Goals of education: 1st generation 1998 1st generation 1998 Assimilation of knowledge, skills Subsequent generations Subsequent generations The personality of the student, his ability for self-realization, for independent decision-making, for analyzing his own activities. The student’s personality, his ability for self-realization, independent decision-making, and analysis of his own activities. Based on activity approach 3
DIDACTIC SYSTEM OF ACTIVITY METHOD system of didactic principles; system of didactic principles; educational situations of different types: educational situations of different types: holistic structure of the educational situation “Discovery” of new knowledge. 6
Technology “Situation” (L.G. Peterson, A.I. Burenina, E.Yu. Protasova) Stage 1: Introduction to the situation (conditions are created for children to develop an internal need (motivation) for inclusion in activities). Stage 2: Actualization (during the didactic game, the teacher organizes the children’s objective activities, in which mental operations, as well as the knowledge and experience of children necessary for constructing new knowledge, are purposefully updated). Stage 3: Difficulty in the situation (a situation is modeled in which children encounter difficulties in individual activities). Stage 4: Discovery by children of new knowledge (way of action) (the teacher involves children in the process of independent search and discovery of new knowledge that solves a problematic issue that arose earlier). Stage 5: Incorporation of new knowledge (method of action) into the child’s knowledge system (the teacher offers didactic games in which new knowledge (new method) is used in changed conditions together with what was previously mastered). Stage 6: Understanding (result). 9
“Teaching activities means making learning motivated, teaching the child to independently set a goal and find ways, including means of achieving it (i.e., optimally organizing one’s activities), helping to develop the skills of control and self-control, assessment and self-esteem ." Leontyev A.A. 10
FORMATION OF PREREQUISITES
UNIVERSAL LEARNING ACTIONS IN CHILDREN
PRESCHOOL AGE
(educational technology “Situation”)
L.G. Peterson, Doctor of Pedagogical Sciences, Professor of Agro-industrial complex and software development L.E. Abdullina, postgraduate student at the SDP Center “School 2000...” of AIC and PPRO
New regulatory documents reflecting state requirements for education (FGT, Federal State Educational Standards) shift the emphasis from the development of knowledge, skills and abilities in children to the formation of integrative qualities and moral characteristics of the individual, the ability to learn, readiness for self-change, self-development and self-education throughout life as the main result of education.
The Federal State Requirements (FGT) for the structure of the basic general education program of preschool education presents Planitable final result of preschool education - social portrait of a 7 year old child .
Nine main integrative qualities have been identified that relate to personal, physical and intellectual spheres of child development.
let's remember them:
Physically developed, mastered basic cultural and hygienic skills;
Curious, active;
Emotionally responsive;
Mastered the means of communication and ways of interacting with adults and peers;
Able to manage one’s behavior and plan one’s actions;
Able to solve intellectual and personal problems
Having primary ideas about oneself, family, society
Mastered UPUD
Has mastered the necessary skills and abilities;
It is very important that this classification does not contradict the classification of primary school educational institutions, which, as is known, are divided into: educational, personal, regulatory and communicative .
Liu formation processGod skills occur in the following sequence:
1) gaining experience performing an action and motivation;
2) acquisition of knowledge general way of performing an action;
3) training in performing the action based on the studied general method;
4) control.
Today I will introduce you to the Situation technology, which is aimed at formation of the prerequisites for educational learning in preschoolers, a new pedagogical tool has been specially developed in the “World of Discovery” program - (L.G. Peterson, A.I. Burenina, E.Yu. Protasova), which is a modification of the technology of the activity method of L.G. Peterson (TDM) for the preschool level, which gives a specific answer to the question: how to organize the educational process with preschoolers, ensuring continuity in achieving the planned results, defined by the Federal State Educational Standard of Preschool Education and the Federal State Educational Standards of the NOO.
The holistic structure of the “Situation” technology includes sixsuccessive steps (stages).
1) Introduction to the situation.
At this stage, conditions are created for children to develop an internal need (motivation) to participate in activities. Children record what they want to do (the so-called “children's goal”).
To do this, the teacher, as a rule, includes children in a conversation that is necessarily personally significant for them, connected with their personal experience. The emotional inclusion of children in the conversation allows the teacher to smoothly move on to the plot, with which all subsequent stages will be connected. The key phrases for completing the stage are the questions: “Do you want to?”, “Can you?”.
