Regulatory wud in dow. Formation of universal educational activities in children of senior preschool age as a prerequisite for their further successful systematic education

Saratov National Research State
University named after N.G. Chernyshevsky
Institute of Arts

Saratov branch State Center contemporary art as part of the FGBUK GMVTS "ROSIZO"

Ministry of Culture of the Saratov Region

Office of Culture Administration
Municipal Formation "City of Saratov"

MUK "Cultural Center named after P.A. Stolypin"

INFORMATION MAIL

"Cultural heritage of the city of Saratov and the Saratov region"
VI IInternational scientific and practical conference
Saratov, October 3-6, 2018

We invite you to take part in the conference dedicated to the cultural heritage of Saratov and the Saratov region. Conference participants: Russian and foreign experts; scientists, graduate students, students; representatives of state and non-state institutions of higher and secondary vocational education; learned societies; public youth organizations; representatives of cultural and art institutions (Russian state departmental and municipal museums, archives, libraries and other scientific, educational, entertainment and educational enterprises, institutions and organizations operating in the field of education, science and culture) and many others. Based on the results of the conference, a collection of scientific articles will be published.
Status: International scientific and practical conference (part-time participation) with the publication of a printed collection and a certificate of participation

The main directions of the conference:

Year of the Volunteer (Volunteer) in cultural life in Saratov and Saratov region
- History and culture of the region
- Cultural heritage of the Saratov Volga region in spiritual development societies

Famous personalities of culture and art of Saratov and the Saratov region
- Cultural values region (museums, theaters and other cultural institutions)
- Art and folk art Saratov and Saratov region
- Use of cultural heritage resources of the city of Saratov and the Saratov region in education and upbringing
- Professional education in the system of culture and art of Saratov and the Saratov region
- Contemporary art in the space of the city and the region

Conference schedule
October 3 - plenary session
October 4-5 - work of sections
October 6 - historical and cultural expedition in the Saratov region

Terms of participation in the conference
To participate in the conference, you need to do two things:
1. Fill out the participant's application to the email address [email protected]
2. Send to email address [email protected] article (or report) of the participant

Deadline for submission of application and materials
The deadline for submitting an application for participation in the conference is September 12, 2018 (only an application must be sent to the email address).

Rules for submitting an article - until November 01, 2018 (in one e-mail you must send 2 attached files: an article drawn up in accordance with the requirements and re-attach the application according to the model)

From May 16 to May 20, 2018 in Moscow in the Shuvalov building of Moscow State University named after M.V. Lomonosov will host the VII International Scientific and Practical Conference "Education and Education of Children younger age» (ECCE Conference) andexhibition "Modern preschool education".

During the conference, experts from 35 countries, all subjects of the Russian Federation within the framework of 25 scientific sections will consider key issues in the field of preschool education. The conference is favorably distinguished among others by the equality of science, methodology and practice in education.

Location: Moscow, Shuvalovsky building of Moscow State University named after M.V. Lomonosov, Lomonosovsky prospect, 27, bldg. 4

The event is held under the auspices of UNESCO, with the support of the Ministry of Education and Science of the Russian Federation, the Public Chamber of the Russian Federation, the Agency for Strategic Initiatives. The organizers of the event are Moscow State University named after M.V. Lomonosov and Moscow pedagogical academy preschool education (MPADO).

In addition to the grand opening of the conference, the highlights of the first day will be:

panel discussion: "The global future of preschool education in the era of digitalization" (15.00-17.00, room 7), (moderator: Rector of Moscow State Pedagogical University , Igor Remorenko, experts: Irina Komarova- Leading Researcher of the All-Russian Academy of Foreign Trade of the Ministry of economic development RF, Inna Karakchieva— Leading expert of the Analytical Center under the Government of the Russian Federation, Natalya Amelina— Head of the Department for Teacher Development and Networking, UNESCO IITE;

round table "Cultural-historical theory of L.S. Vygotsky in the context of modern preschool education"(moderators: Nicholas Veraksa- professor, rector of MPADO ( Russia), Roger Salio- Professor at the University of Gothenburg, Director of the Center for Research on Learning, Interaction and Mediated Communication in Modern Society ( Sweden), Sasasiven Cooper- President of the International Psychological Union, President of the Pan-African Psychological Union, Professor ( South Africa); section on educational policy in the field of upbringing and education of children, the section "Environmental education for the sustainable development of young children", etc.

May 18 there will be a round table "Investment and efficiency in preschool education and early childhood development", which will consider the return on investment in pre-school education and educational institutions as part of the overall infrastructure of the city. This round table was prepared in conjunction with the BuildSchool exhibition. This large-scale project started in Russia in 2017 and accumulated the most interesting architectural projects educational institutions in Russia and the CIS. This round table was prepared with the support of the World Bank Group.

Also on this day as part of the scientific section "Development of the quality of preschool education" (09.30-11.30, room 1) and panel discussion: "Research on the quality of preschool education in Russia - 2017. Main results and development guidelines" (12.00 -14.00, room 8) experts will discuss results of the three largest studies of the quality of preschool education held in Russia in 2017 - the first half of 2018, will talk about international experience and outline ways to further intensify work in this direction.

May 19 The organizing committee of the conference will open educational program for teachers and parents: master classes, lectures, seminars from manufacturers of educational products for children, authors educational methods, the exhibition "Modern preschool education", where manufacturers of innovative toys, preschool equipment, publishers will present their achievements to a wide audience of specialists.

For the first time, the Open Program will host OpenTalk for Early Childhood Education ECCETALK+ MEL (12.30 main hall). The jury received more than 100 video applications for presentations from creative parents, child psychologists, young scientists, chose 6 of the most interesting, relevant, inspiring. Speakers will simply talk about the complexities in education and upbringing from the rostrum of the best university in the country.

Participate in the conference:

Why do we focus on the children of the older preschool age? The fact is that if a child of early and younger preschool age does not receive preschool education, then the shortcomings and omissions in his development can still be corrected. If a child of senior preschool age has an insufficient level of development, then this threatens him with serious problems at the stage schooling. “The school should not make a drastic change in the lives of children. Let the new appear in his life gradually and not overwhelm with an avalanche of impressions, ”V.A. Sukhomlinsky wrote about the acquaintance of children with the school in the process preschool education. The problem of succession is most acute at two key points - at the moment children enter school (during the transition from the pre-school level to the primary level). general education) and during the transition of students to the stage of basic general education.

The main problems of ensuring continuity are associated with ignoring the task of purposeful formation of such universal educational actions as communicative, speech, regulatory, general cognitive, logical and others. The assimilation of universal educational actions involves the process of internalization as a consistent transformation of an action from an external material / materialized form to an internal one through speech forms.

A promising task should be the development of an educational and methodological complex that ensures the implementation of the Program for the development of universal educational activities at the stage of pre-school and primary education. The educational and methodological complex should ensure the organization of a complete indicative basis of a universal educational action, taking into account the subject content academic discipline; step-by-step development of the action, ensuring the transition to higher levels performance (from the materialized to the verbal and mental form of action) based on the solution of a system of tasks, the implementation of which will ensure the formation of generalization, reasonableness, awareness, criticality, mastery of universal educational actions. Thus, the education of children of senior preschool age should be aimed at enrichment (amplification), and not at artificial acceleration (acceleration) of development.

At school, a first-grader is attacked by everything at once: both new rules of conduct and new information. Therefore, we are preparing the preschooler for the coming changes in his usual conditions, gradually, step by step, introducing new attitudes that meet new requirements.

Personal universal educational actions are the formation of the "internal position of the student"; the action of meaning formation, which establishes the significance of cognitive activity for the child; highlighting the moral content of the situation; orientation to the norm of fair distribution; the ability to correlate actions and events with those accepted ethical principles.

The so-called "Glades of Good Deeds" also contribute to the formation of personal universal educational actions in children. A joint collective assessment of the good positive deeds of children, correlation with ethical principles occurs in the process of collective conversation and placement of bright elegant flowers in a clearing or on a sunny ray.

Great help is provided by the game in the "school". It helps the child successfully enter school life. The game develops the ability to negotiate (set rules, distribute roles), the ability to manage and be managed. The child actively masters the "world of things" (cognitive and substantive practical activities) and the "world of people" (norms of human relationships). At the senior preschool age, portfolios, calls appear, we jointly produce attributes for the role-playing game in the "school".

The next condition for the effectiveness of the work on the implementation of the continuity of the two educational institutions is the familiarization of children with the school. Preschoolers during excursions visit the library, gym, canteen, class and then attend the lesson. The child should not be afraid of a new building, but he should not get used to it so much that the effect of novelty, surprise, and attractiveness disappears.

Children reveal their impressions of excursions in drawing on following topics: “The school building”, “My impressions of the excursion to the school library”, “Class”, “My impressions of the holiday”, “Farewell to the primer”. Further, an illustrative album about the school is jointly drawn up, for example, “My first teacher”, “The school where I will study”, “I am a first grader”.

