Activity approach in preschool teacher. System-activity approach as the basis for organizing the educational process
teacher Yashina O.A
“A person will achieve results only by doing something himself...”
(Alexander Pyatigorsky)
In the context of the transition of preschool educational institutions to work according to the Federal State Educational Standard, the teacher is given the task of organizing educational work in accordance with the new standards. The implementation of these tasks is fully facilitated by the system-activity approach.
In the system-activity approach, the category of “activity” occupies one of the key places, and activity itself is considered as a kind of system. In order for students’ knowledge to be the result of their own searches, it is necessary to organize these searches, manage students, and develop their cognitive activity.
The activity approach is an approach to organizing the learning process, in which the problem of student self-determination in the educational process comes to the fore.
The goal of the activity approach is to develop the child’s personality as a subject of life activity.
To be a subject is to be the master of your activity:
- set goals,
- to solve problems,
- be responsible for the results.
The concept of a system-activity approach was introduced in 1985 as a special kind of concept. Even then, scientists tried to remove the contradictions within Russian psychological science between the systemic approach, which was developed in the studies of the classics of our national science, and the activity approach, which has always been systemic. The system-activity approach is an attempt to combine these approaches. What does “activity” mean? To say “activity” is to indicate the following points.
Activity is always a purposeful system aimed at results. The concept of a system-activity approach indicates that a result can only be achieved if there is feedback.
We all remember the old parable about how a wise man came to the poor and said: “I see you are hungry. Come on, I’ll give you fish to satisfy your hunger.” But the Proverb says: you don’t need to give fish, you need to teach how to catch it. The new generation standard is the standard that helps teach how to learn, teach how to “catch fish,” and thereby master universal educational actions, without which nothing can happen. 
It is in action that knowledge is generated.
The main goal of the systemic-activity approach to teaching is to teach not knowledge, but work.
To do this, the teacher asks a number of questions:
- what material to select and how to subject it to didactic processing;
— what methods and means of teaching to choose;
- how to organize your own activities and the activities of your children;
— how to ensure that the interaction of all these components leads to a certain system of knowledge and value orientations.
Structure from the standpoint of the system-activity approach is as follows:
- the teacher creates a problematic situation;
- the child accepts the problematic situation;
— identify the problem together;
— the teacher manages search activities;
- the child carries out an independent search;
- the discussion of the results.
Main pedagogical task:
The activity approach involves:
- children have a cognitive motive (desire to know, discover, learn) and a specific educational goal (understanding of what exactly needs to be found out, mastered);
- students performing certain actions to acquire missing knowledge;
- identifying and mastering by students a method of action that allows them to consciously apply acquired knowledge;
- developing in schoolchildren the ability to control their actions - both after their completion and during their course;
- inclusion of learning content in the context of solving specific life problems.
Speaking about the system-activity approach in education, this concept cannot be separated from the educational process. Only in conditions of an activity approach, and not a flow of information and moral teachings, does a person act as an individual. By interacting with the world, a person learns to build himself, evaluate himself and self-analyze his actions. Therefore, cognitive-research activities, project activities, play activities, collective creative activities - these are all things that are aimed at practical communication, that have motivational conditionality and involve creating in children an attitude of independence, freedom of choice and preparing their lives - this is systemic - an active approach, which undoubtedly does not bear fruit immediately, but leads to achievements.
A natural play environment, in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, freely realize his abilities and educational needs, is optimal for achieving
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1 Municipal budgetary preschool educational institution combined type kindergarten 1 “Alyonushka” Theoretical seminar Topic: “Activity approach in educational activities with preschoolers” Konstantinovsk, Rostov region
2 Goal: 1. Systematize teachers’ knowledge about the activity approach in the educational process of preschool educational institutions, 2. Show the need to use this method in the work of a teacher at the present stage of development of preschool education. Seminar plan. 1. Activity approach in educational activities with preschoolers. Senior teacher Chukarina N.K. 2. “GCD structure based on the activity approach.” Teacher Fominicheva T.V. 3. “The role of the teacher in the implementation of the activity approach” Head of the educational organization of educators Luponos Z.N. 4. Summary of the seminar. Booklets and reminders.
