Using active learning methods in working with preschoolers. Active methods of teaching preschoolers

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Introduction

Justification of the relevance of the problem: At the present stage of development of Russia, changes are taking place in educational processes: the content of education is becoming more complex, focusing the attention of preschool teachers on the development of the creative and intellectual abilities of children, correction of the emotional-volitional and motor spheres; Traditional methods are being replaced by active teaching and upbringing methods aimed at enhancing the child’s cognitive development. In these changing conditions, a preschool teacher needs to be able to navigate the variety of integrative approaches to child development, and a wide range of modern technologies.

The development of preschool education and the transition to a new qualitative level cannot be carried out without the development of innovative technologies. Innovations determine new methods, forms, means, technologies used in pedagogical practice, focused on the child’s personality and the development of his abilities.

A.M. made their contribution to the development of active teaching methods. Matyushkin, T.V. Kudryavtsev, M.I. Makhmutov, I.Ya. Lerner, M.M. Levy et al. But these studies on active methods were conducted primarily on the material of school education, which makes it difficult to introduce active methods in preschool education, since a certain adaptation is required for the theory of active methods to the preschool didactic process. Thus, the development and implementation of active learning methods is presented in various fields of scientific knowledge and has been studied by many teachers and psychologists, but the use of active learning methods in preschool education has not been sufficiently studied, which predetermined the relevance of this topic.

Active teaching methods are methods that encourage students to engage in active mental and practical activity in the process of mastering educational material. Active learning involves the use of a system of methods that is not primarily aimed at presentation by the teacher, incl. educator, ready-made knowledge, their memorization and reproduction, and for the independent mastery of knowledge and skills by students in the process of active mental and practical activity.

The peculiarities of active learning methods are that they are based on an incentive for practical and mental activity, without which there is no movement forward in mastering knowledge.

Theoretical basis of experience. In her work she relied on scientific and methodological research of domestic teachers and psychologists: L.S. Vygotsky, V.V. Davydov, A.N. Leontyev, M.A. Danilova, V.P. Esipova, M.V. Clarina, M. Krulechta, S.L. Rubenstein, A.M. Smolkina, M.A. Choshakova and others. Among the starting points of the theory of active teaching methods was the concept of “subject content of activity”, developed by academician A.N. Leontyev, in which cognition is an activity aimed at mastering the objective world. By coming into contact with objects of the external world, a person learns about them and is enriched with practical experience of both knowing the world (learning and self-learning) and influencing it.

Developmental education system V.V. Davydov, is aimed at knowledge, cognitive activity of students. According to the training system of V.V. Davydov, students learn to discover in the educational material the basic, essential, universal relationship that determines the content and structure of the object of knowledge data; they reproduce this relationship in special subject, graphic or letter models that allow them to study the properties of the educational material in its pure form; students learn to move from performing actions on the mental plane to performing them on the external plane and back.

M.A. Danilov, V.P. Esipov in his work “Didactics” formulated some rules for activating the learning process, reflecting some principles of organizing problem-based learning: lead students to generalization, and not give them ready-made definitions and concepts; occasionally introduce students to the methods of science; develop their independence of thought through creative tasks.

The use of problem situations in working with preschoolers has a positive effect on the development of children's creative thinking, cognitive skills and abilities. Rubenstein S.L. said that “Thinking usually begins with a problem or question, with a contradiction. The problem situation determines the involvement of the individual in the thinking process. There are unknown, seemingly unfilled places in the problem. To fill in, to transform the unknown into the known, appropriate knowledge and methods of activity are needed, which a person initially lacks.”

Problem-based and developmental learning include elements of each other. The use of these types of teaching in practice led to the emergence of methods called active, which are based on the dialogic interaction between teacher and student.

A.M. Smolkin divides simulation methods into gaming and non-gaming. Gaming includes conducting business games, game design, etc., and non-gaming includes analyzing specific situations, solving situational problems, and others.

Using active learning methods, three main didactic goals are achieved:

1. students’ assimilation of knowledge and skills;

2. development of theoretical thinking;

3. formation of cognitive interest.

Technological scheme for applying the experience of using active learning methods in the organization of educational work of preschool educational institutions

According to the definition of the Russian Encyclopedia, active learning methods (AMT) are methods that make it possible to intensify the educational process and encourage the student to creatively participate in it. The task of active teaching methods is to ensure the development and self-development of the student’s personality based on identifying his individual characteristics and abilities, with a special place occupied by the development of theoretical thinking, which involves understanding the internal contradictions of the models being studied. Active learning methods allow students to develop their thinking; promote their involvement in solving problems as close as possible to professional ones; not only expand and deepen professional knowledge, but at the same time develop practical skills and abilities.

As is known, in didactics there are different approaches to the classification of teaching methods. The degree of activation of students or the nature of educational and cognitive activity is used as a distinctive feature. There are classifications based on the following characteristics:

Sources of knowledge (verbal, visual, practical teaching methods);

Methods of logic (analytical-synthetic, inductive, deductive teaching methods);

Type of teaching (explanatory-illustrative, problem-based and developmental teaching methods);

Level of cognitive independence of students (reproductive, productive, heuristic teaching methods);

Level of problem (demonstrative, monologue, dialogical, heuristic, research, algorithmic, programmed teaching methods);

Didactic goals and functions (methods of stimulation, organization and control);

Type of activity of the teacher (methods of presentation and methods of organizing independent learning activities), etc.

Despite the variety of approaches to the classification of teaching methods, each of them is most effective under certain conditions for organizing the learning process, when performing certain didactic functions.

A.M. Smolkin distinguishes between simulation methods of active learning, i.e. forms of conducting classes in which educational and cognitive activities are based on imitation of professional activities. All the rest are classified as non-imitation - these are all ways to enhance cognitive activity during lecture classes.

Imitation methods are divided into gaming and non-gaming. Gaming includes conducting business games, game design, etc., and non-gaming includes analyzing specific situations, solving situational problems, and others.

Active teaching methods involve the use of a system of methods that is aimed primarily not at the teacher’s presentation of ready-made knowledge and its reproduction, but at students’ independent acquisition of knowledge in the process of active cognitive activity.

Thus, active learning methods are learning by doing. So, for example, L.S. Vygotsky formulated a law that says that learning entails development, since the personality develops in the process of activity. It is in active activities, directed by the teacher, that students acquire the necessary knowledge, skills, abilities for their professional activities, and develop creative abilities. Active methods are based on dialogic communication, both between the teacher and the teachers, and between the children themselves. And in the process of dialogue, communication skills develop, the ability to solve problems collectively, and most importantly, children’s speech develops. Active teaching methods are aimed at attracting children to independent cognitive activity, arousing personal interest in solving any cognitive problems, and allowing children to apply the acquired knowledge. The goal of active methods is that all mental processes (speech, memory, imagination, etc.) participate in the assimilation of knowledge, skills, and abilities.

Thus, the technology of active forms of education for preschoolers is aimed at teaching the preschooler to understand the motives of his learning, his behavior in play and in life, and the program of his own, as a rule, deeply hidden in a normal environment, independent activity and to anticipate its immediate results.

The use of active teaching methods and their choice are determined by the goals and content of training, the individual characteristics of students and a number of other conditions.

STAGE 1

preschool education children's learning thinking

Before starting to use active learning methods in a group, as well as to diagnose its effectiveness, it was necessary to find out whether children were ready for possible learning difficulties and their attitude towards learning.

At this stage, I diagnosed the preschooler’s behavior in a problem situation based on observations.

The purpose of this diagnosis was to:

Monitor the actions of preschoolers in a problem situation;

Does the preschooler detect the problem at all and is he aware of it? Can he find a way to solve the problem? In this case, the independence of these actions and the assistance of the observer are taken into account.

For this diagnosis I chose problematic situations. Preschoolers were asked to solve problem situations in order.

“Why is water flowing?”, “Why is the wind blowing?”, “Guests will come to the group, and the door is dirty - how can I clean it?”

She carefully monitored the activities and reasoning of the preschooler, marking the result of observations with a “+” sign for a positive outcome, or “-” for a negative outcome on a special form.

Monitoring the activity and distractibility of preschoolers

Goal: to identify the level of cognitive activity of preschoolers, determine the ratio of distractibility and cognitive activity, and also to find out the emotional attitude to classes, the development of the emotional sphere of middle-aged preschoolers.

1. In the game you need to help an “old granny” cross the street

2.Save someone from a dragon;

3. You need to praise your neighbor best of all, find as many merits in him as possible. The task is the ability of children to see and emphasize the positive qualities and virtues of other children.

4. Making a general craft

In group classes, attention was paid to the actions and reactions of preschoolers. The results of the observations were recorded on an observation form.

The results of diagnosing the level of cognitive activity, emotional attitude to classes (development of the emotional sphere) are presented in Fig. 1.

The diagnostics of cognitive activity and visual modeling carried out at the ascertaining stage revealed the predominance of mainly average and low levels of development in middle-aged preschoolers.