The most important condition for the effectiveness of work on establishing successive ties between the kindergarten and the school is friendly meetings and acquaintances with teachers. Teachers get to know the children, with their individual characteristics, inclinations, interests, which reduces the time for him to get to know new students.

The emotional mood is supported by an organized meeting of children in kindergarten with their parents, as well as with graduates of past years. This includes conversations, stories about their studies and favorite teachers, showing photos, certificates related to school years, looking at school-themed paintings, as well as joint activities, such as making toys, puppet theater, joint holidays.

In directly educational activities (in the preparatory group for school), we teach children how to complete tasks. This arouses their interest, develops the ability to listen to a friend’s answer, make additions and corrections, prove their opinion and, of course, use the acquired knowledge in life (for example, knowledge of numbers in the game “Shops”).

An important place is also played by situations of moral themes - awareness of the norms and rules of behavior at school. In the game, on behalf of the “teacher”, certain requirements are imposed on the “student”, the next object of attention may be textbooks, which are useful not only to look at, but also to try to pretend to perform some simple task.

Reading fiction with a discussion about school life, memorization of poems; familiarization with proverbs and sayings that emphasize the importance of books, teachings and work; examining school supplies and making riddles about them. Making an album of riddles, poems, proverbs and sayings about school, school supplies, knowledge, books.

Regulatory actions - goal-setting as a setting of an educational task based on the correlation of what is already known and what is still unknown; planning (drawing up a plan and sequence of actions); forecasting the anticipation of the result, its temporal characteristics); control in the form of comparison of the method of action and its result with a given standard; correction (making additional adjustments to the plan and method of action); assessment and volitional self-regulation as the ability to volitional effort and overcome obstacles. What are the ways to form regulative universal actions?

At the stage of pre-school education, development regulatory action associated with the formation of arbitrariness of behavior. Psychological readiness in the sphere of will and arbitrariness, it ensures the purposefulness and regularity of the child's control of his activities and behavior. Arbitrariness acts as a child's ability to build their behavior and activities in accordance with the proposed patterns and rules, to plan, control and correct actions performed using appropriate means. To improve it, various games and exercises are used (“What has changed”, “Find the same objects”, “Find the differences”, “What does the melody look like”, etc.). Many tasks are built in the form of a competition between two or more players - this creates an additional game moment, greater emotional involvement. Entertaining material not only entertains children, gives them the opportunity to relax, but also makes them think, develops independence, initiative, stimulates development out-of-the-box thinking. In games, the preschooler plays out situations and actions that are largely close to future learning activities, that is, in the game, the child is directly prepared for the transition to a new level of education - entering school.

Participation in the resolution of problem situations is an obligatory element of the lifestyle of older preschoolers. A.M. Matyushkin characterizes the problem situation as “a special kind of mental interaction between an object and a subject, characterized by such a mental state of the subject (student) in solving problems that requires the discovery (discovery or assimilation) of new knowledge or methods of activity previously unknown to the subject” . Any problematic situation can be viewed as a creative task, which is based on an unresolved contradiction. Therefore, problematic situations effective remedy formation of responsible behavior in older preschoolers. Specially an adult can create them in various activities. For example, my child and I witnessed the unseemly act of other children. We ask him: “Did they do the right thing? What should have been done? Would you have done the right thing in this situation?" The answer is likely to be: "Yes." There is no need to doubt the sincerity of our child's intentions, but let us praise him and express the hope that he will also behave in reality. A problem situation can be created by encouraging students to compare, juxtapose conflicting facts, phenomena, data, that is, with a practical task or a question, confront different opinions of students.

Among the possible means of developing the research activity of preschoolers special attention deserves childish experimentation.

Developing as an activity aimed at cognition and transformation of objects of the surrounding reality, children's experimentation contributes to the expansion of horizons, enrichment of experience. independent activity, self-development of the child. In the process of experimentation, the child needs to answer not only the question “How do I do this?”, But also the questions: “Why do I do it this way and not otherwise? Why am I doing this? What do I want to know? What will you get as a result? This work arouses the child's interest in the study of nature, develops mental operations (analysis, synthesis, classification, generalization, and others), stimulates cognitive activity and curiosity, activates the perception of educational material on familiarization with natural phenomena. System Assimilation scientific concepts, experimental ways will allow the child to become the subject of learning, learn to learn. As V.A. Sukhomlinsky said: “Know how to open one thing in the world around the child, but open it so that a piece of life sparkles with all the colors of the rainbow. Always leave something unsaid so that the child wants to return again and again to what he has learned.

Also, the experiments are the most successful in the process of familiarizing children with the world of their living and inanimate nature. Each child should have a primary elementary image of the world and the attitude towards it should be: cognitive - "the world is amazing, full of secrets and mysteries, and I want to know and solve them"; careful - "the world is beautiful and gentle, it requires a reasonable approach and protection, it cannot be harmed"; creative - "the world is so beautiful and I want to preserve and increase this beauty."

Cognitive universal educational actions are independent selection and formulation of a cognitive goal, search and selection of the necessary information, modeling, logical actions of analysis (selection of a feature from a whole object), synthesis (combining into groups according to 1-2 features), comparison (selection of a feature from a whole a number of subjects), seriation (establishment of consistent relationships), classification (association into groups) of objects, establishment of cause-and-effect relationships.

In the preschool department, serious attention is paid to the development of cognitive activity and interests of older preschoolers, on the basis of which cognitive universal educational activities are formed. Educators especially emphasize the role of the book as a source of new knowledge, from which you can get answers to the most interesting and difficult questions.

The Pathfinders game is interesting, where the teacher uses the modeling technique to find an unknown object, and also consolidates with the children their ability to correlate their game actions with the proposed plan.

An effective way of forming cognitive universal educational actions is storytelling according to a scheme, action according to a plan, and a comparative description of objects.

Important are the games that encourage children to display intellectual activity - these are the mysterious schemes-signs "Find the indicated place", "Island in the ocean"; encrypted records - using words, pictures, signs; code locks for solving a game situation (number encryption); logical chains "Continue the series", the implementation of which is based on seriation, finding patterns. The games “Find a figure”, “Where is a simple figure hidden”, contribute to the ability to isolate from complex figure given simple. The use of labyrinths of various configurations in working with children helps to increase the level of interest of children. To improve the intellectual skills of children, exercises are offered aimed at visually determining similarities and differences, as well as finding regular relationships through inference. On the same drawings, first find the same images, and then a pair with one difference. Children are very fond of word puzzles(Vova solves problems better than Kolya. And Kolya is better than Misha. Who solves problems better than anyone? - Vova). These puzzles can be both for comparison, and for difference and combination, and for denial too. In such classes, important qualities of the child's personality are formed: independence, observation, resourcefulness, quick wits, perseverance, constructive skills. The game "Make a whole from parts" is used. The child operates not with images of objects, but with geometric figures. With the help of this game, the child can develop the ability to dissect complex shape object, to highlight in it individual elements that are in different spatial positions.

Teachers develop such communicative universal educational actions of children as the ability to take the position of a partner in performing actions in a game, in communication, in productive activities (drawing, applications, etc.), in the labor activity of pupils. They develop the ability of children to act in concert, follow the sequence of actions, show restraint, work in pairs: listen to each other, change roles.

Now let's imagine the ways of forming communicative universal learning activities in older preschoolers. An active desire to communicate with peers in various activities contributes to the formation of a "children's society". This creates certain prerequisites for the development of collective relationships. Meaningful communication with peers an important factor full-fledged formation of the personality of an older preschooler.

An effective way to form communicative universal educational activities is collective work on art activities, applications, and design. It is in the process of creative activity that figurative, constructive and analytical thinking, imagination, visual memory, that is, versatile mental processes, the ease and speed of mastering knowledge and skills are brought up. AT collective activity(play, work, communication) children of 6-7 years old master the skills of collective planning, learn to coordinate their actions, fairly resolve disputes, and achieve common results.

Just as important way is the labor activity of preschoolers. We include children in real collective work (cleaning the walking area), duty (in the corner of nature), work in nature (care for plants, animals). We offer one lesson for learning how to repair a book, another for learning origami. They arouse in children an interest in manual labor, making toys with their own hands. During the day, we also offer children to complete tasks in a subgroup, in pairs.

Joint activities unite children with a common goal, task, joys, experiences for a common cause. In it there is a distribution of responsibilities, coordination of actions, the child learns the basics of social relations, learns to yield to the desires of peers or convince them that he is right, to make efforts to achieve a common result. I.S.Kon believed: “In the process of socialization, a person must adapt to the conditions of his existence, and other people act for him “as instructors, as role models” .

