5 When planning classes with preschool children, what tasks should the teacher set for himself?
When planning the tasks of the lesson, it is necessary to set tasks taking into account the age characteristics of children, their educational readiness, upbringing, and development.
Traditionally, three tasks are set for classes: educational, developmental and educational.
4.6 What are the types of classes and what structure can they have?
Types of activities with children in kindergarten- Classical lesson; Complex (combined lesson); Thematic lesson; Final or control lesson; Excursion; Collective creative work; Occupation-work; Occupation-game; Occupation-creativity; Session-gatherings; Lesson-fairy tale; Occupation press conference; Landing occupation; Commented learning session; Occupation-travel; Occupation-discovery
(problem occupation); Lesson-experiment; Classes-drawings-compositions; Occupation-competition; Group lessons (competition option); "Game-School".
The structure of the classic lesson
Structural component Content Beginning of the lesson Involves the organization of children: Switching the attention of children to the upcoming activity, stimulating interest in it, creating an emotional mood, precise and clear guidelines for the upcoming activity (sequence of the task, expected results) assigned learning objectives. In the process of this part of the lesson, individualization of training is carried out (minimum help, advice, reminders, leading questions, demonstration, additional explanation). The teacher creates the conditions for each child to achieve a result. The end of the lesson Dedicated to summarizing and evaluating the results of educational activities. AT junior group the teacher praises for diligence, the desire to do the work, activates positive emotions. In the middle group, he has a differentiated approach to evaluating the results of children's activities. In the senior and preparatory groups for school, children are involved in the assessment and self-assessment of the results. Depending on the section of training, on the objectives of the lesson, the methodology for conducting each part of the lesson may be different. Private methods give more specific recommendations for conducting each part of the lesson. After the lesson, the teacher analyzes its effectiveness, the development of program tasks by children, conducts a reflection of the activity and outlines the perspective of the activity.
4.7 What place do classes take in the daily routine of a preschool educational institution?
Before the introduction of the state standard for preschool education Ministry of Education Russian Federation recommends the following.
When building the educational process, set the teaching load, guided by the following guidelines:
the maximum allowable number of lessons in the first half of the day in the younger and middle groups should not exceed two lessons, and in the older and preparatory groups- three;
their duration in the younger and middle groups - no more than 10-15 minutes, in the older - no more than 20-25 minutes, and in the preparatory - 25-30 minutes;
in the middle of classes, it is necessary to conduct a physical activity;
breaks between classes should be at least 10 minutes;
classes for older preschool children in the afternoon can be held after daytime sleep, but not more than two to three times a week;
the duration of these classes is no more than 30 minutes and, if they are static in nature, a physical education session should be held in the middle of the lesson. It is recommended to conduct such classes on days with the highest working capacity of children (Tuesday, Wednesday);
classes in additional education (studios, circles, sections) are unacceptable at the expense of the time allotted for a walk and daytime sleep; their number per week should not exceed two. The duration of these classes should not exceed 20-25 minutes, the participation of the child in more than two additional classes is not advisable.
4.8 List methods of teaching preschool children
In modern doshk. In pedagogy, the classification of teaching methods according to the nature of cognitive activity, proposed by Lerner and Skatkin, has become widespread, including:
Explanatory - illustrative, or informational - receptive;
reproductive;
Problematic presentation of the material;
Partial search;
Research.
In doshk. Pedagogy for many years widely used methods according to the source of knowledge, which are divided into visual, verbal, practical, gaming.
Theme 5
5.1 What is the difference between artistic education and aesthetic education?
In preschool pedagogy, aesthetic education is understood as the process of forming a creative personality capable of perceiving, feeling, evaluating, and creating beauty. Artistic education is a narrower concept, since only the means of art are used here in solving the same problems. In aesthetic education, a complex of all means is used.
The tasks of artistic education, of course, are already the tasks of aesthetic education: the formation of a love for art, interest and needs in art, the development of artistic education skills and fine arts, artistic feelings, tastes, and abilities to evaluate works of art. Artistic education serves the purposes of forming a high culture of the individual, introducing to all the wealth of artistic values accumulated by a person over the entire period of social development.
5.2 Define the concepts of "aesthetic education" and "art education"
Aesthetic education is the most important aspect of raising a child. It contributes to the enrichment of sensory experience, the emotional sphere of the individual, affects the knowledge of the moral side of reality, increases cognitive activity, and even affects physical development.