Note that the “children’s” goal has nothing in common with the educational (“adult”) goal; this is what the child “wants” to do. When designing the educational process, it should be taken into account that younger preschoolers are guided by their immediate desires (for example, to play), and older ones can set goals that are important not only for them, but also for those around them (for example, to help someone).
By asking questions in this sequence, the teacher not only fully includes a methodologically sound mechanism of motivation (“need” - “want” - “can”), but also purposefully develops children’s faith in their own strengths. With his voice, gaze, and posture, the adult makes it clear that he also believes in them. Thus, the child receives important life guidelines: “If I really want something, I can definitely do it,” “I believe in my strength,” “I can do anything, I can overcome anything, I can do anything!” At the same time, children develop such an important integrative quality as “curiosity, activity.”
2) Updating.
At this stage, during the didactic game, the teacher organizes the children’s objective activities, in which mental operations are purposefully updated, as well as the children’s knowledge and experience necessary for constructing new knowledge. At the same time, children develop experience in understanding an adult’s instructions, interacting with peers, coordinating actions, and identifying and correcting their mistakes. At the same time, children are in the game plot, moving towards their “childish” goal and do not even realize that the teacher, as a competent organizer, is leading them to new discoveries.
3) Difficulty in the situation.
This stage is short in time, but fundamentally new and very important, since it contains at its source the main components of the structure of reflexive self-organization that underlies the ability to learn.
Within the framework of the selected plot, a situation is simulated in which children are faced with difficulties in individual activities. The teacher, using the question system “Could you?” - “Why couldn’t they?” helps children gain experience in identifying difficulties and identifying their causes.
Since the difficulty is personally significant for each child (it interferes with the achievement of his “childish” goal), the child has an internal need to overcome it, that is, now cognitive motivation. Thus, conditions are created for the development of cognitive interest in children.
In early preschool age, at the end of this stage, the teacher himself voices the goal of further cognitive activity in the form “Well done, you guessed correctly! So you need to find out...” Based on this experience (“we need to find out”), a very important question from the point of view of forming the prerequisites for universal educational actions appears in older groups: “What do you need to learn now?” It is at this moment that children acquire the primary experience of consciously setting an educational (“adult”) goal for themselves, while the goal is articulated by them in external speech.
Thus, strictly following the stages of technology, the teacher leads children to the point that they themselves want to learn “something.” Moreover, this “something” is absolutely concrete and understandable to children, since they themselves (under the unobtrusive guidance of an adult) named the cause of the difficulty.
4) Children's discovery of new knowledge (way of action).
At this stage, the teacher involves children in the process of independently searching and discovering new knowledge that solves a problematic issue that arose earlier.
Using the question “What should you do if you don’t know something?” The teacher encourages children to choose a way to overcome the difficulty.
In early preschool age, the main ways to overcome difficulties are to “figure it out yourself,” and if you can’t figure it out yourself, “ask someone who knows.” An adult encourages children to invent, guess, not be afraid to ask questions, and formulate them correctly.
In older preschool age, another method is added - “I’ll come up with it myself, and then test myself according to the model.” Using problematic methods (leading dialogue, stimulating dialogue), the teacher organizes the construction of new knowledge (way of action), which is recorded by children in speech and signs.
Thus, children gain initial experience in choosing a method for resolving a problem situation, putting forward and justifying hypotheses, and independently (under the guidance of an adult) discovering new knowledge.
5) Inclusion of new knowledge (method of action) into the child’s knowledge systemka.
At this stage, the teacher offers didactic games in which new knowledge (a new method) is used in changed conditions together with what was previously mastered.
At the same time, the teacher pays attention to the children’s ability to listen, understand and repeat an adult’s instructions, and plan their activities (for example, in older preschool age questions like “What will you do now? How will you complete the task?” are used). In the senior and preparatory groups, the game plot “school” is used, when children play the role of students and complete tasks in workbooks. Such games also contribute to the formation of positive motivation in children for learning activities.
Children learn self-control in the way they perform their actions and control the actions of their peers.
The use of didactic games at this stage, when children work in pairs or small groups for a common result, makes it possible to develop cultural communication skills and communication skills of preschoolers.
6) Comprehension (result).