Game activity has great efficiency in the process of communication formation. By playing, children learn the human capacity for cooperation. The teacher-scientist A.P. Usova, noting the influence of the game on the upbringing and development of the child, wrote: “Each game, if it is within the power of the child, puts him in a position where his mind works so vividly and energetically, and his actions are organized.”

Thus, in the formation of universal educational activities of preschoolers necessary for further education at school, “specifically children's activities” are used: a variety of games, design, labor, visual activity, communication, research activities of preschoolers.

The development of universal educational activities among preschoolers in a preschool educational institution contributes to the formation of psychological neoplasms and abilities in them, which, in turn, determine the conditions for high success in educational activities and the development of subject disciplines by school students.

Municipal preschool educational institution Kindergarten of a general developmental type with priority implementation of activities for the physical development of children "Forget-me-not" No. 133

Consultation

"Formation of educational activities among preschoolers in the context of the implementation of the GEF DO"

Prepared by: teacher

Kulinka Olga Yurievna

Komsomolsk - on the Amur

2015

The transition of a child from pre-school to primary education is a difficult life stage. It is very important that these changes take place as “softly” as possible and that all the conditions necessary for the successful development, education and upbringing of the child be created. Already at the stage of pre-school education, equal “starting” conditions should be provided for children of preschool age entering the first grade. “The school should not make a drastic change in the lives of children. Let the new appear in their lives gradually and not overwhelm with an avalanche of impressions,” wrote V.A. Sukhomlinsky.

Preschool age, as A.N. Leontiev, is "the period of the initial actual warehouse of the personality." It is at this time that the formation of the main personal mechanisms and formations takes place. The cognitive and emotional-personal spheres of the child are closely related to each other.

children given age in order to make the transition to the next level of education, it is necessary physical, psychological and intellectual preparation.

The most important task modern education system is the formation of a set of "universal educational activities". At the legislative level, universal educational activities were defined by the Federal State Educational Standard of Primary General Education. It includes requirements such as: "formation of the foundations of the ability to learn and the ability to organize one's activities - the ability to accept, maintain goals and follow them in educational activities, plan one's activities, monitor and evaluate them, interact with the teacher and peers in the educational process."

At the older preschool age, we can begin to lay the foundations for further successful schooling by starting to form universal learning activities already at the stage of preschool education.

The term "universal learning activities" was first introduced by A.G. Asmolov and another group of psychologists. Scientists give the following definition of this term: “in a broad sense, the term “universal learning activities” means the ability to learn

in a narrower sense(actually in psychological meaning) they can be defined as a set of methods of action that provide the ability to independently assimilate new knowledge and skills, including the organization of this process.

There is a basic classification of universal learning activities, in which the following blocks are distinguished, which correspond to the main goals of education: personal; regulatory; cognitive and communicative.

With regard to educational activities, there are the following types personal universal learning activities : self-determination, meaning formation, moral and ethical orientation.

Personal UUD allow you to make the teaching meaningful, provide the student with the significance of the decision learning objectives linking them to real life goals and situations.

Focused on awareness, exploration and acceptance life values and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your own life position about the world, people, himself and his future.

Cself-determination / "I know..."; "I can..."; "I'm creating..."; "I aim to...".

Cthought formation/ Establishing a connection between the purpose of educational activity and its motive - determining "what is the meaning, the meaning of teaching for me."

Moral-ethical orientation

Highlighting the moral and ethical content of events and actions.

System building moral values as the basis of moral choice.

Moral and ethical evaluation of events and actions in terms of moral standards.

Orientation in a moral dilemma and the implementation of a personal moral choice.

Personal universal learning activities

1. Personal UUD, reflecting the attitude towards social values

- to identify yourself with belonging to a people, country, state;

- exercise understanding and respect for the values of other cultures, peoples;

- exercise interest in the culture and history of their people, native, country;

- making a difference basic moral and ethical concepts;

- correlate an act with a moral norm;

evaluate own and other people's actions (ashamed, honest, guilty, did the right thing, etc.);

- analyze and characterize emotional states and feelings of others, build their relationships taking them into account;

- evaluate situations in terms of rules of conduct and ethics;

- motivate their actions;

express readiness act in accordance with the rules of conduct in any situation;

- exercise in specific situations, benevolence, trust, attentiveness, help, etc.

2. Personal UUD, reflecting the attitude to educational activities

- perceive the speech of the educator (other children), not directly addressed to the preschooler;

- to express positive attitude to the process of cognition: show attention, surprise, desire to learn more;

- evaluate own educational activity: own achievements, independence, initiative, responsibility, reasons for failures;

- apply the rules business cooperation: compare different points of view; consider the opinion of another person;

exercise patience and goodwill in the dispute (discussion), trust in the interlocutor (accomplice) of the activity.

Formation of personal universal educational activities contribute, for example: role-playing games in the "school" and "teacher-student" and others. In the process of drawing, you can ask the children to draw a picture on " school theme”and read literature (poems, stories, proverbs) on this topic to them.

Regulatory universal learning activities include: goal setting, planning, forecasting, control, correction, evaluation, self-regulation.

The development of regulatory actions is associated with the formation of arbitrariness of behavior. Arbitrariness acts as a child's ability to build their behavior and activities in accordance with the proposed patterns and rules, to plan, control and correct actions performed using appropriate means.

With regard to the completion of the stage of pre-school education, the following indicators of the formation of regulatory universal educational activities can be distinguished:

The ability to carry out an action according to a model and a given rule;

The ability to maintain a given goal,

The ability to see the indicated error and correct it at the direction of an adult;

Ability to control one's own performance

Ability to adequately understand the assessment of an adult and a peer.

Structural analysis activity allows us to identify the following criteria for assessing the formation of regulative universal educational actions:

P acceptance of the task(adequacy of the acceptance of the task as a goal given in certain conditions, the preservation of the task and attitude towards it);

-execution plan, regulating operational

performing an action in accordance with certain conditions;

-control and correction(orientation aimed at comparing the plan and the real process, detecting errors and deviations, making appropriate corrections);

-grade ( a statement of the achievement of the goal or a measure of approach to it and the reasons for failure, attitude towards success and failure);

-measure of separation of action ( joint or shared);

-pace and rhythm of performance and individual characteristics.

arbitrariness in children at the stage of preschool education:

The organization of the child's awareness of the rules and his actions mediated by these rules increases the level of the child's arbitrariness;

Games with rules and productive activities give meaning to actions according to the model and the rule and lead to an increase in arbitrariness in children;

The introduction of rules requires the organization of additional stimulation of children's behavior and the creation of conditions for understanding their actions in a new context;

For the formation of arbitrariness, cooperation and joint activity of the child with an adult is necessary, which conveys to the child an interest in activity and contributes to the awareness of the goals and means of activity (Smirnova E.O., 1998).

For the formation of regulatory universal learning activities you can apply games: “what has changed?”, “find a pair”, “find the differences” and others.

ATcognitive universal learning activities includes: general education (goal formulation, information search, application of the search method, information structuring, speech utterance construction, choice of problem solving methods, control and evaluation, problem statement), brain teaser , problem posing and solving .

AT separate group general educational actions A.G. Asmolov stand out: "sign-symbolic general educational universal actions:

- modeling- transformation of an object from a sensual form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or sign-symbolic);

- transformation models in order to identify the general laws that determine this subject area».

A) Cognitive logical actions at the stage of preschool education are characterized by the following:

The ability to highlight the parameters of an object that can be measured;

The operation of establishing a one-to-one correspondence;

The ability to highlight the essential features of contextual-sensory objects;

Ability to establish analogies on the subject material;

The operation of classification and seriation on concrete-sensory subject material;

The transition from egocentrism as a special mental position (absolutization of one's own cognitive perspective) to decentration (coordination of several points of view on an object).

B) Sign-symbolic actions. Modeling as a universal educational action.

At the stage of pre-school education The following universal learning activities should be formed:

Coding / substitution (use of signs and symbols as conditional substitutes for real objects and objects);

Decoding / reading information;

Ability to use visual models(schemes, drawings, plans), reflecting the spatial arrangement of objects or relationships between objects or their parts for solving problems.

Cognitive universal learning activities formed during the conversation certain plan when children in a game situation find similarities and differences between objects or drawings, they put the whole object together from parts.

Communicative universal learning activities

In psychology and pedagogy, the development of speech and communication in preschool age, as well as communicative-speech side of children's readiness for school traditionally paid great attention.

In the context of the concept of universal learning activities communication is considered not narrowly pragmatically - as an exchange of information, for example, educational - but in its full value, i.e. as semantic aspect communication and social interaction, beginning with establishing contacts up to complex types of cooperation (organization and implementation of joint activities), establishing interpersonal relationships, etc. .

