Systematic approach in kindergarten. System-activity approach as the basis of the Federal State Educational Institution. system-activity approach to teaching

“The system-activity approach is the basis for organizing the educational process in preschool educational institutions”

1 presenter

In the context of new social transformations in Russia, education is becoming the most important resource for the socio-economic, political and cultural development of the country. “A developing society,” it is emphasized in the “Concept of Modernization of Russian Education,” “needs modern, educated, moral, enterprising people who can make decisions independently, predicting their possible consequences, characterized by mobility... capable of cooperation... having a sense of responsibility for the fate of the country, its socio-economic prosperity."

Preschool education has not been left out either. The preschool education system has moved to a new stage: evidence of this is the introduction of a fundamentally new document - the Federal State Educational Standard for Preschool Education. GEF DO is a change in the educational paradigm (goal). Instead of transferring the sum of knowledge, the development of the student’s personality is based on mastering methods of activity.

The standard is based on a system-activity approach, the implementation of whichis aimed at forming a developed personality, it helps to liberate children, develops their independence, and teaches them to think creatively.

For preschool children, educational activities in the system-activity method include six successive steps (stages):

Introduction to the situation

Updating knowledge

Difficulty in the situation

Discovery by children of new knowledge (way of action),

Inclusion of new knowledge (method of action) into the child’s system of knowledge and skills,

Comprehension (result).

We propose to consider the step-by-step implementation of all six steps of the activity method, but... since you and I are no longer children, we will apply this method to a situation from our adult life. I need 3-4 assistants with whom I will communicate directly.

3-4 people come out, the teacher thanks them for their willingness to cooperate.

Tell me, do you like to travel?

What cities have you visited?

What interesting things did you see?

How many of you have been to other countries? In which country?

And my friend Katya was offered a last minute trip to Jamaica. She is confused and doesn't know where to start. Let's help her!

So what do we have to do?Help Katya prepare for her trip to Jamaica.

To the audience

So, we have passed the first stage of the educational situation “Introduction to the situation”.

At this stage, conditions are created for children to develop an internal need (motivation) to participate in activities. Children record what they want to do (the so-called “children's goal”).

To do this, the teacher includes children in a conversation that is necessarily personally significant for them, connected with personal experience. The teacher makes sure to listen to everyone who wants to speak out.

The emotional inclusion of children in the conversation (they always enjoy talking about themselves!) allows the teacher to smoothly move on to the plot with which all subsequent stages will be connected.

The next stage of the educational situation is “Knowledge Updating”. This stage can be called preparatory to the next stages, at which children must “discover” new knowledge for themselves. Here we offer children various didactic games, during which mental operations are updated, as well as the knowledge and experience of children necessary for them to independently construct a new way of action. At the same time, children are in the game plot and moving towards their “children's goal”.

To the assistants

In our situation, I will not offer you any educational games. We'll just talk.

Let's think about what a person needs to go on a trip.

Suitcase, sunglasses, sun cream, after sun cream........... (all answers accepted)

You say everything correctly and name the right things. And if a person goes on a trip outside the Russian Federation, what does he need to have?international passport

So Katya doesn’t have a passport. What should she do?

We accept all answers. But... there is no reception day at the passport office, the travel agency does not provide a service for issuing a foreign passport... Let us bring you to the fact that a foreign passport can be ordered via the Internet.

Of course, only Katya can order a passport for herself. But we can find the site and tell Katya about it. Can? Here are the computers, go look for the site.

To the audience

The end of the “Knowledge Updating” stage is considered to be the moment when children begin to complete the task, that is, they begin to perform a trial action.

To the assistants

Were you able to find a website where you can order a passport?No

Why couldn't they?We don't know how to do it correctly

So what do you need to know now?How to find the right website where you can order a passport.

Possible option: no difficulty arose.

In this case, you need to offer to explain to everyone on which website you can order a foreign passport. And then move on to the stage “Incorporation of new knowledge (method of action) into the system of knowledge and skills.”

To the audience

At this point, the “Difficulty in the situation” stage ends.

This stage is key, as it contains the main components that allow you to determine the right path to overcome the difficulty.

Within the framework of the selected plot, a situation is simulated in which children are faced with difficulties in individual activities. Using the question system “Could you?” - “Why couldn’t they?” We help children gain experience in identifying a difficulty and identifying its cause.