This stage forms in children, at a level accessible to them, the initial experience of performing self-assessment - the most important structural element of educational activity. Children gain experience in performing such important UUDs as recording the achievement of a goal and determining the conditions that made it possible to achieve this goal.
Using a system of questions: “Where were you?”, “What were you doing?”, “Who did you help?” The teacher helps children comprehend their actions and record the achievement of the “children’s” goal, etc. And then, using the question: “Why did you succeed?” leads children to the fact that they achieved the “children’s” goal due to the fact that they learned something, learned something, that is, it combines the “children’s” and educational goals: “You succeeded... because you learned... (learned... )". In early preschool age, the teacher spells out the conditions for achieving the “children’s” goal himself, and in older groups, children are already able to determine and voice them on their own. Thus, cognitive activity acquires a personally significant character for the child.
At this stage, it is very important to create conditions for the child to receive joy and satisfaction from a job well done. This fulfills his need for self-affirmation, recognition and respect from adults and peers, and this, in turn, increases the level of self-esteem and contributes to the formation of the beginnings of self-esteem, the image of “I” (“I can!”, “I can!”, “ I’m good!”, “I’m needed!”).
It should be noted that the “Situation” technology can be implemented holistically, when children “live” all six stages, that is, the entire path of overcoming a difficulty based on the method of reflexive self-organization A can be limited to its individual components (for example, only fixing the difficulty that is planned to be overcome for a relatively long time, observation and analysis of a certain situation, generalization, choice of course of action, etc.). At the same time, some situations can be planned in advance by adults, while another part arises spontaneously, on the initiative of children, and adults pick it up and think through how to saturate this situation with important developmental content.
So, the “Situation” technology and the methodological tools proposed in the “World of Discovery” program provide conditions under which children have the opportunity to “live” both the individual steps of reflexive self-organization and the entire path of overcoming a difficulty - independently performing a trial action, recording what is so far it is not possible to study the situation, understand the causes of the difficulty, design, construct and apply rules, process information, comprehend the information received and their practical application in life. This solves many issues not only of the qualitative formation of the prerequisites for universal educational activities in preschoolers, but also of the personal development of preschoolers from the standpoint of the continuity of the educational process between different stages of education.
To implement modern society's requirements for education, teachers use a new proprietary pedagogical technology - the technology of the activity-based teaching method (ATM) by L.G. Peterson. This technology makes it possible to formulate not only the substantive results of mastering the program, but also to develop in children the activity abilities and personality traits that ensure their success in the future. This new pedagogical toolkit makes it possible to organize educational activities and interaction between participants in the educational process within the framework of the system-activity approach stated as the fundamental basis of the Federal State Educational Standard. TDM is based on the method of reflexive self-organization (general theory of activity - G.P. Shchedrovitsky, O.S. Anisimov, etc.), and at the same time, it includes all stages of deep and lasting assimilation of knowledge (P.Ya. Galperin ). Thanks to this, students have the opportunity in lessons to systematically train the entire range of learning skills that determine the ability to learn. On the other hand, TDM provides continuity with the traditional school.Let us give as an example the structure of lessons for discovering new knowledge (DKD) and a supporting scheme that helps teachers relate different types of lessons and identify their common methodological basis - a scheme of reflective self-organization:
1) Motivation for educational activities.
2) Updating and recording individual difficulties in a trial action.
3) Identifying the location and cause of the difficulty.
4) Construction of a project for getting out of the difficulty.
5) Implementation of the constructed project.
6) Primary consolidation with pronunciation in external speech.
7) Independent work with self-test.
8) Inclusion in the knowledge system and repetition.
9) Reflection on educational activities.
An analysis of the technological requirements for each stage of OZ lessons shows that students have the opportunity at the stages:
(1) – train your abilities for self-determination and planning cooperation with the teacher and peers;
(2) – perform a trial educational action, record your difficulty;
(3) – identify and formulate the problem, establish cause-and-effect relationships;
(4) – take into account different opinions, set a goal, choose the method and means of its implementation, plan;
(5) – work according to a plan, put forward hypotheses, independently construct ways to solve problems, search for information, extract the necessary information from texts, model, take into account different opinions and agree on a common position;
(6, 8) – use models, consciously and arbitrarily construct your speech utterance, perform actions according to the algorithm;
(7) – perform self-control, criterion-based self-assessment and correction of one’s own actions;
(9) – perform reflection on activities, carry out self-assessment of its results.