The task of forming UUD assumes that when a child enters school, he reaches a certain level of development of communication. Part basic(i.e. absolutely necessary for the child to start school) preconditions includes the following components:

The child's need to communicate with adults and peers;

Possession of certain verbal and non-verbal means communication;

Acceptable (i.e. not negative, but preferably emotionally positive) attitude towards the cooperation process;

Communication partner orientation

Ability to listen to the interlocutor.

By the end of preschool communicative component universal learning activities is characterized by the following:

Children can establish contact with peers and previously unfamiliar adults while showing a certain degree confidence and initiative(for example, asking questions and seeking support in case of difficulties);

They are able to listen and understand someone else's speech, as well as competently formulate their thoughts in grammatically simple expressions of oral speech.

They must be able to express their feelings (basic emotions) and understand the feelings of another, master elementary ways of emotional support for a peer, an adult.

To master such elements of communication culture as the ability to greet, say goodbye, express a request, gratitude, apology, etc.

Capable of coordinating efforts, active participation in the collective creation of an idea;

They are able to maintain a friendly attitude towards each other not only in case of common interest, but also in situations of conflict of interest.

They should be able to build statements that are understandable for the partner, be able to ask questions in order to use them to obtain the necessary information from the partner in the activity, to be sufficiently proficient in the planning and regulating functions of speech.

Form communicative universal learning activities can be in the classroom applique, fine arts and design. During the game, children learn to interact with each other and communicate. The formation of these actions can be assessed by applying methods for assessing the state of sound pronunciation, phonemic perception, speech understanding, lexico-grammatical structure and coherent speech, as well as others.

From the standpoint of the activity approach, the activity of the student is recognized as the basis for achieving the developmental goals of education - knowledge is not transferred in finished form, but is built by the student himself in the process of cognitive research activity.

Teaching acts as a collaboration - the joint work of the teacher and pupils in the course of mastering knowledge and solving problems.

A demand is made close connection acquired knowledge with direct practice and real life problems pupils.

In the education system, methods are beginning to prevail that ensure the formation of independent creative activity of children, aimed at solving real problems. life tasks.

For the successful formation of universal educational actions, it is necessary to single out their orienting basis, organize a phased development, from the joint performance of the action and co-regulation with an adult or peers to independent performance based on self-regulation.

It is necessary to organize various forms of joint activities and educational cooperation and, on this basis, the formation of communicative universal educational activities.

Using games with rules and role-playing games to develop arbitrariness; game "to school";

Friendly and respectful attitude of the teacher towards children;

Encouragement of children for activity, cognitive initiative, any efforts aimed at solving a problem, any answer, even an incorrect one;

Using the game form of classes, riddles, suggestions to come up with something, offer it yourself;

Adequate assessment - a detailed description of what the student managed to do, what he learned, what difficulties and mistakes there are, specific instructions on how to improve the results, what needs to be done for this;

The ban on direct assessments of the student's personality (lazy, irresponsible, stupid, sloppy, etc.).

The formation of the foundation of school readiness should be carried out naturally and naturally within the framework of "specifically children's activities" (Davydov, 1996).

FORMING PREREQUISITES FOR EDUCATIONAL ACTIVITY OF PRESCHOOL CHILDREN IN THE FRAMEWORK OF TRANSITION TO FEDERAL STATE EDUCATIONAL STANDARDS OF PRESCHOOL EDUCATION.

Vyaznikova Marina Vyacheslavovna

MDOU kindergarten No. 19 "Zvezdochka", Molodezhny village, Podolsky district, Moscow region.

Annotation. Are rising actual problems formation of prerequisites for educational activities. Such fundamental concepts as "learning activity", "prerequisites for learning activities", "targets for preschool education" are defined and analyzed. The interrelation of the prerequisites for educational activities (DOE), universal educational activities (NOO) and the targets of the Federal State Educational Standard for DO has been established. The variant of creating a subject-developing environment in a preschool organization is considered, which makes it possible to successfully form the prerequisites for educational activities in the framework of the transition to the Federal State Educational Standards for Preschool Education. Questions are raised active participation children in the formation of the subject space of a preschool organization to increase the interest of preschoolers and increase their creative activity. Various types of activities are presented for the formation of cognitive, personal, regulatory and communicative prerequisites for educational activities. New joint, partnership forms and methods of working with the families of pupils are considered,the result of which is the formation in parents of a conscious attitude to their own views and attitudes in raising a child, contribute to the development of parental confidence, joy and satisfaction from communicating with their children. The needs and conditions necessary for the development of the child are presented.such qualities necessary for positive socialization as a sense of dignity, self-confidence, openness to the outside world, a positive attitude towards oneself and towards others.

Keywords: preschool education, prerequisites for educational activities, subject-developing environment.

Introduction.

A modern kindergarten, according to the authors of the Federal State Educational Standards for Preschool Education (FSES DO), is the type and type of educational organization where the following ideas should be the leitmotif of pedagogical activity: “... support for the diversity of childhood; preservation of the uniqueness and intrinsic value of childhood as an important stage in general development of a person, the intrinsic value of childhood - understanding (consideration) of childhood as a period of life significant in itself, without any conditions; significant by what is happening to the child now, and not by the fact that this period is a period of preparation for the next period ... ". One of the central provisions of the GEF DO is the creation of social and material conditions to support children's initiative, the choice of a child, and spontaneous play. Planned results are understood in GEF as targets.

The targets of preschool education include the following social and psychological characteristics of the child's personality at the stage of completion of preschool education:

● the child shows initiative and independence choose

● the child is self-confident, open to the outside world, has a positive attitude towards himself and others , has Actively

● the child has a developed imagination game

● Creative skills

● the child has developed large and fine motor skills. He can control and manage his movements, has a developed need to run, jump, make crafts from various materials, etc .;

● the child is capable of volitional efforts in various activities, to overcome momentary impulses, to complete the work begun.

The child can follow social norms of behavior and rules in various activities, in relationships with adults and peers, the rules of safe behavior and personal hygiene;

● the child shows curiosity,

7. The targets of the Program serve as the basis for the continuity of preschool and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation of the prerequisites for learning activities in preschool children at the stage of completing their preschool education.

All this puts forward tasks for preschool organizations, the solution of which is associated with the development and implementation of innovative approaches to the pedagogy of early and preschool childhood, the rejection of the leading role of an adult and the transition from the dominance of classes according to a predetermined scenario to activities initiated by the children themselves, to supporting children's initiative.

In this regard, it is very important for preschool teachers to ensure the full life and development of children "here and now". It is known that the leading activity at preschool age is a game, therefore, only in a playful way is it possible to provide children with information and ways of interacting with environment and society.
Nevertheless, in the Federal State Educational Standard of preschool education we find that "... Subject to the requirements for the conditions for the implementation of the Program, these targets imply the formation of prerequisites for educational activities in preschool children at the stage of completion of preschool education by them." Thus, the GEF DO says that the main task of the kindergarten is to the formation in children of the prerequisites for universal educational activities.

Universal learning activities (UUD)- a set of ways of action of the student (as well as skills associated with them) academic work) providing independent assimilation new knowledge, the formation of skills, including the organization of this process.

UUD groups:

- personal, allow to make the teaching meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations. They are aimed at understanding, researching and accepting life values and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people, yourself and your future;

- regulatory, provide the ability to manage the cognitive and educational activities of younger students by setting goals, planning, monitoring, correcting their actions and assessing the success of assimilation;

- communicative, provide the child with opportunities for cooperation - the ability to listen, hear and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, correctly express one's thoughts in speech, respect a partner and oneself in communication ;

- cognitive, younger students include the actions of research, search and selection of the necessary information, its structuring; modeling of the studied content, logical actions and operations, ways of solving problems.

UUD functions:

Ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities;

Creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education;

Ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.

And how can one form the beginnings of learning skills outside of learning activities? Even Daniil Borisovich Elkonin and Vasily Vasilyevich Davydov noted that educational activity is not identical with the assimilation of knowledge, skills, skills that a child can acquire outside of this activity, for example, in play, work.
But, speaking about the education of children, teachers of preschool organizations and teachers primary school are worried that in connection with the new Federal State Educational Standards, which do not welcome such a form of organizing children's activities as an occupation, it will be difficult to achieve such targets as formed prerequisites for educational activities within the framework of general school readiness.
The task of preschool organization specialists is to orient themselves in the new conditions and find those possible methods and techniques of pedagogical activity, in which it is possible to help children move from playing to learning with pleasure and interest.

What prerequisites for learning activities should a preschooler master in order to easily adapt to the system of schooling and be successful?

By studying and analyzing the literature on this issue, it is possible to determine the following prerequisites for the formation of educational activities.