3 1.Activity method in educational activities with preschoolers. The preschool education system has moved to a new stage: evidence of this is the emergence of a fundamentally new document, the Federal State Educational Standard for Preschool Education (FSES DO). The Federal State Educational Standard for Preschool Education sets guidelines for the development of the preschool education system and makes a number of changes to the organization of the educational process in preschool educational institutions. A preschooler is, first of all, an activist striving to understand and transform the world. The child should not be a passive listener, receiving ready-made information transmitted to him by the teacher. It is the child’s activity that is recognized as the basis for the development of knowledge, which is not transmitted in finished form, but is mastered by children in the process of activities organized by the teacher. Thus, educational activities act as cooperation between the teacher and the child, which contributes to the development of communicative abilities in children as a necessary component of educational activities. Development is based not on passive contemplation of the surrounding reality, but on active and continuous interaction with it. What is the activity approach to educational activities with preschoolers? The activity approach in education assumes that a person in the learning process should not learn something, but learn something, i.e. learn to carry out activities. The work comes to the fore here, and knowledge plays a secondary role, being a means of doing this work and a means of learning. “If you want to feed a person once, give him a fish. If you want to feed him for life, teach him to fish.” Confucius The activity approach is the organization and management by the teacher of the child’s activities when solving specially organized
4 educational tasks of varying complexity and scope. These tasks develop not only the child’s subject, communicative and other types of competencies, but also the child himself as a person. The activity approach is a way to master the educational environment without mental and physical overload of children, in which every child can self-realize and feel the joy of creativity. Activity is defined as a specific type of human activity aimed at knowledge and creative transformation of the surrounding world, including oneself and the conditions of one’s existence. Activity is a system of human actions aimed at achieving a specific goal. “I hear, I don’t remember, I see, I remember, I do, I understand. Confucius Principles of the activity approach: the principle of taking into account the leading types of activities and the laws of their change; the principle of subjectivity of education; the principle of taking into account sensitive periods of development; the principle of overcoming the zone of proximal development; the principle of enriching, strengthening, deepening child development; the principle of designing, constructing and creating a situation of educational activity; the principle of mandatory effectiveness of each type of activity; the principle of high motivation for any type of activity; the principle of mandatory reflectivity of all activities; the principle of moral enrichment of activities used as a means; the principle of cooperation in organizing and managing various types of activities; the principle of child activity in the educational process. Senior teacher Chukarina N.K.
5 2. GCD structure based on the activity approach. I propose to consider the structure of GCD based on the activity method 1. Creation of a problem situation 2. Target setting 3. Motivation for activity 4. Designing solutions to a problem situation 5. Performing actions 6. Analyzing the results of activities 7. Summing up. First stage. At the beginning there is an invitation to activity: “Today, let me be whoever wants to join.” Playful motivation is important here, which helps guide children’s activities in a playful way. Someone comes to visit or a toy Bring in something so that most children are interested Remove something, leaving an empty space Do something unusual in the presence of children with a request to move away and not disturb (look closely out the window, play with the junior teacher checkers, etc.) Intrigue (wait, after exercise I’ll tell you; don’t look, I’ll show you after breakfast; don’t touch, it’s very fragile, it’ll ruin it; for example, it’s snowing, hang a sheet on the window before the children arrive “Guys, don’t look yet, I have there is such a beautiful picture there, we'll talk about it later." The main part. After a task has been outlined for joint activity, the teacher suggests possible ways to implement it. In the process, he suggests new methods, developmental content, and increases the child's interest in the work of his peer. Encouraging communication, discussion of problems. Putting forward various options for what to do to resolve the problem. Do not evaluate children’s answers, accept any, do not offer to do something or not do, but
6 offer something to choose from. Rely on children's personal experience when choosing assistants or consultants. During the activity, the teacher always asks the children: “Why, why are you doing this?” so that the child comprehends each step. If a child does something wrong, give him the opportunity to understand for himself what exactly, you can send another child to help. The final stage. Each child works at his own pace and decides for himself whether he has finished or not. At the final stage, adults’ assessment of children’s actions can only be given indirectly. How to compare the result with the goal: what was planned and what happened. Find someone to praise for something (not only for the result, but also for the activity in the process). Teacher Fominicheva T.V. 3. “The role of the teacher in the implementation of the activity approach” The personality of the teacher is called upon to become a mediator between the activity and the subject of the activity (the child). Thus, pedagogy becomes not only a means of education and training, but to a greater extent a means of stimulating creative and exploratory activity. Updating the content of education requires the teacher to search for methods, techniques, pedagogical technologies that activate the activity and activity of the child, developing the child’s personality in the process of various types of activities. That is why the activity-based approach is so in demand in organizing the educational process in preschool educational institutions.