28.5% of children were at a low (reproductive-imitative) level of development of cognitive activity. Children with a low level of cognitive activity did not show initiative and independence in the process of completing tasks, lost interest in them when faced with difficulties and showed negative emotions (sadness, irritation), and did not ask cognitive questions; needed a step-by-step explanation of the conditions for completing the task, a demonstration of how to use one or another ready-made model, and the help of an adult. 66.7% of children were at the average (search-and-executive) level of cognitive activity. These children were characterized by a greater degree of independence in accepting a task and finding a way to complete it. When experiencing difficulties in solving a task, the children did not lose their emotional attitude towards them, but turned to the teacher for help, asked questions to clarify the conditions for its implementation and, having received a hint, completed the task to the end, which indicates the child’s interest in this activity and the desire to look for ways solving the problem, but together with an adult. The smallest number of children (4.8%) were at a high (search-productive) level of cognitive activity. These children were distinguished by their manifestation of initiative, independence, interest and desire to solve cognitive problems. In case of difficulties, the children did not get distracted, showed perseverance and perseverance in achieving a result, which brought them satisfaction, joy and pride in their achievements.

Fig. 1 Diagnostic results of the ascertaining stage

The results obtained allow us to conclude that the majority of subjects have a low and average level of cognitive activity and development of the emotional sphere, which indicates the need for their development.

STAGE 2

At this stage, elements of problem-based learning technology were introduced into the classes.

The leading activity of preschoolers is play, which indicates that children have social experience that contributes to the establishment of humane relationships. Therefore, one of the most effective forms of collective learning for preschoolers is learning through play.

Any form of play has a specific meaning and is aimed at developing a certain component of the child’s psyche, contributing to the formation of readiness for schooling. At the same time, role-playing games, as well as director’s games, are of greatest importance for the formation and development of a free-contextual form of communication in an older preschooler. And in the formation of the prerequisites for educational activity and voluntariness, mastering a generalized method of action - playing with the rules.

Games used in training can be divided into two groups: operational or simulation-modeling and role-playing.

Operational games are quite close to the above-mentioned analysis of specific situations and differ from them only in the presence of a certain algorithm, a “scenario” for the course of the discussion. The theoretical analysis of the psychological and pedagogical principles of the educational and business game was carried out by A.A. Verbitsky. There are five such principles: combinations of simulation and game modeling, the principle of problematic nature. the principle of joint activity of participants, the principle of dialogic communication and the principle of two-dimensionality of the game. The principle of joint activity of participants assumes that they are in conditions of interaction, in conditions of cooperative relations such as cooperation, competition or conflict, they must agree on something, prove, convince of the correctness of their positions, refute the position of other people, etc. The principle of dialogical communication precisely ensures effective interaction and allows partners to speak out, creating optimal conditions for the development of thinking, since a number of studies have shown that thinking is “generated” in the conditions of dialogue, that it is dialogue (or rather, dialogical communication in the broadest sense of the word) that serves goals of knowledge and is one of its necessary conditions. The principle of two-dimensionality of the game suggests that achieving game goals is a means of both realizing the development of a specialist’s personality and achieving learning goals. The so-called organizational-activity games can also be included in this group of games. The specificity of such games is that the preparation and progress of the game is constantly accompanied by certain methodological work, which consists in the organizers’ understanding of the activities of play groups and the game as a whole. This allows us to develop new game techniques and develop new methodological ideas.

One type of game is figurative role-playing game. In it, the child imagines himself to be anyone and anything and acts in accordance with this image. A child can be surprised by a picture, an everyday object, a natural phenomenon, and he can become one for a short period of time. A prerequisite for the development of such a game is a vivid, memorable impression that evokes a strong emotional response. The child gets used to the image, feels it with both soul and body, and becomes it.”

The games are preceded by observations of the everyday activities of adults - a nanny, a cook, and the objects they use; children learn to imitate them with the help of the teacher. Games are organized in which children wash the doll's underwear, undress and dress the doll, bathe it, prepare lunch for it, etc. Such games are preceded, in addition to observations, by looking at pictures, talking with children, and playing with attributes. Imitation of the teacher’s actions is used as a methodological technique: he shows the correct sequence of play actions that the children will subsequently reproduce.

A child, choosing a certain role, also has an image corresponding to this role - a doctor, a mother, a daughter, a driver. The child’s play actions also follow from this image. The figurative internal plan of the game is so important that without it the game simply cannot exist. Through images and actions, children learn to express their feelings and emotions. In their games, mother can be strict or kind, sad or cheerful, affectionate and tender. The image is played, studied and remembered.

Children's play begins with an agreement. Children agree on the start of play activities, choose a plot, distribute roles among themselves, and organize their actions and behavior in accordance with the chosen role. By taking on a role, the child begins to accept and understand the role's rights and responsibilities. So, for example, a doctor, if he is treating a patient, must be a respected person; he can demand that the patient undress, show his tongue, take the temperature, that is, demand that the patient follow his instructions.

In role-playing play, children reflect their surrounding world and its diversity; they can reproduce scenes from family life, relationships between adults, work activities, and so on. As the child grows up, the plots of their role-playing games become more complex. So, for example, a game of “mother-daughter” at 3-4 years old can last 10-15 minutes, and at 5-6 years old - 50-60 minutes. Older preschoolers are able to play the same game for several hours in a row, that is, along with an increase in the variety of plots, the duration of the game also increases.

The game plot, as well as the game role, are most often not planned by a child of primary preschool age, but arise depending on the situation, on what object or toy is currently in his hands (for example, dishes, which means he will play house). Quarrels in children of this age arise due to the possession of an object that one of them wanted to play with.

Role-playing among older preschoolers is subject to the rules arising from the role taken on. Children plan their behavior, revealing the image of the role they have chosen. Quarrels among children of older preschool age, as a rule, arise due to incorrect role behavior in a gaming situation and end with either stopping the game or expelling the “wrong” player from the gaming situation.

There are two types of relationships in the game - gaming and real. Game relationships are relationships based on plot and role, real relationships are relationships between children as partners, comrades who perform a common cause. In playing together, children learn the language of communication, mutual understanding, mutual assistance, and learn to subordinate their actions to the actions of other players.

Play is the leading activity in preschool age; it has a significant impact on the development of the child. In play, the child learns the meaning of human activity, begins to understand and navigate the reasons for certain people’s actions. By learning the system of human relations, he begins to realize his place in it. The game stimulates the development of the child’s cognitive sphere. By acting out fragments of real adult life, the child discovers new facets of the reality around him.

The content of the expanded, developed form of the game is not objects, not machines, not the production process itself, but relationships between people that are carried out through certain actions. Since the activities of people and their relationships are extremely diverse, the plots of children's games are very diverse and changeable. Therefore, preschoolers need not only the toys themselves, they need to understand, for example, the activities and relationships between them, i.e. If a child is introduced only to new houses, children will not have games related to houses. And if you introduce them to builders and their work, then the children will play builders, “build houses.”

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 the educational goals that the state, society and family set for educational institutions, in addition to acquiring a certain set of knowledge and skills, revealing and developing the child’s potential, creating favorable conditions for the realization of his natural abilities.

Game methods provide a search for solutions in dynamic, unstable conditions and can provide more than an experiment: they allow you to work out and compare several possible options. An emotional attitude, competitiveness, proper motivation, and passion remove the impact of artificiality. The pedagogy of cooperation and the joint search for the best solutions make it possible to practice and systematically improve the best options for collective action. From the dominance of the universal slogan “SIS - sit and listen” to the active one: “DID - think and do!”

Organizing effective learning using active teaching methods is possible only with knowledge and skillful use of various forms of organizing the pedagogical process. Forms of organizing educational work include group, individual and collective work. In a collective form, preschoolers do the same work; in a group form, separate groups of preschoolers can perform different tasks; in an individual form, preschoolers do the work independently. For the organization of collective education of preschoolers, a systematic consideration of the didactic conditions under which preschoolers can and should show high volitional activity and organization is especially important, since it is this that most fully contributes to the development of their creative and cognitive abilities in the process of play learning. When organizing collective learning, it is no longer the group type of organization of learning that becomes system-forming, but the collective one. This expresses an innovative approach to organizing educational and cognitive activities of preschool children. A teacher implementing an innovative approach occupies only a leading, but not a dominant position, “performs the functions of a director, but not a manager, plays the role of not only an organizer, but also an accomplice in the educational process.”

Based on the recreation (imitation) of the context of an activity and its model representation in teaching, all active learning methods are divided into imitation and non-imitation. Non-imitation methods do not involve constructing a model of the phenomenon, process or activity being studied. Activation is achieved here through the selection of problematic learning content, the use of a specially organized procedure for conducting classes, as well as technical means and ensuring dialogic interactions between the teacher and students. An example of imitation methods is a didactic game. M.V. Clarin proposes the following structure of the educational process based on a didactic game:

Creating a game problem situation: introducing a modeling game situation.