Cognitive activity of the child . Interest in new knowledge will take place, among other things, if we do not force development by imposing training sessions, but encourage the child in his knowledge.
Mastering the child in ways independent decision practical and cognitive tasks, highlighting the links and relationships of the source data. An older preschooler, placed from time to time in a problematic playing field, learns to independently select a solution and find the right option.
Ability to work according to instructions. It is formed through a show, an explanation, a combination of a show and an explanation.
Learning common ways of doing things with which it is possible to solve the problem. Following the example of an adult, children manipulate objects, aids(measurement of length...), assimilate the algorithm for describing, examining objects, phenomena, etc.
The ability to exercise control over the way one performs one's actions and evaluate them. We already observe signs of the ability to self-control in early childhood, but as a prerequisite, this property of the psyche is formed at the senior preschool age in the case of trust in the actions of the child, encouragement and respect for the choice.

The prerequisites for learning activities include

Formation of personal (motivational component). Attitude to teaching as an important social significant cause, the desire to acquire knowledge, interest in certain activities.
Development of arbitrariness, controllability of behavior. It is necessary to focus attention even in cases where the material is not of direct interest to the child.
The child's need to communicate with adults and peers . Provide the child with the opportunity to fully cooperate.

Creation of a subject-developing environment.

For the most effective work in a preschool educational organization, it is necessary to create a subject-developing environment that allows you to successfully form the prerequisites for educational activities. This is a harmonious ratio of materials surrounding children, in terms of quantity, diversity, originality, variability, and allowing in a complex to form the prerequisites for educational activities (PUD).

To stimulate children's activity, it is necessary to use following principles organizations of a subject-developing environment that comply with the Federal State Educational Standards.

Requirements of the Federal State Educational Standard for a developing subject-developing environment:

the subject-developing environment ensures the maximum realization of the educational potential.
2. availability of the environment, which implies:

2.1 accessibility for pupils of all premises of the organization where the educational process is carried out.
2.2. free access of pupils to games, toys, materials, manuals, providing all basic activities.

When building a subject-developing environment in a preschool organization, it is important to adhere to the basic principle: “Not next to, not above, but together!”.

Consider the option of building a subject-developing environment using the example of the MDOU kindergarten No. 19 "Zvezdochka" of the Podolsky district of the Moscow region, where teachers try to provide their pupils with safe, conducive to the disclosure and development of the abilities of each condition.

To form the prerequisites for personal UUD in each group of preschool educational institutions there are "Corners of good mood", audio libraries for psycho-emotional stress, "home zone" with upholstered furniture, a coffee table, etc. Places where reproductions of paintings, photographs of children, their parents, brothers, sisters are placed. Frames are hung on the walls at a height accessible to children, into which various reproductions or drawings are easily inserted: and then the child can change the design of the walls depending on the construction or new aesthetic tastes. The environment in the preschool educational institution is safe, comfortable and cozy. This is a real home for children, where they are not just are, but live, have the right to change the interior depending on the mood and type of activity. It is wonderful when teachers do not disregard even the most unexpected ideas of children. So, for example, while doing theatrical activities with the older group, the educators noticed that the children were actively discussing the picture they saw in the encyclopedia about the filming of the film, and a few minutes later they came up and suggested that the educators try to do the same. Within 15 minutes, the entire group had become the film industry. With the help of a film projector and a magnetic board, the iso-activity corner was transformed into a design studio for the selection of sketches of costumes and an assembly workshop, grouping a mirror, a table and a wardrobe - we got a dressing room, overturned chairs - into a cameraman's car, a family corner - into a pavilion for casting. Also, at the suggestion of the children, they turned the group into a Russian hut, a computer center, a library, etc.

To form the prerequisites for cognitive UUD there are cognitive centers in the groups of preschool educational institutions, exhibitions and mini-museums are organized, on the territory of the kindergarten there is a motor city for studying the rules traffic, interactive paths that, at the request of children, turn either into a place for sports games, or into mathematical or environmental objects, or into a means of communication. A corner of the forest, based on the requests and needs of children, is transformed into an ecological path, then into a clearing of fairy tales, a corner of a small homeland, or a real forest that lives its own seasonal life. A garden is not only a labor activity, but also a testing ground for creative activity. Experiments are carried out only at the request of the children. The results of the experiments obtained in the independent activities of children are reflected in the "group discussion". Children gather at a round table and talk about who did what, and what happened to whom, analyze the results. The round table is a necessary element of the developing environment. The value of such an organization is that the conversation is “eye to eye”, “I see you - you see me”, “I understand you - you understand me”. At the end of such a discussion, the educator asks questions so that the children can formulate a final conclusion.

Teachers, together with the children, arrange flower beds in the plots, the seedlings for which the children grow in the “Garden on the Window”. The "Wall of Creativity" - a large magnetic board - is at the complete disposal of children. They can write and draw on it, creating both individual and collective paintings.

To form the prerequisites for regulatory UUD in groups there are corners for the development of large and fine motor skills, centers of socio-emotional development.

To form the prerequisites, communicative UUD is actively used by the music hall, sports hall, theater corners in groups with various types of theaters. "Corner of good mood."

The participation of children in the formation of space is currently considered the most important sign of a quality educational environment. Each kindergarten should have special screens in the list of equipment - partitions, with the help of which children can divide the space in accordance with their ideas. For example, arrange a library, school, museum, TV studio, shop or computer center. think tank group is "Reference" ... which contains: an album - a guide for orientation in the thematic areas of the group, allowing the child to choose a thing to his liking, albums of rules of behavior and communication, the album "Our Kindergarten" and practical materials on conducting experiments, caring for animals and plants.

All materials and equipment are at the complete disposal of children, who can use them at any time convenient for them. Moreover, each child has his own drawer, a box where he keeps personal books, photographs and objects dear to him. Also, the personalization of the environment is reflected in the lockers with individual photographs, which the child can change at his own discretion, depending on the season or his mood.

The formation of the subject-developing environment of the group is not the end result. She is constantly changing. Experience shows that as soon as a child enters a new environment unknown to him, his interest and creative activity sharply increase.

Mandatory in the equipment are materials that activate cognitive activity: educational games, technical devices and toys, models, items for experimental search work. Also, it is advisable to offer children emphasized simple toys, they activate children's imagination, a child can create something new, unexpected from such an object. Such a toy only hints at its possible function and allows you to use yourself multifunctionally in the game. So, with minimal investment, you can achieve the maximum result in terms of developing intensive creative play and children's initiative.

Formation of the prerequisites for educational activities.

For a more complete understanding of the importance of the formation of the prerequisites for educational activities in preschool educational institutions, we will consider the connection between the prerequisites for educational activities (DOE), universal learning activities (NOO) and the targets of the Federal State Educational Standard for DoE.

cognitive

Universal learning activities

Cognitive UUD

include: general educational, logical, as well as the formulation and solution of the problem.

Mastering by children general methods of action, i.e., such methods that allow solving a number of practical or cognitive problems, highlighting new connections and relationships.

The ability to independently find ways to solve practical and cognitive problems.

The child has a developed imagination which is implemented in various activities. The child's ability to fantasy, imagination, creativity intensively develops and manifests itself in game . The child owns different forms and types of play. Can obey different rules and social norms , to distinguish between conditional and real situations, including game and educational;

The child shows initiative and independence in various activities - playing, communicating, designing, etc. Able to choose own occupation, participants in joint activities, reveals the ability to implement a variety of ideas;

- Creative skills children also manifest themselves in drawing, inventing fairy tales, dancing, singing, etc. The child can fantasize aloud, play with sounds and words. He understands oral speech well and can express his thoughts and desires;

The child has developed gross and fine motor skills. He can control and manage his movements, has a developed need to run, jump, make crafts from various materials, etc .;

The child shows curiosity, asks questions concerning near and distant objects and phenomena, is interested in cause-and-effect relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people's actions. inclined observe, experiment . Possesses initial knowledge about himself, about the objective, natural, social and cultural world in which he lives. Familiar with book culture, with children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc., the child develops the prerequisites for literacy.

Child capable of accepting own decisions based on their knowledge and skills in various fields of reality.

Types of tasks and games for the formation of the prerequisites for cognitive UUD.

These are general educational, logical, as well as the formulation and solution of the problem.

The experience of work on the succession of preschool organizations and elementary school shows that the education of cognitive interests is the most important component of the education of the child's personality and his successful self-realization. And the success of the organization of educational activities of our graduates in elementary school largely depends on how correctly we, teachers - preschoolers, solve this issue.