7 The role of the teacher in the implementation of the activity approach is great, since it is the teacher who is the key figure in the educational process. In the process of implementing the activity approach in education, the formation of a child’s personality and his advancement in development occurs not when he perceives knowledge in a ready-made form, but in the process of his own activity aimed at “discovering new knowledge.” The principle of activity distinguishes the child as an actor in the educational process, and the teacher is assigned the role of organizer and manager of this process. It is difficult to overestimate the role of the teacher’s activities, its influence on the process of formation and development of the child’s personality. Everything is important here: the rejection of the authoritarian style of communication in favor of a democratic one, and the personal qualities of the teacher, and the ability for self-development, and his professional competence. The teacher faces the following tasks: 1. Create conditions to make the child motivated in the process of acquiring knowledge; 2. Teach the child to independently set a goal and find ways and means to achieve it; 3. Help the child develop the skills of control and self-control, assessment and self-esteem. Based on the above, we can formulate the basic rules of the activity approach: Give the child the joy of creativity, awareness of authorship Lead the child from his own experience to the public Be not “ABOVE”, but “NEAR” Be happy about the question, but do not rush to answer Teach to analyze each stage of the work Criticize, stimulate activity child. Head of the educational organization of educators Luponos Z.N.
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Margarita Ivanova
Workshop “System-activity approach in preschool educational institutions, as the basis for the implementation of the Federal State Educational Standard”
"The only path leading to knowledge is
This activity»
Subject: System-activity approach in preschool educational institutions, How basis for the implementation of the Federal State Educational Standard
Target: create conditions for teachers to master theoretical knowledge and practical skills in working with preschoolers.
Move seminar: In the context of new social transformations in Russia, education is becoming the most important resource for the socio-economic, political and cultural development of the country. Life in constantly changing conditions is becoming the new norm, which requires the ability to solve constantly emerging new, non-standard problems. New requirements are being introduced for all levels of education. Preschool education has not been left out either. System preschool education has switched to a new stage: evidence of this is the introduction of the Federal State Educational Standard for Preschool Education. IN the basis of the standard is laid, conceptually based on ensuring compliance with educational activities pupils according to their age and individual characteristics, representing the diversity of individual educational trajectories and individual development of each pupil (including gifted children and children with disabilities, ensuring the growth of creative potential, cognitive motives, enriching the forms of educational cooperation and expanding the zone of proximal development. With implementation in domestic education in basis put the development of cognitive and educational motives, which requires the teacher to create the following conditions:
careful development of problem situations,
development of the creative attitude of preschool children to the cognitive process;
selection of necessary funds for self-realization, assessment of preschoolers taking into account their individual abilities and capabilities;
organization of the most fruitful educational cooperation.
Currently activity preschool teacher presupposes full awareness of the expediency, timeliness, and importance of the transition to federal standards of the new generation. The decisive factor is the readiness of a teacher working in a preschool institution to move to system-activity approach. The teacher must fully master modern technology and information technology, develop an educational and methodological set that will satisfy Federal State Educational Standard, arm yourself with the support of a material and technical base. An important condition for the implementation system-activity approach L. G. Peterson in the preschool educational organization is implementation of the system of basic principles of the activity-based teaching method. These principles act as necessary psychological and pedagogical conditions for organizing the educational process in a modern kindergarten.
System of basic principles
The principle of psychological comfort involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere focused on implementation ideas of cooperation pedagogy, development of dialogue forms of communication.
Principle activity - is that that a child does not receive knowledge in a ready-made form, but obtains it himself in the process activities, actively participates in their improvement, which contributes to the active successful formation of its general cultural and activity abilities.
The principle of continuity means continuity between everyone steps and stages of education, taking into account the age-related psychological characteristics of children’s development.