This stage is very important from the point of view of the development of personal qualities and attitudes of preschoolers. Children get used to the fact that there is no need to be afraid of difficulties and failures, that the correct behavior in case of difficulties is not resentment or refusal of activity, but a search for the cause and its elimination. Children develop such an important quality as the ability to see their mistakes, to admit that “I don’t know something yet, I can’t do it.”

In early preschool age, this stage ends with the words of an adult: “This means that we need to find out...”. Based on this experience (“we need to find out”), a very important question from the point of view of forming the prerequisites for universal educational actions appears in older groups: “What do you need to learn now?” It is at this moment that children acquire the primary experience of consciously setting an educational goal for themselves, while the goal is articulated by them in external speech.

At the “Difficulty in the situation” stage, the teacher must truly be a master of his craft. There are situations when children do not have difficulties. And in this case, you need to use all your skills to continue the lesson in the intended direction.

2 presenter

To the assistants

What should you do if you don’t know something?Ask someone who knows

Who will you ask? Ask.

We communicate with adults, so perhaps they will ask Google . In this case, the question needs to be asked: - How will you ask?

If they contact you:

I can help you. There is such a portal on the Internet “Portal of State Services of the Russian Federation”. You need to open any Internet browser and write in the search bar: Portal of government services of the Russian Federation. From the proposed list you need to select a link with the address gosuslugi.ruNow do what I just told you about.

What do you think we should do first?Register and indicate your location.

Now open the tab “Obtaining a passport with an electronic chip for 10 years.” What do you see?Detailed instructions “How to receive the service.”

Let's imagine that Katya has come to us now. How will you tell her where she can order a passport?Helpers' answers

To the audience

The “Discovery of new knowledge” stage is completed.

At this stage, we involve children in the process of independently solving problematic issues, searching for and discovering new knowledge.

Using the question “What should you do if you don’t know something?” we encourage children to choose a way to overcome the difficulty.

In early preschool age, the main ways to overcome a difficulty are “I’ll figure it out myself” or “I’ll ask someone who knows.”

We encourage children to ask questions and teach them to formulate them correctly.

We are gradually expanding the circle of people to whom children can ask questions. This could be a parent who came early to pick up the child, a nurse, or other kindergarten employees. At an older age, children learn that they can “ask” a book, an educational film, an Internet search engine... Gradually, children’s ideas about the sources of knowledge are expanded and systematized.

In older preschool age, another way to overcome the difficulty is added: “I’ll figure it out myself, and then test myself according to the model.” Using problem-based methods (leading dialogue, stimulating dialogue), we organize children’s independent construction of new knowledge, which is recorded by children in speech or signs.

Thus, at the stage “Discovery of new knowledge (method of action),” children gain experience in choosing a method for solving a problem situation, putting forward and justifying hypotheses, and independently (under the guidance of an adult) “discovering” new knowledge.

The next stage is “Incorporation of new knowledge (method of action) into the system of knowledge and skills.” At this stage, we offer children situations or didactic games in which new knowledge is used with previously acquired knowledge. To do this, we ask questions: “What will you do now? How will you complete the task? In the senior and preparatory groups, individual tasks can be completed in workbooks.

Here we develop in children the ability to independently apply acquired knowledge and methods of action to solve new problems, and transform methods of solution.

To the assistants

I suggest you return to the main page of the portal and consider what other services are offered to us.

Replacement of a passport of a citizen of the Russian Federation, Checking and paying traffic fines, Obtaining a certificate of criminal record, Obtaining and replacing a driver's license, Making an appointment with a doctor, etc.

Tell me, might you find the portal you learned about today useful? Can you explain how to correctly find this portal on the vast expanses of the Internet?

Now come to me, please. Tell me, what did you do today? Who did they help? Were you able to help Katya? Why did you succeed? You managed to help Katya because you found out on which portal on the Internet you can order a foreign passport.

Thank you for your help, you can return to your seats.

To the audience

And the last stage “Comprehension (result)” is completed.

This stage is also important, since here the achievement of the goal is recorded and the conditions that made it possible to achieve this goal are determined.

Using the question system “Where were you?” - "What did you do?" - “Who did you help?” We help children comprehend their activities and record the achievement of a “children’s” goal. Next, using the question “Why did you succeed?” we lead children to the fact that they have achieved a “children’s” goal due to the fact that they have learned something new and learned something. Thus, we bring together the “children’s” and educational “adult” goals and create a situation of success: “You succeeded... because you learned (learned)...".

Thus, cognitive activity acquires a personally significant character for the child, children develop curiosity, and learning motivation is gradually formed.