Progress of the game: “living” the problem situation in its game embodiment. Development of the game plot.

Summing up the game. Self-assessment of actions.

Discussion and analysis of the course and results of the game. Educational and cognitive results of the game.

The idea of ​​using a game as a way to determine ways to solve a problem has been known for a long time. For example, a child is offered situations in which he must portray himself. Situations can be different, invented or taken from the life of a child. Other roles during the enactment are performed by one of the parents or other children. Sometimes it is useful to switch roles. Example situations:

You took part in the competition and took first place, and your friend was almost last. He is very upset, help him calm down.

Mom brought 3 oranges for you and your sister (brother), how will you divide them? Why?

The guys from your group in kindergarten are playing an interesting game, and you are late, the game has already started. Ask to be accepted into the game. What will you do if the children don't want to accept you?

The file of problem situations is presented in Appendix 2.

(This game will help your child learn effective behavior patterns and use them in real life.)

The use of game methods for solving problems allows you to:

Correctly formulate the criterion for operating efficiency

the system under study; choose an optimization method that is adequate to the conditions;

Assess the expected result; carry out a variant analysis of the resulting optimal solution;

By introducing the factor of random disturbance, “play” additional options;

Determine a set of optimal strategies for behavior under conditions of uncertainty and establish the rank of each strategy.

Why do people play games? What is the advantage of game teaching methods over traditional ones? Game methods simulate the situation and force participants to behave as in life, skills of independent and collective decision-making are developed, and the activity of participants increases.

Actually, individual scientific disciplines were initially based on the concept of a game, so “playing” operations on the playing field using direct similarity models grew into the concept of mathematical modeling using symbolic models and indirect similarity models.

At the same time, in the process of transition from games to mathematical symbols, certain advantages of game modeling were lost. Thus, when implementing a decision-making algorithm using operations research methods, there is a need to separate functions between the participants in the operation: collecting information, preparing it, processing and making decisions - all these functions are performed by various participants in the process, and the degree of coordination of actions and information availability is, as a rule, very low .

Methods of game-based social simulation modeling (GSIM) make it possible to eliminate the indicated disadvantage, since the participants are given the general task of developing a system of criteria and determining an effective selection strategy; there are other advantages of these methods:

Forced activity of students;

The need to make decisions independently by a participant in the game or a game group;

Increased emotionality and motivation;

Constant interaction between children and teacher.

Classification of game social simulation methods:

Simulation exercise

Analysis of a specific situation - AKS (CASE technologies)

Business game

Master technology

Organizational games.

A simulation exercise (IS) is a method in which participants must find the existing only correct solution to a given problem. For example, “Flight to the Moon”: a game in which participants in a given situation must rank a list of objects in order of their importance. The organizational structure of the exercise allows you to work in individual and group modes, and analyze the results obtained. Where can it be used? When testing knowledge on a subject in which there is a need to test knowledge of a unique established correspondence, sequence, etc. (laws, formulas, rules, instructions).

Signs of the method of analyzing a specific situation (AKS:

Having a difficult task or problem;

Test questions generated by the teacher on the problem;

Development by participants (competing groups) of options for solving the problem;

Discussion of the presented options (in the form of project defense);

Summing up and teacher's assessment of the result.

There are four levels of analysis of a specific situation:

Illustration situation, for a visual representation of an object, process, etc.;

Situation-exercise, learning to solve frequently repeated problems;

Situation - assessment to form an understanding of approaches to the correct (or incorrect) result;

Problem-oriented situation.

The organizational structure of the method allows you to test your ability to analyze a situation and make the right and optimal decision. The introduction of a game moment stimulates game participants to evaluate the performances of their opponents, make additions, clarifications, etc. The method is invariant with respect to the subject area, is quite universal and can be used practically to test knowledge in any discipline.

A business game is a more complex organizational structure, the implementation of which requires from the teacher not only excellent knowledge of the subject area, but also good contact with the group.

Signs of a Business Game:

Presence of a problem;

Having common goals;

Availability of roles;

Differences in the interests of participants;

Taking into account the probabilistic nature of the development of the situation;

Working in conditions of incomplete information;

Availability of an incentive system;

Objectivity in assessing the results of gaming activities.

Directly active methods include methods used within an educational event, during its implementation. Each stage of classes uses its own active methods to effectively solve specific tasks of the stage.

Methods such as “My Flower”, “Gallery of Portraits”, “Greet with Elbows”, “Let’s Measure Each Other” or “Flying Names” will effectively and dynamically help you start a lesson, set the desired rhythm, ensure a working mood and a good atmosphere in the group.

An example of active methods for starting an educational event

You can start the lesson in an unusual way by inviting the children to shake hands with their elbows.

"Greet with your elbows" method

Purpose - Meeting each other, greeting, getting to know each other

The number is the whole group.

Time - 10 minutes

Preparation: Chairs and tables should be set aside so that children can move freely around the room.

Carrying out:

The teacher asks the children to stand in a circle. Then he invites them to pay for the first, second, third and do the following:

Each “number one” puts his hands behind his head so that his elbows are pointing in different directions;

Each “number two” rests his hands on his hips so that his elbows are also directed to the right and left;

Each “number three” bends forward, puts his palms on his knees and puts his elbows out to the sides.

The teacher tells the students that they are given only five minutes to complete the task. During this time, they should say hello to as many children as possible by simply saying their name and touching elbows.

After five minutes, the children gather in three groups so that the first, second and third numbers are together, respectively. After this, they greet each other within their group.

Note: This funny game allows you to have a fun start to the lesson, warm up before more serious exercises, and helps to establish contact between children.

Active relaxation techniques

If you feel that the children are tired, and there is still a lot of work or a difficult task ahead, take a break and remember the restorative power of relaxation! Sometimes 5-10 minutes of fun and active play is enough to shake yourself up, have fun and actively relax, and restore energy. Active methods “Energy - 1”, “Robots”, Line up according to height”, “Little Red Riding Hood and the Gray Wolf”, “Pole”, and many others will allow you to do this without leaving the group.

Example of Active Relaxation Techniques

Method "Earth, air, fire and water"

The goal is to increase the energy level in the group.

The number is the whole group.

Time - 8-10 minutes

Carrying out:

The teacher asks the children, at his command, to depict one of the states - air, earth, fire and water.

Air - children begin to breathe deeper than usual. They stand up and take a deep breath and then exhale. Everyone imagines that his body, like a large sponge, greedily absorbs oxygen from the air. Everyone is trying to hear how the air enters the nose, to feel how it fills the chest and shoulders, arms to the very tips of the fingers; how the air flows in the head area, in the face; air fills the stomach, pelvic area, hips, knees and flows further - to the ankles, feet and fingertips.

Children take several deep breaths and exhales. You can invite everyone to yawn a couple of times. At first it turns out rather artificially, but sometimes after this a real yawn occurs. Yawning is a natural way to compensate for the lack of oxygen. (Yawning can also be used in another way: you can suggest yawning deliberately at the first meeting to help the group “perk up” more quickly.)

Earth. Now children need to make contact with the earth, become “grounded” and feel confident. The teacher, together with the children, begins to press hard on the floor, standing in one place, you can stomp your feet and even jump up a couple of times. You can rub your feet on the floor and spin around. The goal is to gain a new awareness of your legs, which are furthest from the center of consciousness, and thanks to this bodily sensation, feel greater stability and confidence.

Fire. Children actively move their arms, legs, and bodies, depicting flames. The teacher invites everyone to feel the energy and warmth in their body when they move in this way.

Water. This part of the exercise contrasts with the previous one. Children simply imagine that the room is turning into a pool, and make soft, free movements in the “water”, making sure that the joints move - hands, elbows, shoulders, hips, knees.

You can give an extra 3 minutes of time so that everyone can create their own individual combination of elements.

AM summing up the lesson

To complete the educational event, you can use such active methods as: “Fly agaric”, “Wise advice”, “Letter to yourself”, “Everything is in my hands!”, “Final circle”, “What did I almost forget?”, “Restaurant” ", "Compliments". These methods will help to effectively, competently and interestingly summarize the lesson and complete the work.

Example of Active Lesson Summarizing Methods

Restaurant method

Goal: Find out and get feedback from the last lesson.

Time: 5 min. for preparation; 1-3 min. each participant (for response).

Size: Entire group.

Materials: large format sheet, felt-tip pens, tape, colored cards

Carrying out:

The teacher asks the children to imagine that they spent today in a restaurant and now the restaurant director asks them to answer several questions:

I would eat more of this...

Most of all I liked…

I've almost digested...

I overate...

Please add…

At the end, the teacher summarizes the results of the lesson, gives homework if necessary, and finally says good words to the children.

This is how the lesson will be carried out quietly, fun, but effectively using active teaching methods, bringing satisfaction to both the teacher and the children.

Business game: Magic words

Rules of the game:

Ability to listen to others;

Take an active part in the game;

Do not challenge the jury's assessment;

Maintain proper speech culture and tact;

Adhere to the regulations.