In addition, during such lessons, students actively develop cognitive processes and volitional self-regulation in situations of difficulty. Students are actively involved in the process of discovering new knowledge, becoming subjects of learning activities. They understand new rules and concepts rather than rote learning them.
After new knowledge (a concept, a method of action) is “discovered” by students in a social science lesson, questions arise: “How to organize further work so that this knowledge is learned by every student? How to organize this work to benefit the development of the student’s personality? Is it possible to achieve these goals by formally completing a certain number of tasks of a new type?” Practice shows that no. Only by finding his own mistake, understanding its cause and correcting it, is the student able to avoid this mistake in the future when performing similar tasks. The skills of self-control, correction and self-assessment acquired during this work will become those meta-subject learning outcomes that will remain in their arsenal after school. Therefore, it is important to build the process of forming the necessary skills and abilities to apply new knowledge on the basis of the method of reflection, that is, to make it developmental. At the same time, in the lessons, which were traditionally called lessons of repetition and consolidation, not only subject skills and abilities will be practiced, but also the learning skills will be formed at the same time. Such lessons in DSDM are called reflection lessons.
In addition to the lessons of general knowledge and reflection, in the didactic system of the activity method, two more types of activity-oriented lessons have been identified.
· lessons of developmental control;
· lessons on building a knowledge system.
In developmental control lessons, students participate in the process of testing the assimilation of learned knowledge, control themselves and perform self-assessment. During the lessons of building a knowledge system, they build a route for studying the course, make generalizations, systematize the knowledge learned, determine the scope of their application and outline ways for further development.
Thus, TDM allows the teacher to conduct lessons in such a way that children themselves perform the full complex of learning activities that make up the ability to learn (at the preschool level, a modification of TDM is used to conduct classes -
The proposed technology is integrative in nature: it synthesizes ideas that do not conflict with each other from the concepts of developmental education of leading Russian teachers and psychologists from the standpoint of continuity with the traditional school. Indeed, when implementing steps 1, 2, 5-9, the requirements from the technology of demonstration and visual learning for organizing the transfer of knowledge, skills and abilities to students are met; Steps 2-8 ensure that they systematically go through all the stages identified by P.Ya. Galperin as necessary for deep and lasting assimilation of knowledge; the completion of the 2nd step is associated with the creation of a difficulty in the activity (“collision”), which, according to L.V. Zankov, a necessary condition for the implementation of the tasks of developmental education. At stages 2-5, 7, 9, the requirements for the organization of students’ educational activities, developed by V.V., are provided. Davydov.
Reflection lesson (R).
Activity goal: developing the ability to record one’s difficulties in activities, identify their causes, build and implement a project to overcome difficulties (monitor and correct the method of action and its result).
Lesson of developmental control (DC).
Activity goal: developing the ability to carry out control and evaluation functions.
Lesson on building a knowledge system (KSZ).
Activity goal: developing the ability to generalize and structure knowledge.
Based on the following sources:
Peterson L.G., Kubysheva M.A. // How to systematically and reliably develop the ability to learn. – Bulletin of Education. – No. 3. – 2016.
Peterson L.G., Kubysheva M.A., Rogatova M.V. // Typology of activity-oriented lessons. – MANPO – 2016.
“How to move on to the implementation of the second generation Federal State Educational Standards in the educational system of the activity-based teaching method “School 2000...” / Ed. L.G. Peterson - M.: APK and PPRO, UMC "School 2000...", 2010.
Grushevskaya L.A. Methodological features of preparing and conducting reflection lessons when working on the mathematics course of the “School 2000...” program // Collection of articles - M.: UMC “School 2000...”, 2005.
Authors: Cabin Irina Vasilievna, Volkova Larisa Anatolyevna
Job title: methodologist, teacher
Educational institution: JV "Kindergarten No. 1" GBOU Secondary School No. 5
Locality: Syzran city, Samara region
Name of material: methodological development
Subject: Abstract of the educational activities of children in the senior group of compensatory orientation in technology, the situation of the activity approach by L. G. Peterson on the topic: "Transport"
Publication date: 06.04.2017
Chapter: preschool education
Summary of educational activities
children in the older group with a compensatory focus on technology
situation of the activity approach L. G. Peterson
on the topic: "Transport".
methodologist of the joint venture "Kindergarten No. 1"
GBOU Secondary School No. 5, Syzran
Cabin Irina Vasilievna
teacher of the joint venture "Kindergarten No. 1"
GBOU Secondary School No. 5, Syzran
Volkova Larisa Alexandrovna
Target:
Introduce children to special-purpose vehicles (“fire
car", "police", "ambulance"):
special cars rush to
help, these are necessary, useful machines.