1 presenter

So, we have examined and played out the holistic structure of using the activity method in an educational situation for preschool children. However, due to the characteristics of preschool age and the specifics of individual educational areas, it is not always possible and advisable to carry out the entire sequence of stages.

In the educational activities of preschool children, it is possible to use individual components of the activity method. For example, creating situations of observation, communication, emotional perception, thinking and performing mental operations, expression in speech, actions according to the rule, etc.

A system of methodological support for teachers is being created today in every preschool educational organization.

Regulatory and legal acts regulating the development of preschool education in the country indicate the need for educators to continuously improve their level of qualifications and professional skills.

According to the Federal State Educational Standard for Education, for the effective implementation of the educational program, conditions must be created for the professional development of teachers. Based on this, methodological work in our kindergarten is aimed at implementing new requirements for the organization of the educational process, mastering modern technologies, and using new methods and techniques. One of the annual tasks is aimed at implementing a systemic activity approach as the basis of the educational process. For this purpose, a set of methodological measures has been developed, which includes:

· consultations for teachers : “Partnership activity between an adult and a child is the key to an interesting and successful lesson”, “Methodology for applying activity method technology - educational technology “Situation”, “System-activity approach as the basis for organizing the educational process in a preschool educational institution”, structure of classes”;

· master class “System-activity approach as the basis for organizing the educational process in preschool educational institutions”;

· survey of teachers “System-activity approach as the basis for organizing the educational process in preschool educational institutions”;

· development of notes of educational detail;

· development of a map for analyzing educational activities based on a system-active approach;

· “Weeks of Pedagogical Excellence”, viewing of open events;

· thematic check “Implementation of a system-activity approach to the educational process;

· pedagogical council “System-activity approach as the basis for organizing the educational process in preschool educational institutions.”

The systemic and activity-based approach, which forms the basis of the Federal State Educational Standard for Education, is based on ensuring that educational activities correspond to the age of pupils and their individual characteristics, provides for a variety of individual educational trajectories and individual development of each child (including gifted children and children with disabilities), ensures the growth of creative potential , cognitive motives, enriching forms of educational cooperation and expanding the zone of proximal development.

The goal of the system-activity approach to the organization of the educational process is to educate the child’s personality as a subject of life, that is, actively participating in conscious activity. The system-activity approach to the educational process makes it possible to create conditions in which children act as active participants in educational activities, learn to independently acquire knowledge and apply it in practice. It is the knowledge and skills that a child receives not in ready-made form, but during active interaction with the outside world, that become invaluable experience for him, which determines his success in subsequent stages of education.

It provides for the development of skills:

· set a goal (for example, find out why the flowers disappeared in a forest clearing);

· solve problems (for example, how to preserve forest flowers so that they do not disappear: make prohibition signs, do not pick flowers in the forest yourself, grow flowers in a pot and plant them in a forest clearing;

· be responsible for the result (all these actions will help preserve the flowers if you tell your friends, parents, etc. about them).

When implementing this approach, a number of principles must be taken into account.

The system-activity approach to child development and the creation of an educational environment presupposes the harmonious development of all aspects of the child’s personality in different types of children’s activities.

Principles of implementation of the system-activity approach.

1. The principle of subjectivity in education is that every child - a participant in educational relations - is able to plan actions, build an algorithm of activity, assume, evaluate their actions and actions.

2. The principle of taking into account the leading types of activities and the laws of their change in the formation of a child’s personality. If in early childhood it is manipulations with objects (rolls - does not roll, rings - does not ring, etc.), then in preschool age it is play. During the game, preschoolers become rescuers, builders, travelers and solve problems that arise (for example, what to build a strong house for piglets from if there are no bricks in the forest; how to cross to the other side if there is no boat, etc.).

3. The principle of overcoming the zone of proximal development and organizing joint activities of children and adults in it. The child learns new, still unknown things together with the teacher (for example, during an experiment he finds out why the rainbow has seven colors, why soap bubbles are only round, etc.).

4. The principle of mandatory effectiveness of each type of activity assumes that the child must see the results of his activities, be able to apply the acquired knowledge in everyday life (for example: a paper house did not withstand the test of water and wind, which means it is fragile; forest flowers disappear and are listed in the Red Book , which means I won’t tear them and I’ll tell my friends not to tear them).

5. The principle of high motivation for any type of activity. According to this principle, a child must have a motive to perform a particular action, he must know why he is doing it. For example, he goes on a trip, decorates a napkin, sculpts ducklings, builds a fence not because the teacher said so, but because he needs to help out the Fairy Fairy, return the ducklings to the mother duck, build a fence so that the wolf cannot get to the bunnies.