First of all, it is necessary to organize any activity in a preschool organization in such a way that the child is actively involved, involved in the process of independent search and “discovery” of new knowledge, and solves problematic issues. For this, such a form of conducting classes as the “School of Researchers” is the best suited - children experimentally confirm or refute their assumptions (for example, a greenhouse in the garden), “The Curious Club” - children with the help of encyclopedias, stories knowledgeable people, the Internet collect information about the event of interest. “Fairy tale laboratory”, where children compose their own, unique fairy tales with the help of Propp’s Cards, a press conference, where a child who is passionate about any activity is asked questions by his peers, at first, parents can help the children, and the educator must be illuminated in advance topic press conferences. Project activity whose importance is difficult to overestimate. All kinds of excursions, including the school. Encourage your children to collect. This method of work is often initiated by the children themselves. Children are given the opportunity to talk about their collection in the form of a press conference. As it turned out, almost all children collect something, cars, dolls, postcards, etc. You can publish a wall newspaper about young collectors, then everyone will think about creating their own collections. And how much delight and unexpected finds for us, teachers, are caused by games to resolve contradictions and get out of problem situations. Very loved by children and expedient to use, the following types of tasks: “find the differences”, “what does it look like?”, “search for extra”, “mazes”, “chains”, smart solutions, drawing up support diagrams, working with different types of tables , work with dictionaries, encyclopedias, games aimed at developing memory, verbal and non-verbal imagination, thinking, the ability to draw diagrams, orientation in space. For emotional mood we use poetic minutes, work to the music.

The success of the use of such types of activities by teachers once again confirms the thesis about the need for a variety of educational activities in preschool educational institutions. Since the monotonous material and the monotonous methods of presenting it very quickly cause boredom in children. Another necessary condition the formation of the prerequisites for cognitive UUD is the connection of new material with what children have learned earlier, the tasks offered to children should be difficult, but feasible, since our experience shows that neither too easy nor too difficult material is of interest.

It is very important to positively evaluate all the successes of the guys. Positive rating stimulates cognitive activity. But we must always remember that the most necessary and important praise is for a child who may not succeed for a long time, but he tried very, very hard and through long efforts achieved, albeit far from the best, but his own personal result. And of course, it is always necessary to strive to ensure that the demonstration and Handout be bright and emotionally colored.

Sample games and exercises

"Proposal - Story"

"Guess What You Think"

"Snowball"

"Flies - does not fly"

"Edible - not edible"

"Still picture"

"Spies" and others.

Personal universal learning activities

Universal learning activities

Prerequisites for learning activities

Targets for preschool education

PersonalUUD

personal, life self-determination; meaning formation (motivation, self-esteem, what meaning does teaching have for me?), moral and ethical orientation.

Formation of the personal (motivational) component of activity.

The ability to exercise control over the way one performs one's actions and evaluate them.

Mastering common ways of doing things

Can obey different rules and social norms , to distinguish between conditional and real situations, including game and educational;

, has self-esteem. Actively interacts with peers and adults participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts;

Types of tasks and games for the formation of the prerequisites for personal UUD.With the help of which personal, life self-determination occurs; meaning formation (motivation, self-esteem, what meaning does teaching have for me?), moral and ethical orientation.

Participation in projects, with emphasis important role for each child depending on his hobbies and abilities.

Summing up the lessons, not from the point of view of only criticism and praise, but from the point of view of feasible participation.

Creative tasks, for example, children become correspondents of an oral journal (reviews about what happened in the garden, in the event group), classes in the form of the “School of Researchers”, “Club of the Curious”, which we mentioned above. Creating collages with parents on a specific topic or as a representation of an important event for the child. The child is a guide, presenting a topic that is interesting to him and in which he understands.

Visual, motor, verbal perception of music, mental reproduction of a picture, situation, video, drawings - children's compositions based on listened musical works, dramatization games, body-oriented and psycho-gymnastic games, exercises, etudes.

For the formation of the child's self-esteem, the child's assessment of events, incidents, understanding the meaning and meaning of an act or action, games and exercises are used to develop reflection and self-awareness, empathy and sensitivity. In the course of games and exercises, children get acquainted with various components of their personality and character, self-analysis of the personality takes place. Many pupils of kindergartens attend various circles in the Houses of Culture, therefore it is very productive to organize personal exhibitions and information about the achievements of the pupils in the group rooms and halls of the preschool educational institution.

Sample games and exercises.

"Mirror"

"What kind of cat will I be"

"Without false modesty"

“What can my favorite toy, my toothbrush, tell about me?”

"I'm in the sun"

"I am a gift to mankind"

"Fortuneteller"

"Find mistakes" and many others.

Communicative universal learning activities

Universal learning activities

Prerequisites for learning activities

Targets for preschool education

Communicative UUD

social competence and consideration of the position of other people, the ability to listen and engage in dialogue; participate in the discussion of problems; integrate into a peer group and build productive interactions and collaborations with peers and adults.

Development of arbitrariness, controllability of behavior.

The child's need to communicate with adults and peers;

- The child is self-confident, open to the outside world, has a positive attitude towards himself and others , has self-esteem. Actively interacts with peers and adults participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts;

Can obey different rules and social norms , to distinguish between conditional and real situations, including game and educational;

The child can follow social norms of behavior and rules in various activities, in relationships with adults and peers, the rules of safe behavior and personal hygiene;

Types of tasks and games for the formation of the prerequisites for communicative UUD.

Social competence and consideration of the position of other people, the ability to listen and engage in dialogue; participate in the discussion of problems; integrate into a peer group and build productive interactions and collaborations with peers and adults.

The following types of tasks are used to form communicative PUDs: compose a task for a partner, a review of a friend’s work, you can invite children to express their opinion, for example, about the behavior of children in the picture (good, bad), about objects (nice, not beautiful), group work in different activities, drawing up a dialogue (work in pairs) - we invite children to act out the situation in pairs, using dialogue speech.

Very productive: discussion, reasoning, dispute - we offer to discuss certain issues on the topic, express our opinion, and prove our point of view. You can also use all kinds of games and exercises to develop communication skills, to unite the team.

Sample games and exercises

Klaus Vopel games

"Spider line"

"Tourists and rocks"

"Associations"

“Guess who we are talking about”, and others .

Therefore, a balanced use of traditional and new, interactive forms work allows you to successfully develop the prerequisites for universal educational activities among pupils of preschool organizations, which contributes to the formation of psychological neoplasms and abilities in them, which, in turn, determine the conditions for high success in educational activities.

All these forms of work are well known and successfully used in the work of every specialist and educator.

Synopsis of the game developing session "Workshop of patterns and figures" for children of senior preschool age.

Target.

Formation of the prerequisites for learning activities in older preschoolers.

Tasks:

Continue to improve the ability of children to independently find ways to solve practical and cognitive problems.

Develop the ability to work according to instructions; exercise control over the way of performing their actions and evaluate them; arbitrariness, controllability of behavior.

To form a motivational component of activity.

To develop the child's need for communication and interaction with adults and peers.

Cultivate friendly relationships between children, respectful attitude towards others.

Materials: halves of blue circles, yellow squares and brown triangles, "Find by address" table, schematic drawing, blue circles, yellow squares, brown triangles of different sizes, cards "Look, picture" a set of numbers from 1 to 4 for each child.

Musical accompaniment.

Course progress.

Psychologist(referring to children). Children! Today we have guests from other kindergartens. They all love children very much and play with them all the time. Our guests really want to see how we play, they will also play with children in their kindergartens. Let's introduce ourselves to our guests.

Game "Introduction"

The psychologist asks each child to tell about himself, using the expressions:

My name is….

Most of all, I like….

I love….

I can do...

The psychologist starts first.

"Psychotraining Circle"

Children stand in a circle holding hands. In turn, they quietly shake the neighbor’s hand and say, “I know for sure that in this circle they will help me, and I will help,” make a larger circle and say the same thing again, louder, make the largest circle and repeat loudly.

"Kinesiology Exercises"

The psychologist offers exercises to improve mental activity.

Light massage "point of attention"
"Horns - legs"
"Lezginka"
"Everything will be fine"

Psychologist. Children, I invite you to work today in the Workshop of Patterns and Shapes . Secret work is being carried out there, so those who have a secret pass will be able to get into this workshop.

Exercise "Find by address"

The psychologist invites the children to find the halves of the figures “at the address” and find a pair so that the figure becomes whole.

The squares contain halves of blue circles, yellow squares and red triangles. Each child takes the “address” where he finds his half of the figure, for example, A3. Children are divided into pairs, depending on the halves, connecting into whole figures. They go to the "laboratory" and take places according to the "passes".

Exercise "Wall of Creativity"

Psychologist. Children, an artist works in this workshop, he drew a drawing, but he did not turn out bright, not interesting. But you look at this drawing very carefully, it will come in handy when working in our workshop. I suggest you simulate this drawing of geometric shapes on a magnetic board so that it becomes bright and interesting. Pay attention to what is on your table (on the tables are: on 1 - blue circles, on 2 - yellow squares, on 3 - brown triangles) will it help at work? Think about how you will do this job.

Remember who or what was depicted in the artist's drawing?

What shapes does a snowman consist of? Who can model a snowman? Correctly. Let's call you the Circle Team.

What shapes does the house consist of? Who models the house? "Team of squares".

What are the shapes of a dog? Who models the dog? Triangle Team.

Let's get to work. The psychologist observes, if necessary, comes to the rescue.