All participants are divided into two teams and choose a captain and team name. Selection of the jury, answers are scored, each correct answer is worth 1 point. At the end of the game, the total score of each team is calculated.

Exercise 1

Warm-up: Team captains take turns rolling the number cube and getting a question for their team

1.Media of communication (language),

2. praising the best features of a person (compliment),

3. partner in dialogue (interlocutor),

4. free time from work (leisure),

5. ceremonial thank you (hurray)

Task 2.

Call “magic” words (for a while).

Task 3.

"Brain attack"

Replace the sentences with a proverb:

Learn all your life

Save time

Finish what you started

Do not chat

Take your time, do everything carefully

Take care of your health

Task 4.

You are on public transport:

Children sit on chairs, adults enter according to the number of people sitting (you can invite parents or kindergarten employees), children’s behavior

Task 5

Each team shows the magic word with gestures and facial expressions; If the opponent guessed correctly, he earns a point.

Task 6.

Black box

In the black box lies a symbol of evil, sadness, tears

Guess what it is?

Task 7.

“You give me - I give you”

Each team asks the opposing team one question.

Task 8.

Captains competition

So, practice has shown that the final result of a business game is high, and the return is maximum if you use a variety of methods to involve children in active work. The choice of methodology should be determined by the goals and objectives of the event, and the features of its content.

A creatively organized business game will encourage children to use their knowledge in specific situations. The active learning method increases interest and causes high activity.

STAGE 3

Post-application study of active learning method. At this stage, I carried out the same diagnostics as at the first stage: diagnostics based on observation. At this stage of the study, preschoolers were also asked to solve problem situations similar to the first, and the results were entered into an observation form. A comparative analysis showed the dynamics of an increase in the cognitive activity and emotional sphere of preschool children. Diagnostics showed that children began to solve problematic problems faster, began to help each other more, and there were fewer conflict situations. The diagnostic results are presented in Fig. 2.-3

Fig.2 Comparative analysis of cognitive activity of preschool children

Rice. 3 Comparative analysis of the development of the emotional sphere of preschool children

Effectiveness of experience

By learning this technology, the children gained confidence in their abilities and knowledge. After conducting this study, it turned out that most preschoolers immediately notice a problematic situation, many independently recognize the problem that exists in it. The use of active learning methods had a positive effect on the attitude of preschoolers to classes and on the quality of their learning, because The levels of cognitive interest, independence and activity of children in acquiring knowledge have increased.

The use of specially organized different types of children's activities, the creation in these activities of conditions for relationships with others (adults, peers, characters), as well as the inclusion of the child in various life situations that are significant and genuine for him, the child’s already acquired emotional experience is revealed and a new emotional experience is formed, - all this provides a significant educational effect and develops the child’s moral motives. The most powerful and important source of a child's experiences is his relationships with other people - adults and children. When others treat a child kindly and recognize his rights, he experiences emotional well-being—a feeling of confidence and security. Emotional well-being contributes to the normal development of a child’s personality, the development of positive qualities, and a friendly attitude towards other people.

The listed methods constitute a system, since they ensure the activity of children’s mental and practical activity at all stages of educational activities, leading to the full mastery of educational material, effective and high-quality acquisition of new knowledge and skills.

Conclusions: analysis of the literature and personal experience led to the conclusion that with the help of active methods it is possible to effectively solve the problems of “intensifying educational activities,” but also in the sense of the variety of educational effects achieved. The method remains active regardless of who uses it; another thing is that in order to achieve high-quality results from using active teaching methods, appropriate training of the teacher is necessary. Active learning methods are based on a practical orientation, playful action and the creative nature of learning, interactivity, various communications, dialogue, the use of knowledge and experience of students, a group form of organizing their work, the involvement of all senses in the process, an activity approach to learning, movement and reflection.

The use of active learning methods involves the cooperation of children, the joint selection of pictures, toys, routes, their comparison, discussion of the characteristics of the subject, methods of their classification. This helps to activate children’s existing knowledge and ways of applying it in real and simulated situations. In the process of jointly completing a task, there is a mutual exchange of knowledge and experience.

References

1. Vygotsky L.S. Game and its role in the mental development of a child // Questions of psychology.-1966.-No. 6. - pp. 13-15.

2. Zvereva O. Role-playing game // Game and children. - 2003. - No. 6. - P. 14-17.

3. Clarin M.V. Game in the educational process // Sov. pedagogy. - 1985. - No. 6. -p.57-61.

4. Krulekht, M. Innovative programs of preschool education // Preschool education. - 2003. -No. 5. -S. 74-79.

5. Novoselova S.L., Zvorygina E.V. Play and issues of comprehensive education of children // Preschool education. -1983. - No. 10. - P. 38-46.

6. Russian encyclopedia on labor protection: In 3 volumes - 2nd ed., revised. and additional - M.: Publishing house NC ENAS, 2007. T. 1: A-K. - 440 s.

7. Smolkin A.M. Methods of active learning: Scientific method. allowance.- M.: Higher. school, 1991.-176 p.

8. Troyanskaya S.L., Bryzgalova N.V. Abstracts of lectures, tests and practical exercises. Electronic textbook. - Izhevsk, 2008.

9. Choshakov M.A. Flexible technology of problem-based modular learning. - Toolkit. - M.: Public Education, 1996. - 160 p.

Annex 1

Communication situations

1. “I have to ask mom” (younger preschool age).

Goal: to learn to enter into verbal contact with adults and children, to express one’s thoughts verbally.

The teacher acts out a small scene in front of the children: in his hands are puppets (theater): a little hare and a little squirrel.

...The little hare ran to his friend the little squirrel and invited him to go for a walk.

Let's go, little Belchonok, to our favorite clearing, let's play.

I can't, Little Bunny.

Why? - the Little Bunny was surprised.

This clearing is far away. And I have to ask my mom if I can go for a walk that far.

So ask your mom for permission and let's go! - the Little Bunny did not let up.

“And my mother is not at home,” answered Belchonok sadly.

Then let's go like this, without permission. We'll walk a little and you'll come home. Your mom won't even notice.

But Belchonok was very afraid of upsetting his mother and did not give in to his friend’s persuasion.

An adult asks the children whether Little Squirrel did the right thing, why do they need to ask their mother; asks them to guess what would have happened if Little Belchonok had left without permission. The children's answers are listened to.

Why should small children ask their mother's permission before going somewhere or doing anything?

What else do you ask your mom about at home?

Why do you need your mom's advice or permission?

In the process of conversation and dialogue, we bring the children to the conclusion that the mother is always worried, worried about her child, she will always tell you how to do the right thing, and will come to her baby’s aid. That's why you shouldn't upset your mom.

2. “Why do they say that?” (senior preschool age).

Goal: to teach children to understand the meaning of figurative expressions, to find semantic inaccuracies and errors in their use.

The teacher invites the children to guess riddles:

What kind of tree stands -

There is no wind, but the leaf is shaking? Nobody's scared

And she's trembling all over.

(Answer: aspen.)

Next, the teacher asks the children if they have ever come across such an interesting expression: “trembles like an aspen leaf.” It invites you to remember when they say that, think and explain why they say that: not maple, not birch, but aspen.

The teacher leads the children to the conclusion: when you come across interesting expressions in books or in the speech of others, you must try to think not only about what they mean, but also why they say that. This is necessary in order to use these expressions correctly in the future. Next, the teacher tells the children the story of Dunno, who went to the school of cheerful little men.

During the lesson everyone learned to make sentences. Dunno learned the fastest. When he read the sentences that he himself had come up with, the merry little men laughed for a long time.

The teacher invites the children to listen to the sentences that Dunno came up with and explain why everyone laughed and how they should have said:

Masha lay tirelessly in bed all day long.

When Katya saw what a gift they brought her, she even pouted her lips with joy.

Oh, lion, you are so brave! You have such a hare soul!

The old man with a stick rushed along the path, and Sasha wandered into the sandbox.

Appendix 2

File of problem situations

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Purpose and features of different types of active teaching methods. Development and implementation of active forms and methods in teaching special technology. Analysis of teachers' psychological readiness to use active teaching methods.

Application of active learning methods in the educational process of preschool educational institutions

Currently, significant changes have occurred in the system. Regulatory legal documents of the federal level, such as the Law on Education dated 01/01/01 “On Education in the Russian Federation”, Order of the Ministry of Education and Science of the Russian Federation dated 01/01/01 N 1155 “On approval of the federal state educational standard of preschool education » made significant adjustments to the work of preschool institutions. The requirements for the educational process have also changed towards innovation. Communicating new knowledge to children in the process of becoming familiar with the life around them, determining the degree to which children understand and remember this information requires special, completely new approaches to organizing educational activities in a preschool institution.

The educational process of preschool educational institutions should be based on the interests of children, their development prospects, and recognize their right to choose. One of the indicators of the transformations taking place in preschool education is the transition to active learning methods. The introduction of active learning methods is one of the most important areas for improving the educational process of preschool educational institutions.