The principle of integrity - involves the formation by students of a generalized systemic ideas about the world (nature, society, oneself, the sociocultural world and the world activities, about the role and place of each science in system of sciences).
The minimax principle is next: the teacher must offer the child the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal development of the age group) and ensure its absorption at the level of a socially safe minimum (state knowledge standard).
The principle of variability - involves the formation in children of abilities to systematic enumeration of options and adequate decision-making in situations of choice.
The principle of creativity means maximum focus on creativity in the educational process, the child’s acquisition of his own creative experience activities.
System-activity approach is currently the most suitable option for taking into account the psychological and mental characteristics of preschool children. It fully corresponds to the priorities chosen for the modernization of Russian educational systems.
- this is the organization of the educational process in which the main place is given to active and versatile, to the maximum extent independent cognitive child's activities. Its key point is the gradual departure from informational reproductive knowledge to knowledge of action. This an approach to the organization of the learning process, in which the problem of the child’s self-determination in the educational process comes to the fore.
Activity – a system of human actions
Activity approach- this is the organization and management of the teacher activities child when solving specially organized educational tasks of varying complexity and scope. These tasks develop not only the child’s subject, communicative and other types of competencies, but also the child himself as a person (L. G. Peterson).
System-activity approach for learning presupposes that children have a cognitive motive (the desire to learn, discover, learn
Educational activities based on a system-activity approach has a certain structure.
(children's organization).
2. Creating a problem situation, setting a goal.
3. Motivation to activities.
4. Designing a solution to a problem situation.
5. Performing actions.
6. Summing up, analysis activities. (Reflection).
Let's take a closer look at each of the stages.
1. Introduction to the educational situation (children's organization) involves the creation of a psychological focus on gaming activity. The teacher uses those techniques that correspond to the situation and characteristics of this age group. For example, children join a group to the music of the children, someone comes to visit, an audio recording of bird voices, sounds of the forest is turned on, something new is introduced into the group (Red Book, encyclopedia, game).
2. An important stage of educational activities based on a system-activity approach is the creation of a problem situation, goal setting, motivation to activities. To the topic of educational activities was not directed by the teacher, he gives children the opportunity to act in a well-known situation, and then creates a problematic situation (a difficulty that activates the pupils and arouses their interest in the topic. For example, “Children today in our kindergarten received an email from "The Violet Forest, but it turned out to be encrypted, and to read it we need to guess the code, and this code is not simple, but mysterious. Then we solve the riddles."
3. The next stage is designing a solution to a problem situation. The teacher, with the help of introductory dialogue, helps children independently get out of a problematic situation and find ways to solve it. For example, “You and I are going to a birthday party, but it’s not nice to come without a gift.”. At this stage, it is important not to evaluate children’s answers, but to offer them something to choose from, based on their personal experience.
4. At the stage of performing the action, a new algorithm is compiled activities based old and there is a return to the problematic situation.
To solve a problem situation, didactic material and different forms of organizing children are used. For example, a teacher organizes children’s discussion of a problem in microgroups: “What can you give a girl Dolka for her birthday?” Pupils choose from examples proposed by the teacher.
5. Summarizing and analysis stage activities include:
Fixation of movement by content (“What did we do? How did we do it? Why);
Clarification of the practical application of a new substantive step ( “Is what we learned today important? Why will this be useful to you in life?”);
Group reflection activities(“What did you manage to do together as a team? Did everything work out for you?”);
Reflection of one's own child's activities(“Who didn’t succeed? What exactly? Why do you think?”).
Forms of working with children.
Experimental research activity. Research and search activity is the natural state of a child, since he is determined to master the world around him and wants to know it.
During the experimental research activities a preschooler learns to observe, think, compare, answer questions, draw conclusions, establish cause and effect connection: why does an iron ball sink, but a wooden one does not; what will happen if you pour earth into a glass of water, etc.
Travel games - the child takes a walk into the world of things, objects, manipulates them, gets acquainted with their properties, resolves a problematic game situation during such a conditional journey (for example, what kind of watch is best to give to Dunno so that he is not late for school? (sand) , solar, mechanical or electronic, gaining the necessary experience activities.