Psychologist. You did a very good job. They worked together and helped each other. It turned out bright and interesting. You like? I can see it in your eyes, smiles. And I really like it, you can also see it in my facial expression. What is the mood of the snowman and the dog? Can we define it? Why? What do you think, what time of day, and what weather, can we determine? What do you think we can do?

Exercise "Decorate the picture"

Children, with the help of multi-colored markers, “decorate” the picture.

Psychologist. Children, let's sit down and admire our picture. Now we can tell what mood our heroes have? What time of day? Weather? Do you think the dog and the snowman are friends?

Situational game to find external resources.

Psychologist. Yes, the snowman and the dog are real friends. And they turn to you for help. They love to play together very much, and every day the dog goes to visit the snowman on the street. And the snowman has never visited the dog that lives with the owner in this house.

- Why do you think?

- Yes, because in heat it can melt. So the dog asks you how to make sure that the snowman in the house does not melt? Children's answers. We bring to the idea that the snowman needs cold.

- Thanks to you, the snowman came to visit his friend.

- And what do the hosts do when guests come to them? Children's answers. We bring to the idea that it is necessary to treat the guest.

What do you think a dog can treat his friend to?

Game "What's inside"

Psychologist. The snowman is in the house for the first time. He is very interested, he looks around. Let's imagine what he can see in the house:

- round shape? Children's answers.

- square shape? Children's answers.

- triangular? Children's answers.

Psychologist. Now it's time to play.

Game "Look, picture"

Children move freely to the music, as soon as the music changes, pay attention to me what to do, the cards will tell you The psychologist shows three training cards in white. The card will show you which team, "triangles", "squares" or "circles" will squat, spin or bounce and how many times.

At the end, we all clap our hands together.

Exercise "Intellectual Kaleidoscope"

Psychologist. Children, now a task will appear on the screen, you all listen to it carefully and, silently, put a card with a number, under which the correct answer is located, on the edge of the table. I remind you once again, since this task requires attention, we work in silence. Discussion occurs only when opinions differ. Well done! Job well done!

Relaxation "Tired dolls"

Psychologist. You did a very good job today. Now we can rest a little. Lie down comfortably and imagine yourself becoming soft, sluggish and relaxed, just like rag dolls. I will walk around and lift your arms and legs to feel how relaxed you are. And now, tighten your muscles, as if you have turned into tin soldiers, and now relax your muscles again and so on several times.

Psychologist. Our work in the "Workshop of Patterns and Shapes" is coming to an end.

Questions for children.

Think and say:

What did you do best?

Who helped you today?

What didn't work for you and why?

What will you do to make it work next time?

What was the most difficult?

What was the most interesting?

Who would you like to thank for your work in class?

Thank you, you are just great!

Psychologist. And now, we hand over the passes and leave the workshop.

Let's ask our guests, did they like it? Thank you, you are very good viewers! In memory of our meeting, the children and I give you gifts.

For the fact that you were diligent, attentive, I also want to make gifts to you. The psychologist gives gifts to children.

Children say goodbye to the guests.

Working with parents.

Work on the implementation of the Federal State Educational Standards requires the search for new joint, partnership forms and methods of working with the families of pupils, the result of which is the formation of a conscious attitude in parents to their own views and attitudes in raising a child.

In the preparatory group, the main direction of cooperation between educators and specialists with the family is the development of the group's parent team, the creation of a parent-child community in which parents could discuss their pedagogical problems, jointly outline the development prospects of the group's children. Work on increasing the competence of parents on the problem of preparing children for school, reducing the level of anxiety of parents before children enter school, determining joint conditions for better preparation to every child's school. Parents are actively involved in joint activities with children, in the process of organizing different forms child-parent interaction - this contributes to the development of parental confidence, joy and satisfaction from communicating with their children, we help to see their child from a different side, unknown to the parent.

It is productive to use the following forms of work: Information and analytical. Visual and informational. Leisure. Cognitive.

Name	Purpose of use	Forms of work
Information and analytical	Organization of communication with parents: collection, processing and use of data about the family of each pupil, through direct dialogue, questioning	Dating questionnaires for newcomers to the preschool educational institution, anonymous questionnaires (“What does the child expect from the family?”, “Mutual understanding in the family”), test surveys (“Do you pay enough attention to your child?”), Parental essays “My child”, "Our family". "Meetings with interesting people" are held
Visual information	Familiarization of parents with the work of a preschool organization, Formation in parents of a conscious attitude to their own views and attitudes in raising a child.	Parental corners, memos-recommendations for parents, mini-stands "Our successes are our failures", "On the advice of the whole world", family and group albums "Our friendly family", "Our life day by day", mini-libraries, photo montages “From the life of the group”, “We are friends of nature”, “In the family circle”, photo exhibitions “I, baby, have the right”, “My whole family knows, I know traffic rules and I”, family vernissage “My best family”, “ Family is a healthy way of life”, a piggy bank of Good deeds. Exhibitions of books, equipment, board games, children's or joint drawings, crafts with parents, photo exhibitions, newspapers. Organization of days (weeks) open doors, open views of classes and other activities of children. All types of consultations. parent meetings in the shape of round tables, family living rooms. Training games and exercises for modeling situations, discussion clubs.
Leisure	Establishing emotional contact, creating conditions for positive, friendly relations with the families of pupils.	An unusual start to the day, joint parent meetings, concerts, performances, family competitions and sports competitions, organization of family duets, trios, ensembles. Family living room, hiking and excursions, participation of parents and children in exhibitions.
cognitive	Familiarization of parents with the age and psychological characteristics of children. Formation in parents of practical skills in raising children.	Parent meetings based on famous television games: "KVN", "Field of Miracles", "What? Where? When? ”,“ Through the mouth of a baby ”and others. Parent meetings in the form of: "pedagogical laboratory", "reader's conference", "parent lecture", "auction of ideas", "lecture-seminar", "master class", "talk show", "pedagogical council". Participation in projects.

It is very important to teach parents how to prepare a child for school in everyday communication: joint play and creative activities, in the course of everyday activities, walks. Children are emotionally hard to bear when their parents turn into mentors. Kids want to see them as play partners, friends, loved ones, loving, understanding, wise people. But not every parent knows how to act as a partner. The choice of methods and forms of work with each particular family is directly related to the identification of the characteristics and needs of the development of pupils, the social and educational needs of parents.

One of the productive forms of work on the formation of parental competence in matters of preparation for school is joint play sessions, designed in such a way as to strengthen the relationship between parents and the child. Parents observe the child, see those features that are in everyday life often escape their notice. They begin to perceive and feel failures and joys in a different way, they learn to cooperate with the child and create something together - both in the game and in business.

"Developing Voluntary Behavior 1"

Target:

Tasks:

Materials and equipment: tables, chairs according to the number of participants, a magnet, carnations, 10 cards of 10x15 cm format, on which simple geometric figures, magnetic board, balls.

Musical accompaniment: Children's instrumental major music for the game "Magnet", "Caterpillar".

Greetings.

We stand hand in hand

Together we are a big ribbon.

Can we be big (raise hands up)

We can be small (hands down),

But no one will

Warm up. Magnet game.

Goal: rallying the parent-child team, developing self-confidence, increasing self-esteem.

Instruction. Now we're in for some magic. The facilitator shows children and parents how a magnet attracts and holds small carnations. Who can tell me what this item is called? Sometimes people are magnets. Remember how in the evening you quickly run to your mom or dad when they come for you? You are drawn to them like a magnet. Do magnet children attract you, parents, to kindergarten in the evening? We will now play a game with you in which each of you will be a magnet. When the music starts, you can move around the room, when the music stops, I will loudly call one of you, for example, Sasha the Magnet or Lisa's Mom is the Magnet. Then quickly approach, like carnations to a magnet, to the one I named, and very carefully, without pushing, stand in a tight circle around and gently touch your hand. When the music starts again, you move around the room again until I call another name.

Exercise analysis:

Who is more pleasant to be a magnet or carnations?

What did you do to make the magnet happy?

Main part.Exercise yes or no.

Purpose: development of arbitrary behavior.

Instruction. We will play a game with you. I will ask some of you questions, and you will answer. But let's agree this: you should not, you have no right, you will not answer me with the words "yes" and "no." For example, if I ask: "Do you have a toy?" without saying yes. Or, for example, I ask: "Do people walk on the ceiling?", And the answer should not be: "No." Should be: "People don't walk on ceilings." So, the words "yes" and "no" do not say. Did everyone understand? Then let's start!

Exercise analysis:

Was it easy to comply with the condition?

What did you do when you were wrong? (tried to correct the error).

The game "Get up on command."Instead of a physical.

Goal: development of concentration.