To do this, it is necessary to overcome the educational and disciplinary approach to the child that is familiar to our education system, to create conditions for children to participate actively in educational activities. The relevance of choosing modern educational technologies is due to the fact that, unlike traditional ones, they give children the joy of independent search and discovery, and ensure the development of their cognitive and creative activity. The emergence of active learning methods is associated with the desire of teachers to activate students and contribute to their improvement. There are four types of activity: thinking, speech, action and emotional and personal perception of information. The degree of activation of children is considered depending on which and how many of the four types of activity of students appear during the lesson. For example, in a conversation or discussion, thinking and speech are used, in a practical lesson - thinking, speech and action, and sometimes emotional and personal perception, in - all types of activity, on an excursion - emotional and personal perception. To increase the effectiveness of educational activities, it is necessary to choose such organizational forms of classes that would combine all types of activities.

Active teaching methods include problem situations, learning through activities, business games, dramatization, theatricalization, which are traditionally used by teachers in the educational process of preschool educational institutions. As well as such creative games as “Dialogue”, “Brainstorming”, the method of analogies and associations. Such modern methods as projects, computer technology, the method of heuristic questions, game design, simulation training, organizational and business games (ODG), organizational and mental games (OMG), adapted for preschool age, are now also actively being introduced into work with preschoolers.

Active learning is the organization and conduct of the educational process, which is aimed at fully enhancing the cognitive activity of children through the integrated use of both pedagogical and organizational means. Activation of learning can occur both through improving the forms and methods of teaching, and through improving the organization and management of the educational process as a whole.

The success of introducing active learning methods into the educational process of a preschool institution is impossible without mastering and using. One of the methods “Application” allows you to make educational activities in preschool educational institutions more attractive, interesting and modern. Computer technologies enrich the emotional, creative and intellectual development of preschoolers, update the forms of work with them, and are one of the methods of active learning for preschoolers, as they expand the possibilities of studying material in a playful way, allow for analysis and corrections during the activity itself, and provide interesting modern visualization. When learning through multimedia, the child being taught simultaneously uses two leading modalities of perception and processing of information: visual and audio.

Psychological research shows that verbal information is better absorbed if accompanied by a visual display. Such blended learning promotes more effective learning and retention of material and is more useful. Thus, multi-module training increases the cognitive interest of children, activates their mental processes, such as memory, attention, thinking, and promotes perception, understanding and better memorization. Our kindergarten teachers actively use computer technology in working with children. Also, both in preschool institutions and at the municipal level between kindergartens in the district, competitions of multimedia projects and presentations for classes are often held, in which teachers successfully participate. Thus, in preschool educational institutions, special multimedia tests, game tasks, multimedia aids in the form of video albums, slide shows, multimedia magazines, and multifunctional simulators have been developed, created and functionally used in working with children.

Additional effects, colorful design, musical accompaniment and entertaining information help to keep children's interest in the learning environment created in this way.

In kindergarten, other methods of activation are also used:

didactic game, game and problem situations, heuristic and problem conversations, discussions, role-playing games

The brainstorming method, adapted for preschool age, has proven itself well in working with children. The method is quite old, but effective, although not often used in working with preschoolers and more popular in working with teachers.

When working with children, it is especially important to observe its correct organization. To do this, you first need to set up children for creative work. Therefore, we first conduct an intellectual warm-up, possibly with creative tasks. Warm-up duration - 2 minutes. It is better to warm up in a circle; it turns out quickly and dynamically. Then - introduction to a problem situation. The next stage is problem statement. The problem must be urgent, vital for preschoolers, and correspond to their age characteristics. Children, as a result of a certain environment or situation previously created by the teacher, must understand that a problem has arisen that needs to be solved. The duration of this stage is 3-5 minutes. Then the idea generation stage - 5-8 minutes. Children are invited to offer a wide variety of, even fantastic, ideas (analogies, comparisons, fantastic images) to solve the problem. Experience shows that children are less critical in assessing ideas put forward than adults. The most important thing is to maintain a friendly atmosphere in the group at this time.

The next stage is the selection of ideas. At this stage, it is important for the teacher to find a rational grain in each idea and derive a solution to the problem. At the end there is a reflection stage, 2-3 minutes. As a result, it takes 25-27 minutes to solve the problem put forward by the children. You can use a surprise moment or a moment of moral or material choice at the end of the lesson. In this way, children will understand the importance of the work done, its effectiveness and completeness, and will feel confident in their ability to solve various problems. This method activates children's thinking, develops creativity, and gives every child the opportunity to realize themselves without fear of the assessment of others. As a result of this, children become more free and relaxed both in the daily life of the preschool educational institution and in the classroom.

The heuristic conversation used in working with children is a type of brainstorming. Refers to methods of psychological activation of creative thinking for solving inventive problems.

It is based on the use of analogies and associations. To successfully use analogies in solving creative problems or problems, it is better to specifically teach these methods to children of older preschool age in psychological trainings. Methods of personal, direct and fantastic analogy are more accessible to children.

A personal analogy suggests imagining yourself as the object with which the problem is connected, and trying to talk about “your” feelings and ways to solve the problem as if it were your own. For example, imagine that you are a carpet in a group, a curtain on a window, a broken doll or a broken tree, an ant whose anthill was destroyed by the guys, etc. Or, “What would you do if you were a chick that fell out of the nest?” . This method is often called the "empathy method." “Show the gait of a man walking on hot sand whose leg hurts,” etc.

Direct analogy - the search for solutions is carried out among similar similar problems. For example, searching for similarities: “How are an ax and a hammer, an airplane and a bird similar.”

A fantastic analogy suggests introducing into an inventive task or problem fantastic means or characters that do what is required. Thus, the solution to the problem is carried out as in a fairy tale, with the help of a fairy-tale thing, for example, a magic wand: “If I were a wizard, then...”, “If I had a flower - a seven-flowered one, then...”; with the help of a fairy-tale character: a goldfish, a good fairy, etc.

Preschoolers develop abilities for imagination and imaginative thinking, and the emotions that arise during this are activated.

To include parents in the educational process of preschool educational institutions, we effectively use a method that is essentially close to the method of cooperative learning, but adapted to work with preschoolers. Cooperative learning is a technology for teaching in small groups. Parents and child - small group. Parents, on the instructions of the teacher, perform a specific part of the work with the child on the topic of the lesson. Then, as part of the educational process in the classroom, children, working together, combine their efforts to solve a common problem, in the form of sharing the knowledge acquired at home. As a result, the goal of the lesson is achieved. Thus, children develop positive interdependence, communication skills, the ability to cooperate in a group, and the effects of competition and support appear.

The project method is also indispensable in the modern educational process of preschool educational institutions.

As a result of project-based learning, students:

independently or with the help of parents, willingly acquire knowledge from various sources; learn to use acquired knowledge to solve cognitive and practical problems; acquire communication skills by working in small groups.

Children learn to observe, experiment, analyze, generalize and compare.

Thus, practice shows that active learning methods in the educational process of preschool educational institutions support the cognitive interest of children, activate thinking, increase learning effectiveness, and ensure consistently high results of training and education.

Bibliography:

Davydov of developmental education. M.:Intor, 1996, Farm education: Didactics and methodology. Textbook for students of higher education institutions. M.: Publishing Center "Academy", 2007. White activities in preschool educational institutions. Toolkit. M.: Creative Center "Sfera", 2004.

Active teaching methods in the context of the implementation of FGT.

In connection with the approval and implementation of Federal state requirements for the structure of the basic general education program of preschool education (Order of the Ministry of Education and Science of the Russian Federation No. 655 of November 23, 2009), the emphasis is currently shifting from knowledge, skills and abilities to the formation of a general culture, development of integrative qualities of the child’s personality.

The formed integrative qualities of a child are the final result of mastering the basic general education program of preschool education and one of the integrative qualities sounds like: Curious, active.

The child is interested in the new, unknown in the world around him (the world of objects and things, the world of relationships and his inner world). Asks questions to adults, likes to experiment. Able to act independently (in everyday life, in various types of children's activities). In case of difficulties, seek help from an adult. Takes a lively, interested part in the educational process.

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, and freely realize his abilities and educational needs, is optimal for achieving these goals. The inclusion of active learning methods in the educational process allows you to create such an environment both in educational activities and in free activity.

ACTIVE TEACHING METHODS – methods that stimulate the cognitive activity of students. They are built mainly on dialogue, which involves a free exchange of views on ways to resolve a particular problem. AMOs are characterized by a high level of student activity.

Directly active methods include methods used within an educational event, during its implementation. For each stage of educational activity, its own active methods are used to effectively solve specific tasks of the stage.

Active methods of starting an educational event;

Active methods of clarifying goals, expectations and concerns;

Active methods of presentation of educational material;

Active relaxation methods;

Active methods of summarizing the results of an educational event.

We offer you several active learning methods applicable for preschool children both during direct educational activities and for the free activity of the teacher and children.