Simulation games. Modeling involves replacing some objects with others (real - conditional) .Soft modules can turn into a steamship, a car, an airplane, household appliances, furniture, etc., a pencil can become a magic or conductor's wand. Modeling also includes games using model circuits. “What first, what then?”, “Where did the bread on the table come from?” and so on.
Artistic creativity, productive activity, where the child learns by mixing paints to get a new color, solving the problematic question “How to draw a purple eggplant if we only have three paints: red, blue, yellow?”, “Doll Masha loves flowers. How to congratulate the doll Masha on her birthday in winter, because the flowers have not yet bloomed?” (you can draw her a whole meadow of flowers) etc.
Design activity
This is the practical application by children of their existing knowledge and skills; non-rigid formulation of tasks, their variability, increasing the independence and creativity of preschoolers; interest in activities bringing a public result, personal interest in it.
Of no small importance for implementation of a system-activity approach has a developing subject-spatial educational environment. RPOS, an environment in which the child feels comfortable and easily joins in any activity(game, design or artistic creation)
For this purpose, experimental areas will be equipped in preschool educational institutions. activities, educational activities, a corner of nature, etc., where children can sift cereals through a sieve and determine why one cereal sifted and the other did not.
Using the components of the ERPOS in a group, children gain new knowledge, learn to build it into system, apply algorithms in practice, try to get out of difficult situations on their own, and reflect.
At the same time, the task of the teacher is to make learning motivated. Teach your child to independently set a goal and find ways and means to achieve it; help develop skills of control and self-control, assessment and self-esteem. However, not all preschool teachers, after approval Federal State Educational Standards of Educational Institutions have been restructured, have moved away from traditional forms of organizing the educational process.
In view of the above, the goal of our work should be systematization knowledge about new principles and approaches to the educational process.
In modeling the content of education within system-activity approach all teachers and preschool specialists take part institutions: educators, music director, physical education instructor.
Numerous studies by psychologists and educators show that the presence of knowledge in itself does not determine the success of learning. It is much more important that a child from a very early age learn to independently acquire knowledge and then apply it in practice. System-activity approach allows preschoolers to develop activity qualities, which determine a child’s success at different stages of education and his subsequent self-realization in the future.
Confucius also said: “If you want to feed a person once, give him a fish. If you want to feed him for life, teach him to fish.”
By teaching a preschooler to independently acquire knowledge, we help him to be successful in school and increase his competence. And competence is knowledge in action.
Teach activities in an educational sense, this means making learning motivated, teaching the child to independently set a goal and find ways and means to achieve it; help the child develop the skills of control and self-control, assessment and self-esteem.
System-activity approach helps children discover new knowledge themselves, build them into system, apply in practice; develops the ability to reflect. Children learn to apply algorithms and try to get out of difficult situations on their own.
Only if a teacher is able to think through and develop his own educational programs and apply modern technologies in practice will he be able to be an innovator. If the teacher did not accept, did not comprehend the main idea of this approach, he cannot be considered one hundred percent competent, corresponding to the professional standards created for teaching staff. The development of the younger generation should be carried out not through the implementation of individual tasks, but as a whole.
Practical tasks.
Today you have to complete tasks that will help you consolidate your knowledge system on the activity approach, and also demonstrate your abilities, thinking activity and reaction speed.
First task: The first team to answer will be the one that raises the colored flag first, for each correct answer you will receive a colored chip. At the end of the game we will sum up the game and find out who will be called "Education Connoisseur".
Question system?
Question: Continue defining the concept activities?
Answer:
System(from Greek - a whole made up of parts; a connection, a set of elements that are in relationships and connections with each other, which forms a certain integrity, unity.
Activity - a system of human actions aimed at achieving a specific goal.
Second task:
What is the goal system-activity approach to the organization of the educational process in preschool educational institutions?
Answer:
Nurturing the personality of a child actively participating in conscious activities who knows how to set a goal, find ways to achieve this goal and be responsible for the result activities
Third task: What statements should a teacher refuse?
Guys, come over, math begins
Petya suggested incorrectly, Masha didn’t think about what she said
What can you and I fly on?
What do bricks look like and where can you find them?
Sasha, bring a construction set, it will be bricks
Kirill, make sure the guys don’t look into the box, there’s a surprise in there
Misha, tell me where the garage is for cars
You play with cars, you go draw
Everyone got up and went to look for the squirrel.