Instruction. We divide into two teams, for example, two pairs of children and parents in each team. One team sits on the floor to my left - this is the hare team, the other team sits on the right - this is the bird team. When I call out the names of the team, all the members who belong to it must quickly stand up and show me their bunny ears by placing their hands on their heads and waving them. The other team continues to sit. When the bird team hears its name, it stands up and flaps its arms like birds do with wings. When teams freely perform a task, we complicate it. Remember well which of you are hares and which are birds. Sit down together in front of me. Let's see if you remember exactly who's on which team. You can invite children and parents to come up with team names and accompanying movements.

Exercise "Drawing Shapes"

Purpose: rallying parent-child couples, establishing tactile and visual contact, developing the ability to act according to instructions, keeping multi-step instructions in memory.

Instruction. If you, both children and parents, are attentive enough, you will be able to read, not only with your eyes, but also with other parts of the body, for example, with your back. Let the children read first, and the parents will write. Children will sit in a semicircle on chairs in front of a magnetic board with cards with figures attached, parents will stand behind their children. Parents mentally choose one picture, but do not say which one. At my command, slowly and accurately draw a figure from the selected picture on the back of a seated child with a fingertip. If the child "read" the picture, he silently rises, silently goes to the picture with the figure that is "painted" on his back and silently traces this figure with a finger, turns to the parent, if the choice is correct, the parent silently nods his head, if not correct, shakes his head. But after all, it’s not possible for everyone to “read” the first time correctly, if you didn’t immediately understand what your parents wrote, silently raise one hand - this is a sign for parents to repeat.

Then we change, parents “read”, children “write”. The instructions are the same.

The task can be made more difficult: the pictures are on the table, so that the sitting players do not see them, but the players "writing" see them. The “reading” player must make an internal image of what is drawn on his back, then go to the table and select the desired picture.

Job analysis:

Was it difficult to complete the task silently?

Game "Caterpillar"

Goal: teaching interaction, uniting the parent-child group.

Instruction. Children and parents stand one behind the other, holding on to the waist of the person in front. On my command, the Centipede starts to simply move forward, then crouches, jumps on one leg, crawls between obstacles and performs other tasks. The main task of the players is not to break the single "chain", to keep the Centipede intact.

The task can be made more difficult: Place balls between the players that can only be held by the stomach without disengaging the Centipede. It is desirable that everyone be in the role of the head of the Centipede.

Exercise analysis:

Who was easier to be: the head or the tail of the Centipede?

What did you do to keep the Centipede safe?

Did you enjoy being a centipede? How?

Reflection.

Instruction.

I realized…

I really liked it…

I would like…

Psychologist :

Scenario game development session

"Developing Voluntary Behavior 2"

Target:

Optimization of parent-child relations in preparing a child for school.

Tasks:

Create conditions for effective development communication skills and social adaptation older preschool children.
Reduce the level of anxiety of older preschoolers before entering school; develop self-confidence.
To teach parents the methods and techniques of effective organization of classes with children of senior preschool age.
Continue to develop voluntary behavior and self-control.
Continue to teach children to listen and hear an adult, plan, control and evaluate their activities.
Create conditions for optimizing child-parent relationships

Materials and equipment: tables, chairs according to the number of participants, patterns and forms for graphic dictation by the number of participants.

Musical accompaniment: Children's instrumental music in major for the game “Stop, alone! Stop, two!...”, “Giraffe, elephant, crocodile”, instrumental music, for example - “Aria” and “Passacaglia” by Handel, for the exercise “Thaw and Freeze”.

Greetings.

Purpose: warming up the group, removing emotional anxiety.

Children and parents stand in a circle, holding hands. The poem is recited in chorus.

We stand hand in hand

Together we are a big ribbon.

Can we be big (raise hands up)

We can be small (hands down),

But no one will (nod to neighbors and shake hands).

Warm up. The game "Stop, one! Stop, two!..."

Purpose: rallying parent-child couples, development of voluntary attention.

Instruction. Children and parents to the music can move around the room until the music stops and I say “Stop!” and I will not say any number, for example, "one". Then you should quickly run up to your couple (parent-child) and touch each other with only one part of the body. How will you do it?.. Can any couple show me how they would stand?... If I call out “Stop, two!”, you should touch each other with two parts of the body. You can touch each other with your hands, feet, heads, shoulders, five and ten fingers. How will you touch each other if I shout "Stop, eight!"? ... Alternate small and large numbers more often. Encourage the most original decisions of couples, for example: “A couple of Masha and mother had a very interesting idea, they touched each other with two knees and a head.”

Exercise analysis:

How did you manage to quickly agree on how you would touch each other?

Who came the most interesting ideas, children or adults?

Main part. Robot game

Purpose: the ability to follow verbal instructions, describe directions of movement using words, take responsibility and perform the simplest functions of managing other people.

Instruction. Do you know what a robot is? ... We will now play a game in which robots will act. These robots understand three simple commands: "Forward!", "Stop!" and back!". The first command is "Forward!". If the robot hears this, it takes small steps forward, as if with effort. Do you understand how to go? Let's try. The second important command that the robot must understand is "Stop!". If the robot hears "stop", it stops and does not move anymore. The third command is "Back!". The robot turns around and begins to slowly move in the opposite direction. Now let's pair up. At first the kids will be robots and the parents will be engineers who want to test how the robots work. The engineer gives commands to the robot, the robot executes them. Engineers are also responsible for making sure the robots don't collide or break. Let's start playing, and then the children and parents will switch roles.

Exercise analysis:

Which is harder to be, a robot or an engineer?

How did you manage to control the robots so that they did not collide?

Exercise "Graphic dictation"

Purpose: development of fine motor skills, spatial representations, the ability to listen and follow the verbal instructions of an adult.

Instruction. Pairs of children and parents sit down at the tables, children draw a pattern in the cells under the dictation of their parents. (If parent-child couples perform this exercise successfully and not for the first time, you can change, the children dictate simple patterns to their parents).

Exercise analysis:

What helped you successfully cope with such a difficult task?

What is more difficult, dictating or drawing yourself?

A game."Giraffe, elephant, crocodile."(Instead of physical education)

Purpose: development of voluntary attention.

Instruction. Children and parents stand in a circle, in the center is the leader (child or parent). Pointing to one of the participants, the presenter names the animal that needs to be depicted: elephant (trunk - arm extended forward), giraffe (neck - arms up), crocodile (mouth - hands). Those standing nearby should join the show and show with their hands: an elephant has ears, a crocodile has a comb, a giraffe has spots on its body. Who hesitated or made a mistake - becomes the leader.

Exercise "Thaw and Freeze"

Purpose: to develop the ability to control your body.

Instruction. The game we are going to play is very difficult. Disperse, please, evenly around the room. Imagine that your whole body is ice. The music I'm about to play will slowly unfreeze him, piece by piece. You can move the thawed parts to the music. All other parts must remain motionless. For example, imagine that your fingers are thawed and moving... Now you can move your palms as well... Now you can move your fingers, palms and arms up to your elbows... Now you can move your whole arm, from your fingers to your shoulder... etc. until the whole body is involved. Then you can suggest the opposite - "freeze" body parts one by one, so that at the end only the fingers move to the music. At the end of the game, shake your arms and legs well.

7. Reflection.

Purpose: awareness of the experience gained, summing up

Instruction. Assignment to parents - continue the sentences:

I realized…

In my child, I was surprised ...

I really liked it…

I would like…

Psychologist : also performs the exercise “Unfinished sentences”, thanks everyone for participating.

Conclusion.

The formation of the prerequisites for educational activity in preschool children is possible only with the emotional involvement of an adult in the activities of children. Only if the adult himself is immersed in some activity with interest, can the meaning of the activity be transferred to the child. The child sees that it is possible to enjoy intellectual efforts, to experience the “beauty of solving” the problem, it is assumed not only the adoption of the activity algorithm by the child, but also active emotional feedback from the adult

It is necessary to constantly stimulate the curiosity of the child, through the use of original toys and materials in the work that can arouse interest, surprise, contain a mystery. It is important not only to interest the child, but also to teach him to set goals for himself in the process of cognitive activity and independently find ways to achieve them.

An adult's assessment (both positive and negative) can contribute to fixing the child on his own successes, strengths and weaknesses, that is, the development of external motivation. It is very important to support children's activity, research interest and curiosity. The adult sought not only to transfer the initiative to the child, but also to support it, that is, to help realize children's ideas, find possible mistakes, and cope with the difficulties that arise.

A properly built system of work of a preschool organization, aimed at creating the prerequisites for educational activities in the framework of the transition to the Federal State Educational Standards for Preschool Education, is an effective type of social interaction that provides a real opportunity to involve all children in various activities, supports children's initiative and independence, and contributes to the development norms of social behavior, allows adults to show respect for the individuality of each child, for his right to be different from others. Pupils of educational institutions where such a system of work has been created are distinguished by such qualities necessary for positive socialization as self-esteem, self-confidence, openness to the outside world, a positive attitude towards themselves and others.