AM of the beginning of the educational event

Such funny games allow you to have a fun start to educational activities with children, warm up before more serious exercises, and help establish contact between children within a few minutes.

Method “Get to know the toy”

Goal: remembering names, creating a playful, fun environment

Number of participants: from 10 to 15.

Duration: 10-15 minutes

Materials: small soft toy, better funny

Conduct: The presenter (B) says: “But we don’t have everything here, there is one more participant and now we will see him. Come on, show yourself." A toy (I) is taken out and a dialogue is conducted with it.

Q: Why aren’t you in the circle?

And I'm afraid.

I: There are many of you here, you are all so big... and I don’t know anyone yet.

Q: You’re right on time, we’re about to get acquainted.

I: That's great!

B: That’s good, and you can help me. What is your name?

Q (to participants): Now Koka will get to know each of you. When he is with you, you introduce yourself to him and name the previous participants, since Koka is very forgetful.

The presenter shows how this is done. It's a circle. The toy is returned and the presenter, using the toy, again calls all the participants in a circle.

Note: the dialogue with the toy can be very diverse

Method “Curious Lyudmila”.

Goal: expanding vocabulary

Number: all participants (they stand in a circle).

Time: 5-7 min.

Conduct: The first participant introduces himself, saying his name and some epithet - an adjective starting with the same letter as the name (for example: “I am cheerful Victor”).

The next one calls himself (“I am attractive Pavel”).

The third participant adds his own to them, and so on, in a circle.

Options: You can complicate the game by adding to the pronunciation of a name with an epithet some characteristic movement or gesture that corresponds to the given situation.

Fruit Basket Method

Goal: development of attention, introduction to activities

Number: no restrictions.

Time: 10 min.

Conduct: Children sit in a circle, the teacher stands in the center.

The teacher says that everyone present is in the fruit basket. Then they choose who will have which fruit (2-3 people of each type). At the teacher’s command, the fruits change places: APPLES! PEARS! BANANAS!

Options: You can complicate the task and change the groups of fruits: APPLES and BANANAS! PEERS and APPLES! Etc.

AM clarification of goals, expectations and concerns

Such methods allow the teacher to better understand the group and each child, and subsequently use the received materials to implement a person-oriented approach to students.

Method “The bear is afraid that...”

Goal: Help participants voice their concerns out loud.

Materials: bear or any other large plush toy

Working time: 3-5 min.

Work structure: Participants sit in a circle, and a bear sits on a chair with them as a participant. Participants take turns taking a toy and expressing their fears, starting, for example, like this: I am Mishka and, although I am very big, I am also sometimes afraid. And most often I am afraid when I have to meet and work with strangers. First of all, I'm afraid...

Balloon method

Goal: Find out children’s expectations and fears from upcoming activities

Materials: templates of balloons and clouds cut out of colored paper, poster, felt-tip pens, tape, pieces of paper.

Working time: 5 min.

Work structure: The teacher prepares a Whatman paper with a little man (child) drawn on it in advance. Each child is given a balloon and a cloud cut out of colored paper.

Each child is invited to voice their expectations and fears from the upcoming activity. Expectations are balloons and fears are clouds. Balls and clouds are attached with tape to a common Whatman paper: balls are above the man, clouds are to the right and left of him.

As the activity progresses, unfulfilled clouds - fears can be removed.

AM presentation of educational material

“Basket of Ideas” Method

This is a technique for organizing individual and group work at the initial stage of the lesson, when knowledge and experience are being updated. This technique allows you to find out everything that students know about the topic being discussed in the lesson. A basket icon is attached to the board, into which what students know about the topic being studied is conventionally collected.

Method “Cluster Creation”

The point of the technique is to try to systematize existing knowledge. It is associated with the “Basket of Ideas” technique.

The rules for constructing a cluster are very simple. We draw a model of the solar system: a star, planets and their satellites. There is a star in the center - this is our theme. Around it, the planets are large semantic units. We connect them with a straight line with a star. Each planet has its own satellites, and each satellite has its own. The cluster system covers more information. Clusters can be used both during classes and in free activities. A cluster can be the result of work on any topic or product of project activity.

AM relaxation

Method "Earth, air, fire and water" The goal is to increase the energy level in the group. Number - the whole group. Time - 8-10 minutes. Conduct: the teacher asks the children, at his command, to depict one of the states - air, earth, fire and water. Air. Children begin to breathe deeper than usual. They stand up and take a deep breath and then exhale. Everyone imagines that his body, like a large sponge, greedily absorbs oxygen from the air. Everyone is trying to hear how the air enters the nose, to feel how it fills the chest and shoulders, arms to the very tips of the fingers; how the air flows in the head area, in the face; air fills the stomach, pelvic area, hips, knees and flows further - to the ankles, feet and fingertips. Earth. Now children need to make contact with the earth, become “grounded” and feel confident. The teacher, together with the students, begins to press hard on the floor, standing in one place, you can stomp your feet and even jump up a couple of times. You can rub your feet on the floor and spin around. The goal is to gain a new awareness of your legs, which are farthest from the center of consciousness, and thanks to this bodily sensation, feel greater stability and confidence. Fire. Children actively move their arms, legs, and bodies, depicting flames. The teacher invites everyone to feel the energy and warmth in their body when they move in this way. Water. This part of the exercise contrasts with the previous one. Children simply imagine that the room is turning into a pool, and make soft, free movements in the “water”, making sure that the joints move - hands, elbows, shoulders, hips, knees.

Note: If the teacher himself takes part in this exercise, in addition to benefiting himself, he will also help insecure and shy students to participate more actively in the exercise.

Method “Houses, mice, earthquake” Goal: relieving emotional stress. Size: the whole group. Time – 8-10 minutes Conduct: Participants are divided into threes, where two of them represent a “house”, raising their hands up in the form of a “roof”. And the third - “mouse” - is in the middle, i.e. in the house. At the leader’s command: “Mice!”, those in the middle must change “houses.” On the command: “Houses!”, those who were standing in pairs must change and find another mouse. On command: “Earthquake!” all participants must change places and roles.

Method "Monkey, elephant palm"

The goal is to move actively and cheerfully, to switch attention

Number of participants: from 10 people.

Time – 10 – 15 minutes

Carrying out:

Participants stand in a circle. There is a teacher in the center. The teacher offers the participants three words and the corresponding gestures: palm tree - raise your hands up, monkey - cover your face with your hands, elephant - fold your hands on your stomach, invite everyone to rehearse the gestures together to make sure that everyone understands the condition correctly.

task: when the coach points his finger at someone in a circle and says a word, this person and his two neighbors on the right and left perform the necessary movement.

AM summing upov educational event

HIMS method

Purpose: Find out children’s impressions of the activities carried out

Time: 15 minutes

Number of people: the whole group

Conducting: This method allows the teacher to quickly find out the children’s impressions of the activities carried out on the following questions, the initial letters of which make up this not very clear name of the method:

X ok….

AND interesting...

M it was crazy...

WITH I'll take it with me...

All children answer these questions, thereby analyzing the activity.

Method “Suitcase of our successes and achievements”

Number of participants: all participants

Materials: a drawing of a suitcase cut out and painted for each participant, felt-tip pens

Conduct: Each of the children receives a suitcase - this is a suitcase of successes, achievements, skills. You need to fill it up to see what everyone takes with them.

A poster “Checking in Baggage” is placed on the wall, the child approaches the counter and voices the most necessary knowledge, skills and abilities acquired during the lesson.

“Sun and cloud” method

Purpose: summing up the lesson

Number of participants: all participants

Material: a sheet of whatman paper, on one part of it there is a sun drawn, and on the other - a cloud, small clouds and suns for each child

Conduct: Children voice what they liked about the lesson and what they didn’t. Then attach the corresponding icon to a sheet of Whatman paper.

In addition to intensifying the development of educational information, AMO allows you to carry out the educational process just as effectively during the lesson and in extracurricular activities. Team work, joint project and research activities, defending one’s position and a tolerant attitude towards other people’s opinions, taking responsibility for oneself and the team form the personality traits, moral attitudes and value guidelines of the student that meet the modern needs of society.

But this is not all the possibilities of active learning methods. In parallel with training and education, the use of AMO in the educational process ensures the formation and development of so-called soft or universal skills in students. These usually include the ability to make decisions and solve problems, communication skills and qualities, the ability to clearly formulate messages and clearly set tasks, the ability to listen and take into account different points of view and opinions of other people, leadership skills and qualities, the ability to work in a team and etc. And today many already understand that, despite their softness, these skills in modern life play a key role both in achieving success in professional and social activities, and in ensuring harmony in personal life.

Galina Aleksandrovna Lebedeva, teacher at the MDOU combined type kindergarten No. 32 No. Ryabinka in Serpukhov.

Recently, many educators and teachers have noted the indifference of children of preschool and primary school age to knowledge, lack of motivation to learn, as well as the low level of development of cognitive interests. Thus, the problem of introducing more effective forms, models and technologies into the educational process to enhance learning becomes urgent.