Natasha, you are doing it wrong, you should do it this way
Fourth task: Choose the correct lead option results:
a) Sasha, well done, drew it very beautifully, Masha, had a good idea of what to draw, Katya and Ksyusha were the fastest to clear the table.
b) Guys, our lesson is over, we put everything away and go to the music room
Fifth task:
1) About what form of organization of children's activities in question?
Joint form activities, aimed at broadening the horizons of children and nurturing the cognitive activity of preschoolers. The teacher creates conditions that allow children to gain new experience independently or together with an adult, to gain knowledge through experimental, exploratory methods. (design activity)
2) What is the name of a situation of difficulty, the ways of overcoming which children do not know and they need to solve independently? (problematic)
3) Name the forms of work with children through which a system-activity approach is being implemented. (design activity, travel games, simulation games, artistic creativity, experimentation)
4) What are the features of a developing subject-spatial environment for implementation of a system-activity approach?
(The subject-spatial environment of the group should facilitate the child to easily be included in any activity: playing, designing, experimenting or artistic creation. Child during any activities must acquire new knowledge, learn to build it into system and apply algorithms in practice. The teacher must allow the child to struggle, to get out of difficult situations independently, to reflect, that is, to understand the problematic nature of the task assigned to him - to know “What was he doing? Why did he do this? Is what he learned today important?”. This is how the child learns to analyze what he did and what could be done differently.).
7. Reflection on the results seminar.
And here we are all sitting in this beautiful hall,
The kindergarten brought us together on the smart seminar.
If you're in a good mood,
Then clap your hands together.
This topic is always relevant!
If you agree, then shout "YES"!
Knowledge, if it comes in handy, if you apply it,
Then now the colleague on the right needs to be hugged.
Teachers in our preschool educational institution are masters
If you agree, shout "HOORAY"!
If there was good seminar,
Then clap your hands again.
We worked hard together with you,
But the time has come to part.
I propose to end our meeting
Loud three times "HOORAY!"
“The content of the Program should ensure the development of the personality, motivation and abilities of children in various types of activities...” (clause 2.6 of the Federal State Educational Standard for Education).* “Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education” (clause 4.7 of the Federal State Educational Standard for Education). Fgos up to
Federal State Educational Standards for Educational Education aim teachers to abandon the concept of the leading role of an adult in favor of environmental pedagogy, which presupposes the concept of an “active child” and the child’s contribution to his education; to provide the child with the opportunity to choose the content of his activities. According to the Federal State Educational Standard, all types of children's activities are of equal importance - not only play, but also communication with adults and peers, research activity, various types of creativity, etc., as can be seen from the target guidelines, according to which a child should have different qualities: Initiative and independence in various activities. The ability to choose your own occupation. Show curiosity. The ability to make your own decisions. But, without motivation from an adult, the preschooler will not be active, motives will not arise, and the child will not be ready to set goals. And, therefore, the prerequisites for educational activities will not be formed.
What is motivation? This is the motivation of children’s behavior (through their needs, personal motives, goals of interest to them, value orientations, etc., which guides children and organizes them, and also gives the activity meaning and significance for the child himself. This is where any interaction between the child begins and adults. Without motivation from an adult, a preschooler will not be active, motives will not arise, and the child will not be ready to set goals.
TYPES OF MOTIVATION 1) Game motivation - “Help the toy.” the child achieves the learning goal by solving problems with toys. With this motivation, the child acts as a helper and protector. 1. You say that the toy needs help, and only children can help it. 2. You ask the children if they agree to help the toy and what needs to be done for this. 3. You offer to teach children to do what the toy requires, then the explanation and demonstration will interest the children. 4. During work, each child should have his own character - a ward (a cut-out, toy, drawn character to whom he provides assistance). 5. The same toy evaluates the child’s work and always praises the child. 6. After finishing work, it is advisable for the children to play with their charges.
2) Helping an adult – “Help me.” The motive for children is communication with an adult, the opportunity to gain approval, as well as interest in joint activities that can be done together. 1. You tell the children that you are going to make something and ask the children to help you. 2. Wondering how they can help you. 3. Each child is given a feasible task. 4. At the end, emphasize that the result was achieved through joint efforts, that everyone came to it together.