Material:
Technical means: multimedia projector, screen, EMP “Transport”,
video “Special Purpose Vehicles”;
split
Pictures
"Transport",
proposals,
attributes
"Chauffeurs", "Computer".
Didactic aids: card - diagram with different numbers of circles, game
“Fold the picture”, game “Computer”, game “Chauffeurs”.
Toys: microphone, ball.
Progress of the educational situation:
Ӏ. Introduction to the situation
1. "Surprise moment"
Didactic tasks:
motivate
inclusion
activity.
The teacher and methodologist gather the children around the screen.
Educator:
Guys, today
we received a video message from
Dunno,
look at the screen. (Dunno appears on the slide).
Audio recording: Hello guys, my name is Dunno, I live in the flower
went
travel
air
trouble happened, a thunderstorm began and a catastrophe occurred, so I ended up on
uninhabited island. Help me get home, I have a map, but I
I can’t navigate it.
Methodist: Guys, can we help Dunno? (Yes). The road is long. Along the way we
We will make stops and perform various tasks. Well, guys, what's up?
bon voyage!
ӀӀ. Updating knowledge
1. Didactic ball game “Say the opposite”
Didactic task: to consolidate children’s ability to select antonyms.
Educator: Before the trip, let's play the ball game “Say
vice versa"
Arrived and left;
Said - sailed;
Rolled - rolled away;
Took off - landed;
Big small;
Heavy - light;
Fast – slow;
New – old;
Far close;
High - low (children sit on chairs)
- Look at the map. The first part of the route passes through water. Which
Can transport travel on water? (boat, steamship, ship, boat). How
Can you call this transport in one word? (water). Guess which one
water transport Dunno will hit the road:
At sea, in rivers and lakes
I swim, agile, fast.
Among the warships
Known for its lightness (boat).
Children sit on chairs.
2. Game "Count"
Didactic task: to practice coordinating numerals with
nouns.
- The first station is called "Count." Look at the card and
count the transport, watch the endings.
- The next section of the route is mountains, swamps, and there is no way to pass on land. On
What kind of transport will Dunno travel? (plane, helicopter, air
ball). How can you call this transport in one word? (air).
That's right, airy. Guess which one:
Very, long and powerful
He flies, piercing the clouds.
Roars loudly in the clouds
He carries passengers (airplane)
Guys, what parts can be identified from the plane? (wings, body,
portholes, tail, chassis, interior).
4. Game “Which from what?”
Didactic task: formation of relative adjectives.
Guys, the wings of the plane are made of metal, so what are they? – metal
All the instruments in the cabin are made of plastic, so what kind? –...
Glass portholes -...
Rubber chassis -...
Leather seat -...
Metal body –…
Well done. Everyone completed the task!
Dynamic pause "Airplane"
Let's fly, fly (legs apart)
Spin your arms forward (rotate your arms in front of your chest)
Hands to the sides - fly
We send the plane (spread your arms horizontally to the sides)
Right wing forward (turn the body to the right with the right arm
Left wing forward (turn the body to the left with the left arm
One two three four -
Our plane has taken off
Wonderful pilot
The plane set off (random running with the
hands) (children sit on chairs themselves)
III. Difficulty in a game situation
Methodist: The next section passes through the plain. Think about what
Can you drive on the ground, on the road? (car, bus, motorcycle, train...)
What is the name of a vehicle that can be driven on land? (ground)
Guess what Dunno will go on:
Wonderful long house
There are a lot of passengers in it.
Wears rubber shoes
And it runs on gasoline... (bus)
2. "Chauffeurs"
Didactic task: To consolidate knowledge about traffic rules
Methodist: Let's play
Come out
choose
transport to your liking and go. Be careful. Slow down at a red light.
Do not create an emergency situation on the road. Oh, what happened? Bus
didn't miss the fire truck. And there is an ambulance buzzing. What should we do? How do they
help? Do you want to know?