Active learning represents one of the main directions of modern educational research. The problem of finding methods to enhance the educational and cognitive activity of teachers was acutely raised at different times by different authors. A wide variety of solutions are offered: increasing the volume of information taught, compressing it and speeding up the reading process; creation of special psychological and didactic learning conditions; strengthening control forms in the management of educational and cognitive activities; widespread use of technical means and computer programs. At the same time, we point out that active teaching methods mean such methods and techniques of pedagogical influence that encourage children to be mentally active, to demonstrate a creative, research approach and search for new ideas for solving various problems.

Active learning methods (AMT) should instill in children the desire to independently understand complex issues and, based on a deep systemic analysis of existing factors and events, develop an optimal solution to the problem under study for its implementation in practice.

Active forms of classes are forms of organizing the educational process that promote diverse (individual, group, collective) study (mastery) of educational issues (problems), active interaction between children and the teacher, a lively exchange of opinions between them, aimed at developing a correct understanding of the content the problem being studied and methods for its practical solution.

Active forms and methods of organizing the educational process are inextricably linked with each other. Their combination helps to create a certain type of classes in which active learning is carried out. Methods fill forms with specific content, and forms influence the quality of methods. If active methods are used in classes of a certain form, it is possible to achieve a significant activation of the educational process and an increase in its effectiveness. In this case, the form of classes itself acquires an active character.

Although it is believed that active learning and constructing situations (problems) in project activities are an innovation of the 21st century, in fact, the roots of this technique go back to the distant past. Ideas for intensifying learning were expressed by scientists throughout the entire period of the formation and development of pedagogy, long before it was formalized as an independent scientific discipline.

Thus, Socrates (470-399 BC) saw the surest way to manifest human abilities in self-knowledge. His main achievement is considered to be “maieutics” (literally “midwifery art”) - a dialectical debate that leads the student to the truth through questions thought out by the mentor. Among the ancient Roman thinkers, one can highlight the views of the philosopher Seneca (4-65 BC), who said that education should form, first of all, an independent personality and believed that the student himself should speak, and not his memory, i.e. .e. previously learned information. René Descartes (1596-1650) believed that every effort should be made to develop children's ability to make independent judgments. Jan Amos Comenius (1592-1670) in his work “Great Didactics” argued that teaching correctly does not mean hammering into a child’s head a mixture of words, phrases, sayings and opinions collected from the authors, it is necessary to reveal in him the ability to understand things. A. Disterweg (1790-1866) believed that the teacher should not only “encourage” the student to learn, but always encourage him to engage in independent activity. We also point out that in the 70s of the 20th century the problem of searching for methods of active learning was reflected in the studies of M. I. Makhmutov, I. Ya. Lerner and others, devoted to the problems of early and school education.

Regardless of these studies, there was also a search for so-called active learning methods (AMT), which ensure intensive development of children's cognitive motives and interest, promoting the manifestation of creative abilities in learning.

In general, active learning can be represented as follows:

Forced activation of thinking, when a child is forced to be active regardless of his desire.

Quite a long time of children’s involvement in educational activities, because their activity should not be short-term or episodic, but largely sustainable and long-term (i.e. throughout the entire project).

Independent creative development of solutions, increasing the degree of motivation and emotionality of children.

Constant interaction between students and educators through direct and feedback connections.

Project activities are of significant interest in preschool education. Each project is usually based on some kind of problematic situation, the essence of which is to create didactic and psychological conditions conducive to the manifestation of the student’s intellectual, personal and social activity. Depending on its nature, methods of resolution and the prevailing forms of activity of the participants, several types of projects are distinguished:

research– involve testing a certain assumption (hypothesis) using scientific methods of cognition (observation, experiment);

creative– associated with the preparation of holidays, theatrical performances, filming video and animated films;

gaming– participants take on certain roles determined by the nature and content of the project. These can be literary characters or fictional heroes that imitate social or business relationships in certain problem or educational situations;

informational– aimed at collecting and analyzing information about any object or phenomenon;

practice-oriented– are associated with work to achieve an objectively or subjectively significant result.

Project method is a pedagogical technology, the core of which is the independent research, cognitive, playful, creative, productive activity of a person, in the process of which he gets to know himself and the world around him, embodies new knowledge into real products.

Other active learning methods may be used during the project. For example, the search for a form of project implementation can be carried out during a discussion, a business game or brainstorming.

This method serves as a tool for researching and studying the situation, assessing and choosing the right solution. Situations, like projects, can be standard, critical and extreme.

Thus, training using this method consists of the following stages:

preparing the plot of the situation;

formulation of questions and tasks for listeners;

group work to study the situation;

group discussion;

final conversation with the adoption of a certain decision.

The situation (or problem in project-based teaching of preschoolers) is one of the most important methods used in pedagogical practice, because it actively contributes to training thinking, enriching active and passive vocabulary, developing attention and memory. Solving a specific situation involves a certain combination of facts and factors from real life. Participants become actors, like actors, trying to find a solution, that is, come to an independent conclusion.

Activities based on the child’s personal experience and interests, his ability to answer a question without visual material or without a preliminary conversation, are more productive, because participants strive to put forward as many versions and ideas as possible, without being exposed or afraid of criticism from an adult, and then independently (or with minimal participation from the teacher) discuss and develop them, assessing the possibilities of their proof or refutation. The student himself must determine what the problem is, analyze it in the context of the situation described and propose possible ways to solve it. The main role of the teacher here is precisely to create a problem situation and to summarize the children’s versions.

So, for example, the teacher offers the children a situation: “Imagine that you and I find ourselves in the distant past, where there is no electricity, no running water, no gas stoves. And we were very hungry. What should we do?". Children begin to offer their solutions to this problem and discuss the answers of their peers. As a result, a discussion arises. The teacher does not interfere in this process, but listens carefully to all the children’s answers, analyzes them, and in the end leads the students to the correct solution to the problem. It is discussions with peers, pronouncing or discussing answers to a given topic that activates the mental activity of preschoolers and develops speech, imagination, thinking and the ability to interact in a team.

Let us note that active learning methods are based on experimentally established facts that a person’s memory is imprinted (all other things being equal) up to 90% of what he does, up to 50% of what he sees, and only 10% of what he does. he hears. Therefore, the most effective form of learning should be based on active participation in the relevant activity. It seems that experimental data show the advisability of using active learning methods.

Active learning methods develop in children not just knowledge-reproduction, but the skills and needs to apply this knowledge for analysis, evaluation and correct decision-making. The use of AMOs and their choice are determined by the goals and content of training, the individual characteristics of students and a number of other conditions.

As my personal experience shows, problem-based learning can be successfully used in all types of educational activities, provided that the educator has developed a clear plan for each project and has the necessary logistics. Teaching creative thinking in kindergarten requires special strong-willed and emotional qualities from the teacher, as well as thorough thinking and lengthy preparation.

With the help of active learning methods in preschoolers, you can develop, first of all, the important ability to carry out joint project and research activities, defend your position, justify your own opinion and be tolerant of others, as well as the useful skill of working in a team, and taking responsibility for others.

List of used literature

Active forms and methods of teaching, Minsk, Nauka, 1993.

Verbitsky A. A. Active learning in higher education: a contextual approach. - M.: Higher School, 1991.

Smolkin A.M. Methods of active learning: Scientific method. allowance.- M.: Higher. school, 1991.

• correct definition of the topic of the lesson, careful selection of program content and tasks;
• inclusion of children’s previous experience in the educational process (using the apperception method);
• a thoughtful combination of individual and group forms of work with children, changing the types of activities of preschoolers;
• the use of interactive teaching methods, activation of children’s mental activity at all stages of the lesson;
• the presence of high professional qualities of the teacher, which will ensure creative cooperation and interaction;
• the presence of a meaningful game-based subject-development environment, rich didactic material;
• mandatory consideration of the age and individual characteristics of children, their creative abilities.

Interactive technologies in teaching preschoolers

Interactive technology means to interact, communicate with someone; This is a special form of organizing cognitive and communicative activities in which all participants (everyone freely interacts with everyone else, participates in an equal discussion of the problem).

Interactivity develops responsibility and self-criticism in a child, develops creativity, teaches him to correctly and adequately assess his strengths, and see “blank spots” in his knowledge. The main element of an interactive lesson is dialogue.

During interactive learning, children actively communicate, argue, disagree with the interlocutor, and prove their opinion.

One of the main conditions for conducting classes in preschool educational institutions is the use of interactive teaching methods, activating the mental activity of children at all stages of the lesson.

Interactive methods of teaching and interacting with children

Interactive teaching methods are ways of targeted interaction between adults and children that provide optimal conditions for their development.

Interactive learning for preschoolers is a specific form of organizing educational activities, the purpose of which is to provide comfortable conditions for interaction in which each child feels his success and, by performing certain intellectual work, achieves high productivity.

Interactive teaching methods provide such learning that enables children in pairs, microgroups or small groups to work through educational material, talking, arguing and discussing different points of view.