Artistic education - the formation of the ability to feel, understand, evaluate, love art and enjoy it; artistic education is inseparable from the impulse to artistic and creative activity, to the feasible creation of aesthetic, including artistic values.
5.3 What are the features of the pedagogical conditions for the artistic and aesthetic education of preschool children?
To implement the tasks of artistic and aesthetic pedagogical conditions are necessary: the environment (aesthetics of everyday life), the existence of a program for the artistic and aesthetic development of children; organization of the child's own artistic activity, the use of various forms, means, methods, various types of arts.
Aesthetic education of preschoolers is carried out with the help of such means as games and toys, art, aesthetics of everyday life, nature, work, independent artistic and creative activities, holidays and entertainment.
The game always includes creativity. If the ideas of preschoolers about the environment are poor, there are no vivid emotional experiences, then their games are poor and monotonous in content. The expansion of impressions is carried out in the process of reading works of art, with the help of the teacher's story, observations. The material of the game are toys. All toys should be attractive, colorfully designed, arouse interest in children, awaken the imagination.
Using all kinds of art - fairy tales, stories, riddles, songs, dances, paintings and others, the teacher forms children's responsiveness to everything good and beautiful, enriches their spiritual world.
The main requirements for the design of a preschool institution are the expediency of the situation, its practical justification, cleanliness, simplicity, beauty, the right combination of color and light, the presence of a single composition. Of course, it is not enough to surround children beautiful things, we must teach them to see beauty, to cherish it. Therefore, the teacher should draw the attention of children to the cleanliness of the room, to the beauty brought by flowers, paintings, and most importantly, to encourage the preschoolers themselves to decorate the room.
From an early age, children should be taught to aesthetics. appearance combined with a culture of behavior. An important role in this regard is played by the personal example of adults, the unity of their external and internal culture of behavior.
From an early age, it is necessary to teach children not only to admire the beauty of flowers, trees, the sky, etc., but also to make their own contribution to its increase. Already in the younger group, children with a little help from adults can feed the fish, water the flowers in the garden and in the group, etc. With age, the amount of work for preschoolers increases. Children are more independent and responsible for the performance of a particular task.
Labor activity is one of the means of aesthetic education of preschool children. AT younger age the educator introduces the children to the work of preschool workers, emphasizing that the nanny, the cook, and the janitor work diligently, beautifully. Gradually, the educator brings the children to the understanding that the work of all the people of the city and the village makes it possible to live joyfully. At the same time, it is important that preschoolers not only contemplate the beauty of the work of adults, but also take part in it to the best of their ability. Therefore, all forms of labor activity are used in kindergarten.
Holidays and entertainment enrich children with new vivid impressions associated with significant dates, bring up emotional responsiveness and interest in various types of artistic activity. From an early age, children show interest in singing songs, reading poetry, dancing, drawing. These are the first creative manifestations.
5.4 List the tasks of the artistic and aesthetic education of preschool children
The first group of tasks is aimed at the development of aesthetic perception, thinking, imagination, aesthetic attitude. The teacher solves the problem of developing the ability to see and understand the beauty of nature and the man-made world; educates aesthetic taste, the need for knowledge of beauty.
The second group of tasks is aimed at the formation of creative and artistic skills in the field of various arts: teaching children to draw, sculpt, artistic design, singing, expressive movements, and the development of verbal creativity. Teachers solve tasks aimed at supporting the creative self-expression of children: the desire for improvisation, experimenting with color, inventing a composition, mastering various artistic techniques, materials and means, creating artistic images using plastic means, rhythm, tempo, pitch and sound power.
5.5 What means are needed to solve the problems of artistic and aesthetic education of preschool children?
The means necessary for solving the problems of artistic and aesthetic education of preschool children are the developing environment, nature, art, and artistic activity.
5.6 What is the originality of the content of artistic and aesthetic education?
Throughout the preschool period, changes in perception occur, from simple attempts to examine and feel, without answering the question of what the object is, to the desire to more systematically and consistently examine and describe the object, highlighting the most noticeable features.
Assimilation by children of the system of sensory standards significantly rebuilds their perception, raising it to a higher level. In the process of cognitive activity, children acquire systematized knowledge about the sensory qualities of objects, and the formation of generalized methods for examining objects plays a special role in this. The structure of the generated images depends on the methods of examination.