ӀѴ. Discovery of new knowledge
1. A story about special machines.
Didactic task: To provide knowledge about special transport: fire
car, ambulance, police, emergency. Special machines
they rush to help, these are necessary, useful machines. Special machines
All cars and pedestrians must be allowed to pass on the roads.
Children approach easels with paintings with special machines.
Methodist: Watch the video sent by Smeshariki (video show
"Special purpose vehicles")
What cars can go through a red traffic light.
Why do these cars rush, honking the entire street and not stopping for
Crossroads?
Why should pedestrians and other cars give them way?
All these cars are rushing to help. These are necessary, useful machines. Because
they are called..(special machines)
2. Game “Fold the picture”
Didactic
exercise
gather
transport
separate parts, correlate the image of representation with the holistic image
real object.
Offer to put together a picture of a special machine from parts. For work
will be divided into pairs.
IV. Incorporating new knowledge into the knowledge system.
Game "Computer".
Didactic task: to consolidate children’s understanding of species
transport, the ability to indicate the type of transport with a symbol.
Methodist:
Let's play
"Computer"?
Let's agree
ground,
air
transport
let's denote
symbols (I show
signs with symbols). You will work in pairs. Agree who goes with whom
fulfill
Open
computer.
Look
Indicate on a white sheet of paper with a symbol what type of transport you have (Children
perform the task).
Raise the screen and check if you completed the task correctly. If
someone did it wrong, correct the mistake, help your friend.
Lower the screens into place. Agree which of you will tell who
what kind of transport, what type does it belong to? Well done!
2. Continue the sentence “Who controls what?”
Didactic
consolidate
use
noun in the instrumental case.
Methodist:
following
necessary
continue
offer. Be careful! The bus is driven by...(driver)
The helicopter is controlled by ... (helicopter pilot)
The train is driven by ... (driver)
The plane is controlled by... (pilot)
The truck is driven by...(driver)
The motorcycle is driven by... (motorcyclist)
The ship is controlled by...(captain)
The bicycle is driven by ... (cyclist)
Didactic tasks: to restore in the children’s memory what they did, and
create a situation of success.
The teacher and speech therapist take microphones in their hands. Children approach
Educator: Guys, Irina Vasilievna and I are correspondents and we want to
you to be interviewed for our preschool channel.
Methodist: You guys did a great job helping Dunno. What happened?
(Dunno was in trouble, he couldn’t find his way home. You helped him
Shmidt Tatyana Nikolaevna
Educator
MBDOU kindergarten No. 27 “Beryozka”, Shchelkovo municipal district
Technology of the active method “Situation”
Introduction
“A teacher is a ray of sunshine for a young soul,
which cannot be replaced by anything else"
Sukhomlinsky V.A.
A teacher working in the technology of the activity method “Situation” does not simply explain new knowledge, but creates a situation where children themselves “discover” it for themselves or gain experience in independently performing individual steps of discovery. And the teacher at the same time ceases to perform simply informational functions, but becomes an organizer, assistant and consultant in the independent cognitive activity of children.
And it is the “Situation” technology that allows you to create conditions for the self-development of a preschooler’s personality, develop communication skills, and activate children’s speech activity. In accordance with this, the main result of education is the mastery of universal learning activities (ULA), which are defined as “the ability to learn, the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience.”
In our institution, we have been using this technology since September 2016. At the beginning of the year, after conducting diagnostics, we saw that children were not good at setting “children’s” goals. And when faced with a difficulty, not all children can fix it and find the reasons. This is very important, because the child’s difficulty in his own activities gives him the opportunity: to understand what he does not yet know, cannot do; learn to deal constructively with difficulties; translate problems into tasks; gain experience in successfully overcoming difficulties in everyday life; develop positive self-esteem; learn to correctly formulate the causes of various difficulties; develop a sense of responsibility for your actions.
The entire scientific basis of the program and methodological complex “World of Discovery” is the system of didactic principles of the activity method of Lyudmila Georgievna Peterson:
- psychological comfort
- activities
- minimax
- integrity
- variability
- creativity
- continuity
Each of these principles is unique, but they all act as an integral system that allows you to create a single developing educational space.