Interactive methods of teaching and developing speech for preschoolers

Microphone- a method of work during which children, together with the teacher, form a circle and, passing an imitation or toy microphone to each other, express their thoughts on a given topic.

For example, a child takes a microphone, talks about himself in a few sentences, and passes the microphone to another child.

All statements made by children are accepted and approved, but not discussed.

Debate- a method of work during which children stand in a circle, express their thoughts on a given topic, passing the microphone to each other, but the statements are discussed: children ask each other questions, answer them, looking for a way to solve the problem.

(For example, Seryozha is in a bad mood, so the children suggest ways to cheer up or eliminate the problem that affected the boy’s mood).

Together- a method of work during which children form working pairs and complete the proposed task, for example, take turns describing a picture.

Chain- a method of work during which children discuss tasks and make their suggestions in a simulated chain. For example, they compose a fairy tale according to a table in which the course of the future fairy tale is presented in drawings or in symbols.

Another option for using this method: the first child names an object, the second - its property, the third - an object with the same properties.

For example, carrots - carrots are sweet - sugar is sweet - sugar is white - snow is white... etc.

Snowball- a method of work during which children unite in small groups and discuss a problematic issue or perform a common task, agreeing on a clear sequence of actions for each group member.

For example, they are building a house, where they agree in advance on the order of actions of each team member and on the color with which this or that child will work.

Synthesis of thoughts- a method of work in which children are united in small groups to complete a specific task, for example, drawing on a piece of paper.

When one group draws, it passes the drawing to another group, whose members finalize the completed task. Upon completion of the work, they write a general story about what they completed and why.

Circle of ideas- interactive teaching methods, when each child or each group performs one task, for example, they compose a fairy tale in a new way, discuss it, then make suggestions or ideas (for example, how can one still finish the fairy tale so that Kolobok remains alive; how to help Kolobok outwit the fox etc).

General project- a method of work during which children are united into several groups (3-4).

Groups are given different tasks, each aimed at solving a different aspect of one problem, for example, drawing their favorite winter activities and talking about them.

Each group presents its “project” - the collective work “Winter Fun” and discusses it together.

Associated flower- a method of work in which children are united in several groups to solve a common problem: the “middle” of a flower with the image of a certain concept is fixed on the board, for example, “toys”, “flowers”, “fruits”, “animals”.

Each group selects association words or association pictures that are pasted around this concept. The team that creates the largest flower (with the largest number of selected association pictures or association words) wins.

"Decision Tree"- a method of work that includes several stages:

1. Choosing a problem that does not have a clear solution, for example, “What does a tree need to be happy?”
2. Consideration of a diagram in which the rectangle is the “trunk” (which represents this problem), the straight lines are the “branches” (the ways to solve it), and the circles are the “leaves” (the solution to the problem).
3. Problem solving: children in subgroups agree, discuss and draw, for example, a butterfly, a bird, etc., placing them on a “decision tree” and explaining their choice.

Multi-channel activity method- a method of working with children, during which various analyzers are necessarily used: vision, hearing, touch, taste, smell.

For example, when viewing a painting, it is advisable to use the following sequence: highlighting the objects depicted in the painting; representation of objects through perception by various analyzers.

After considering all the objects depicted in the picture, it is worth setting the children creative tasks:

• “listen” to the sounds of the picture through “headphones”;
• conduct virtual dialogues on behalf of the depicted characters;
• feel the “aroma” of the flowers depicted in the picture;
• “go beyond what is depicted”;
• mentally touch the picture, determine what its surface is (warm, cold), what the weather is like (windy, rainy, sunny, hot, frosty) and the like.

For example, when looking at the painting “A Walk in the Woods,” you might want to ask the following questions: What do you think the girls are talking about? Look at the bark of the trees, what is it like?

Listen to the sounds of leaves rustling, magpie chirping, etc.

Discussion- This is a method of collective discussion of some complex issue. All participants in the educational process prepare for the discussion; all children are actively involved.

“Discussion” in English is something that is subject to discussion or debate.

At the end of the discussion, a single collective solution to a problem, problem or recommendation is formulated. No more than five questions (tasks) should be proposed.

They should be formulated in such a way that it is possible to express different views regarding the problem raised.

Children learn to express their own opinions: “I think...”, “I believe...”, “In my opinion...”, “I agree, but...”, “I disagree because...”.

"Brainstorm (brainstorm)"- one of the methods that promotes the development of creativity in both children and adults. This method is convenient to use when discussing complex problems or issues.

Time is given for individual reflection on the problem (it can even be up to 10 minutes), and after some time additional information is collected regarding decision-making.

Children participating in a brainstorming session must express all possible (and logically impossible) options for solving a problem, which must be listened to and the only correct decision made.

Quiz- a method-cognitive game, which consists of speech tasks and answers to topics from various branches of knowledge. It expands the general cognitive and speech development of children. Questions are selected taking into account the age, program requirements and level of knowledge of the children.

Conversation-dialogue- a method aimed at complicity of children with the speaker. During the lesson, with the presentation of knowledge and consolidation of the material, the teacher poses accompanying questions to the children in order to check their understanding of the information presented.

Modeling- a method of interaction between adults and children to solve the problem. The situation is specifically modeled by the teacher.

"What? Where? When?"- an active method, during the use of which cooperation, creative problem solving, mutual exchange of opinions, personal knowledge and skills, etc. predominate.

"Pros and cons"- a method of working with children, during which children are asked to solve a problem from two sides: pros and cons. For example, the task is to tell why you like winter (the argument is “for”) and why you don’t like winter (the argument is “against”).

Foresight- a method of working with children, during which it is proposed to “predict” possible solutions to a problem.

For example, invite children to name all the autumn months and talk about what they expect from each month. Later, imagine yourself in the place of one of the months and tell about your predictions: “I am the first month of autumn - September. I am a very warm month. All the children love me because they are starting to go to school...”

The next child continues to talk about this very month (work in pairs).

“What would happen if...?”- a method of work in which children are invited to think and express their assumptions, for example: “What would happen if all the trees on Earth disappeared?”, “What would happen if predatory animals in fairy tales became vegetarians?” etc.

Imaginary picture- a method of work in which children are asked to stand in a circle and each child takes turns describing an imaginary picture (the first child is given a blank sheet of paper with a picture drawn, then he passes the sheet with the mental picture to another participant in the game, and he continues the mental description).

“What can you do...?”- a method of work during which children learn to understand the multifunctional properties of objects. For example: “Imagine another way to use a pencil? (like a pointer, baton, thermometer, baton, etc.).

Example: “Once upon a time there lived a grandfather and a woman. And they had a dog, Zhuk. And the Beetle brought them a bone, not a simple one, but a sugar one. Baba cooked it, cooked it, and didn’t cook it. Grandfather cooked and cooked and did not cook. The cat jumped, overturned the pot, took the bone and carried it away. The grandfather laughs, the woman laughs, and the Beetle barks cheerfully: “I’ll bring you another bone, but not a sugar one, but a plain one, so that it can be cooked quickly.”

Other interactive teaching methods

In addition to the above-mentioned interactive methods of teaching preschoolers, the following are actively used in practice: creative tasks, work in small groups, educational games (role-playing and business games, simulation games, competition games (senior preschool age), intellectual warm-ups, work with visual videos and audio materials, thematic dialogues, analysis of life situations and the like.

Thus, interactive learning in classes (including integrated ones) takes place: in pairs (2 children), in microgroups (3-4 children), in small groups (5-6 children) together with the teacher.

When evaluating children’s statements, you should not use the word “correct”, but say: “interesting”, “unusual”, “good”, “wonderful”, “original”, which stimulates children to make further statements.

Worth remembering! When a preschool child sits politely on a chair, looks at you and just listens, he is not learning.

Insufficient use of interactive methods

Unfortunately, interactive teaching methods are not yet used enough in working with preschoolers. There are some reasons for this (according to A. Kononko):

• the habit of many educators to use explanatory, illustrative, monological methods in their work, to show conformism, to unquestioningly obey the requirements and principles of others;
• distrust of a certain part of teachers towards innovative dialogue methods and their fears;
• lack of experience in their effective use, active self-determination, making responsible decisions, providing advantages to someone (something);
• fear of looking like a “black sheep” in the eyes of others, funny, helpless, inept;
• low self-esteem, excessive anxiety of teachers;
• tendency to be overly critical;
• inability to quickly switch and adapt to new conditions and requirements;
• lack of formation of pedagogical reflection, the ability to objectively evaluate oneself, to correlate one’s capabilities and desires with the requirements of the time.

The need to introduce interactive methods into the educational process is obvious, because:

• today, more than ever, the requirements for students are increasing;
• differentiation and individualization of education for preschool children occurs;
• The requirements for the quality of preschool education are changing, its assessment is not only based on the level of knowledge readiness, but also the elementary life competence of preschool educational institution graduates, their ability to apply knowledge in their own lives, constantly update and enrich it.
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