3) Motivation - “Teach Me” is based on the child’s desire to feel knowledgeable and capable. 1. You tell the children that you are going to do some activity and ask the children to teach you about it. 2. You ask if they are willing to help you. 3. Each child is given the opportunity to teach you something. 4. At the end of the game, each child is given an assessment of his actions and must be praised.
4) Motivation - “creating objects with your own hands for yourself” is based on the child’s internal interest. This motivation encourages children to create objects and crafts for their own use or for their loved ones. 1. You show the children some kind of craft, reveal its advantages and ask if they would like to have the same one for themselves or for their relatives. 2. Next, show everyone how to make this item. 3. The completed craft is given to the child. If a child is already busy with some activity of interest, and therefore already has the necessary motivation, you can introduce him to new ways to solve problems.
5) An effective means of increasing motivation for activity is the use of ICT. Using a computer allows you to activate involuntary attention, increase interest in learning, and expand the ability to work with visual material, which helps achieve your goals.
When motivating children, the following principles should be observed: - you cannot impose your vision on solving a problem on a child (maybe the child will have his own way of solving the problem); - be sure to ask the child for permission to do a common activity with him; - be sure to praise the child’s actions for the results obtained; - acting together with your child, you introduce him to your plans and ways to achieve them. Each activity should contain something that will cause surprise, amazement, delight, that children will remember for a long time. We must remember the saying “Knowledge begins with wonder.”
There are several approaches to motivating children that are typical for older preschool age: 1. Motives for children’s interest in the world of adults, through which you can influence the child, for example, dad made a birdhouse out of wood, and we will make it out of paper. 2. Game motives, for example, a game of traveling through stations with tasks. But here there must be a result of the activity for the child, something he will strive for. 3. Motives for establishing and maintaining positive relationships with adults and children. I can't solve the problem, who can help me? 4. Motives of pride and self-affirmation. Well done, you did well, now help your neighbor do his task.
5. Cognitive and competitive motives. Who can sort the cards into groups correctly the fastest? 6. The desire to win, to be first. Typical tasks here are: “Who is the fastest... Who can guess? ", etc. 7. Moral motives. There are few flowers on our site, but there are seeds, what do you propose to do with them? 8. Among moral motives, social motives begin to occupy an increasing place in older preschool age. In winter, the birds are cold and hungry, how can we help them?
Principles of implementation of the system-activity approach: The principle of subjectivity of education. The principle of taking into account leading types of activities and the laws of their change in the formation of a child’s personality. The principle of overcoming the zone of proximal development and organizing joint activities of children and adults in it. The principle of mandatory effectiveness of each type of activity. The principle of high motivation for any type of activity. The principle of mandatory reflectivity of any activity. The principle of moral enrichment of activities used as a means. The principle of cooperation in organizing and managing various types of activities. The principle of child activity in the educational process.
Educational activities based on a system-activity approach have a certain structure: 1. Introduction to the educational situation (organization of children); 2. Creating a problem situation, setting goals, motivating activities; 3. Designing a solution to a problem situation; 4. Performing actions; 5. Summing up, analysis of activities.
Creating a problematic situation, setting a goal, motivating them to act To ensure that the topic of OD is not imposed by the teacher, he gives children the opportunity to act in a well-known situation, and then creates a problematic situation (difficulty), which activates the students and arouses their interest in the topic.
Execution of actions A new algorithm of activity is compiled based on the old one, and a return to the problem situation occurs. To solve a problem situation, didactic material and different forms of organizing children are used. This stage also includes: Finding the place of “new” knowledge in the child’s system of ideas; The ability to apply “new” knowledge in everyday life; Self-test and correction of activities;
Stage of summing up and analyzing activities: Fixing the movement in content (What did we do? How did we do it? Why?); Performing a practical application of a new content step (Is what you learned today important? Why will it be useful to you in life?); Emotional assessment of the activity (Did you have a desire to help...? How did you feel when you found out...?); Reflection on group activities (What did you manage to do together as a team?; Did everything work out for you?” Reflection on the child’s own activities (Who didn’t succeed? What exactly? Why do you think?).
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