The principle of psychological comfort
The principle of psychological comfort is fundamental, since the emotional atmosphere prevailing in kindergarten directly affects the psychophysical health of children. This principle involves creating a trusting atmosphere and minimizing stress factors in the educational process.
The teacher acts as an older friend, mentor, partner, organizer, and assistant. Its task is to develop and maintain in children curiosity, keen interest, initiative, independence, and a sense of the importance of everyone in the large and small matters of the group.
Operating principle
The principle of activity is as follows: the main emphasis is on organizing children's “discoveries” in the process of various types of children’s activities (play, communication, research, etc.); The teacher acts, first of all, as an organizer of the educational process.
Minimax principle
By simulating various educational situations, the teacher offers children tasks at a fairly high (but feasible for them) level of difficulty. Some of the children will be able to solve the problem (complete the task) independently; some will need leading questions; and some of the children will still be able to complete the “showing” task.
Each child, trying to reach his maximum, will certainly master the basic part of the educational program, which is mandatory for further movement forward, in the optimal version for himself.
Principle of integrity
When talking about a preschooler, it is important to keep in mind that he learns not only and not so much in class, but in his free life. Therefore, when organizing the educational process, one cannot limit it only to classes, ignoring communication with family, leisure, holidays, and independent activities of preschoolers.
The principle of integrity ensures the systematization of the child’s ideas about the world around him and about himself.
The principle of variability
The principle of variability provides for the systematic provision of children with the opportunity to choose materials, types of activities, participants in joint activities and communication, information, methods of action, behavior, evaluation, etc.
The teacher listens to all the children’s answers and does not deprive the child of the right to make mistakes. When creating problematic situations, the adult encourages children to put forward more and more new hypotheses, inviting everyone to speak out. At the same time, it is important that children not only offer different solutions, but try to justify their choice.
The principle of creativity
The principle of creativity orients the entire educational process towards supporting various forms of children's creativity, co-creation between children and adults. Playing, singing, dancing, drawing, applique, designing, theatrical performance, communication - all this is not just the everyday reality of kindergarten life - these are necessary conditions for the development of the creative abilities and imagination of every child. Children participate in individual or group activities where they invent and create something new.
The principle of continuity.
The implementation of the principle of continuity is necessary to ensure continuity in content, technology, and methods not only between kindergarten and primary school, but also the formation of common approaches to the upbringing and development of a child at the level of public and family educational institutions.
Technology of the activity method “Situation”
"You can't teach a person something, you can
just help him make a discovery for himself"
Galileo Galilei
The essence of this technology is to organize developmental situations with children based on the use of general cultural knowledge about the laws of effective activity, taking into account the age characteristics of preschoolers. Hence the name of the technology – “Situation”, since it is based on the various situations that children encounter during the day.
Stages of classes for “discovering” new knowledge
in technology "Situation"
1. Introduction to the situation
At this stage, conditions are created for children to develop an internal need (motivation) to participate in activities. Children record what they want to do, the so-called "children's" goal .
To do this, the teacher, as a rule, includes children in a conversation that is necessarily related to their life experience and is personally significant for them.
The key phrases for completing the stage are the questions: “Do you want to?”, “Can you?”.
It is important to understand that a “children’s” goal has nothing to do with an educational (“adult”) goal.
By asking questions in sequence (“Do you want?” – “Can you?”), the teacher purposefully builds children’s faith in their own strengths. As a result, the child learns important life attitudes: “If I really want something, I can definitely do it,” “I believe in my strength,” “I can do anything, I can overcome anything, I can do anything!”
Thus, at the “Introduction to the situation” stage, a methodologically sound motivation mechanism (“need” – “want” – “can”) is fully activated.
2. Updating knowledge and skills
At this stage, in the course of joint activities with children, built within the framework of the implementation of the “children’s” goal, the teacher directs the children’s activities, in which the mental operations, as well as the knowledge and experience of the children, which they need for a new “discovery,” are purposefully updated.
Children develop experience in understanding the purpose of an activity, interacting with peers, coordinating actions, identifying and correcting their mistakes. At the same time, children are in their own semantic space (a game plot, for example), moving towards their “childish” goal and do not even realize that the teacher, as a competent organizer, is leading them to new “discoveries.”