Sensory culture is of great importance for artistic and aesthetic education. The ability to distinguish colors, shades, shapes, combinations of shapes and colors opens up the opportunity to better understand works of art, and then enjoy it. The child learns to create an image, masters the ability to convey the properties inherent in objects, shape, structure, color, position in space, his impressions, acquires knowledge about the materials used to convey the image, create an artistic image. Mastering visual and expressive skills introduces children to elementary creative activity, passing a difficult path from the simplest actions to the processes of figurative reproduction of forms.
The next feature of artistic and aesthetic education in preschool age is associated with changes taking place in the field cognitive processes schoolboy. The formation of artistic and aesthetic ideals in children, as part of their worldview, is a complex and lengthy process. This is noted by all the educators and psychologists mentioned above. In the course of education, life relationships, ideals undergo changes. Under certain conditions, under the influence of comrades, adults, works of art, life upheavals, ideals can undergo fundamental changes. “The pedagogical essence of the process of forming artistic and aesthetic ideals in children, taking into account their age characteristics, is to form stable meaningful ideal ideas about beauty, about society, about a person, about relationships between people, from the very beginning, from early childhood, doing this in a diverse, new and exciting form that changes at each stage,” notes E.M. Torshilov.
By the end of the pre-preschool age, the child can experience elementary aesthetic feelings and states. The child enjoys a beautiful bow on his head, admires a toy, crafts, etc. In these experiences, at first, direct imitation of an adult appears clearly, in the form of empathy. The child repeats after the mother: “How beautiful!” Therefore, when communicating with a small child, adults should emphasize the aesthetic side of objects, phenomena and their qualities with the words: “what a beautiful craft”, “how elegantly dressed the doll” and so on.
The behavior of adults, their attitude to the world around them, to the child becomes a program of behavior for the baby, so it is very important that children see around them as much good and beautiful as possible.
Growing up, the child gets into new team- kindergarten, which takes on the function of organized preparation of children for adulthood. Issues of artistic and aesthetic education in kindergarten begin with a carefully thought-out design of the room. Everything that surrounds the children: desks, tables, manuals - should bring up their artistic and aesthetic education should cause active activity of the preschooler. It is important not only to feel, but also to create something beautiful. Education, which is purposefully carried out in kindergarten, is also aimed at developing artistic and aesthetic feelings, therefore, systematic classes such as music, familiarization with fiction, drawing, modeling and appliqué are of great importance, especially if the teacher teaches children to select shapes, colors , make beautiful ornaments, patterns, set proportions, etc. with cleanliness and accuracy. Artistic and aesthetic feelings, as well as moral ones, are not innate. They require special training and education.
Preschool age is a period characterized by the formation of aesthetic development, improving under the influence of education, which is aimed at solving specific problems arising from the purpose of aesthetic education and its significance in the development of the individual.
Work on aesthetic education in kindergarten is closely related to all aspects of the educational process, its forms of organization are very diverse, and the results are manifested in various activities. The education of an aesthetic attitude to the environment contributes to the formation of many qualities of the child's personality. This is a complex and lengthy process. In order to learn to understand the beautiful in art and in life, it is necessary to go a long way to accumulate elementary aesthetic impressions, visual and auditory sensations, and a certain development of emotional and cognitive processes is necessary.
A full-fledged mental and physical development, moral purity and an active attitude to life and art characterize a holistic, harmoniously developed personality, the moral improvement of which largely depends on aesthetic education.
5.7 List the types of artistic and aesthetic activities in a preschool educational institution
Types of artistic and aesthetic activities -
visual activity- modeling, applications, artistic design, albums on acquaintance with the types and genres of art, "Beauty Exhibitions" in groups;
theatrical activities - the creation of theatrical circles, conducting theatrical classes, organizing performances by children of older groups in front of kids, introducing children to the theatrical alphabet, familiarizing them with theatrical culture, attending performances of touring theaters with children - guests of the city;
- musical activity - singing, listening to music, musical and rhythmic movements, playing musical instruments, musical and didactic games.
familiarization of children with fiction.
List of used literature
pedagogical education educational preschool
1.T.A. Litvinchik Preschoolers about natural communities: abstracts of classes on familiarization with the outside world. - Assistance, 2010
2.O.V. Dybina Classes on familiarization with the outside world in the middle group kindergarten. - Mosaic-Synthesis, 2010
.Gorkova L.G., Obukhova L.A. scenarios for classes on the integrated development of preschoolers. middle group
.Timofeeva L.A. Outdoor games with children of primary preschool age. Moscow: Education, 1979.
Tags: Organization of various activities as a condition for the development, training and education of preschoolers
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