3. Difficulty in the situation
This stage is key. Here we model a situation in which children are faced with a difficulty and in order to achieve their “childish” goal the child needs to perform some action that is based on that new knowledge (concept or method of action) that the child has yet to “discover” and which he currently has it is still missing. This raises a difficulty. The teacher, using a system of questions (“Could you?” - “Why couldn’t you?”) helps children gain experience in recording the difficulty and identifying its cause.
Since the difficulty is personally significant for each child (it interferes with the achievement of his “childish” goal), children have an internal need to overcome it, that is, now a new goal associated with cognition (an educational task correlated with an “adult” goal ).
In early preschool age, at the end of this stage, the teacher himself voices the goal of further cognitive activity in the form “Well done, you guessed correctly! So, we need to find out...” On the basis of this experience (“we need to learn”), in older groups the formation of the ability to learn appears - the question: “What do we need to learn now?” It is at this moment that children acquire the primary experience of consciously setting an educational goal for themselves.
4. “Discovery” of new knowledge (way of action)
At this stage, the teacher involves children in the process of independent search and “discovery” of new knowledge, solving problematic issues.
First, the teacher encourages the children to choose a way to overcome the difficulty. In early preschool age, the main ways to overcome difficulties are to “try to guess for yourself” and/or “ask someone who knows.” In older preschool age, a new method is added - “look in a book,” “come up with it yourself, and then test yourself using a model.” The teacher organizes the construction of new knowledge (way of action), which is recorded by the children in speech and, possibly, in signs. Thus, children gain experience in choosing a way to overcome a difficulty, putting forward and justifying hypotheses, and “discovering” new knowledge - for now by guessing.
5. Inclusion of new knowledge (method of action) into the child’s knowledge system
At this stage, the teacher offers various types of activities in which new knowledge or a method of action is used in conjunction with previously mastered ones, or in changed conditions.
At the same time, the teacher pays attention to the children’s ability to listen, understand and repeat the adult’s instructions, and plan their activities (for example, in older preschool age, questions like: “What will you do now? How will you complete the task?”).
The use at this stage of such forms of organizing children's activities, when children work in pairs or small groups for a common result, allows preschoolers to develop cultural communication skills and communication skills.
6. Reflection
At this stage, the achievement of the goal is recorded and the conditions that made it possible to achieve this goal are determined.
Using a system of questions: “Where were you?”, “What were you doing?”, “Who did you help?” – the teacher helps children comprehend their activities and record the achievement of the “children’s” goal. And then, with the help of questions: “How was it possible?”, “What did you do to achieve the goal?”, “What knowledge (skills, personal qualities) were useful?” – leads children to the conclusion that they achieved their (“children’s”) goal due to the fact that they learned something, learned something, showed themselves in a certain way, that is, brings together the “children’s” and “adult” goals (“Succeeded ... because they found out (learned)...").
To summarize, we can say that the “Situation” technology is a tool for the systematic and holistic formation of preschoolers’ primary experience in performing the entire complex of universal educational actions.
As a result of using the technology of the activity method “Situation”, children began to be able to record what they want to do (set a “children’s goal”). It should be noted that a “children’s” goal is something that the child “wants” to do and has nothing to do with an educational (“adult”) goal. And with the help of the teacher and the system of questions “Could you?” - “Why couldn’t they?” We help children gain experience in identifying difficulties and identifying their causes.
Children are happy to be involved in the process of independently searching and discovering new knowledge that solves a previously encountered difficulty. They offer various options where you can gain new knowledge. Choose the one that is best suited at the moment. Gain this new knowledge or way of acting. And they continue their movement towards the goal from the moment where they had difficulty.
In conclusion, I would like to say that the use of the technology of the activity method “Situation” has a beneficial effect on the educational process in our group. We see the shining eyes of our children, full of desires to learn something new and interesting. And if the children like it, it means we are doing everything right!
Used Books:
- Methodological recommendations for the approximate basic general educational program of preschool education “World of Discovery” // Scientific director Peterson L.G. / Under the general editorship of Peterson L.G., Lykova I.A. – M.: Tsvetnoy mir, 2012. – 240 p.
- Approximate basic educational program for preschool education “World of Discovery”. Scientific hands L.G. Peterson / Under the general editorship. L.G. Peterson, I.A. Lykova. - M.: Publishing House "Tsvetnoy Mir", 2015. - 336 p. 3rd edition, revised. and additional
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