6. The principle of mandatory reflectivity of any activity. When summing up the results of reflection, the teacher’s questions should not be aimed only at children retelling the main stages of the educational event (“Where were we?”, “What did we do?”, “Who came to visit us?”, etc.). They should be of a problematic nature, such as: “Why did we do this?”, “Is what you learned today important?”, “Why will this be useful to you in life?”, “What task was the most difficult for you? Why?”, “What should we do next time?”, “What will you tell your parents about our game today? etc. This is how the child learns to analyze what he did and what could have been done differently.

7. The principle of moral enrichment of the types of activities used as a means is the educational value of the activity (by helping someone, we cultivate kindness, responsiveness, tolerance) and social and communicative development (the ability to negotiate, working in pairs and microgroups, not to interfere with each other , do not interrupt, listen to the statements of your comrades, etc.).

8. The principle of cooperation in organizing and managing various types of activities. The teacher must skillfully, unobtrusively organize and direct the children’s activities (“Let’s come up with a vehicle together that we can use to go to the Snow Queen”), be close to, and not “above” the children.

9. The principle of a child’s activity in the educational process lies in his purposeful active perception of the phenomena being studied, their comprehension, processing and application. In order to activate the children, the teacher asks them questions (“What do you think, Sasha, what is the best way for us to go to the Snow Queen?”, “Masha, what can you suggest so that the wolf does not get into the bunnies’ house?”, etc. .d.), notes the specific merits of each child (“Marina completed a difficult task wonderfully »).

The structure of educational activities based on the system-activity approach

Educational activities based on the system-activity approach have a certain structure.

1.Introduction to the educational situation (organization of children);

2.Creating a problem situation, setting goals, motivating activities;

3. Designing a solution to a problem situation;

4. Performing actions;

5. Summing up, analysis of activities.

Introduction to an educational situation (organization of children) involves the creation of a psychological orientation towards play activities. The teacher uses those techniques that correspond to the situation and characteristics of this age group. For example, someone comes to visit the children, an audio recording of bird voices, sounds of the forest is turned on, something new is introduced into the group (the Red Book, an encyclopedia, a game, a toy).

An important stage of educational activity based on a systemic activity approach is the creation of a problem situation, goal setting, and motivation for activity. To ensure that the topic of educational activity is not imposed by the teacher, he gives the children the opportunity to act in a well-known situation, and then creates a problematic situation (difficulty), which activates the students and arouses their interest in the topic. For example: “Luntik loves to walk in the forest. Guys, do you like to walk in the spring forest? What do you like there? What flowers grow in the forest? Name them. Do you pick flowers and give them to your mother? But Luntik told me that he wanted to pick flowers and give them to Baba Capa for the holiday, but only grass grows in the clearing. Where have all the flowers gone? Can we help Luntik? Do you want to know where the flowers disappeared?"

The next stage is designing a solution to the problem situation. The teacher, with the help of introductory dialogue, helps students independently get out of a problematic situation and find ways to solve it. For example: “Where can we find out where the flowers have gone? You can ask adults. Ask me. Would you like me to introduce you to the Red Book, where these flowers are listed?” At this stage, it is important not to evaluate children’s answers, but to offer them something to choose from, based on their personal experience.

At the stage of performing actions, a new algorithm of activity is compiled based on the old one and a return to the problem situation occurs.

To solve a problem situation, didactic material and different forms of organizing children are used. For example, a teacher organizes children’s discussion of a problem in microgroups: “What can people do to prevent flowers, animals, and birds from disappearing? What exactly can we do for this?” Pupils choose signs from those proposed by the teacher that are suitable for solving the problem in their microgroup, tell what they mean: “Do not pick flowers”, “Do not trample flowers”, “Do not take baby animals home”, “Do not destroy birds’ nests”.

This stage also includes:

· finding the place of “new” knowledge in the child’s system of ideas (for example: “We know that the flowers have disappeared because people tear them, trample them. But this cannot be done”);

· the possibility of applying “new” knowledge in everyday life (for example: “In order for Luntik to please Baba Kapa, ​​we will draw a whole meadow of flowers. And we will place signs on our ecological path. Let everyone know how to treat nature”);

· self-examination and correction of activities (for example: “Guys, do you think we have dealt with Luntik’s problem?”).

The stage of summing up and analyzing activities includes:

· fixation of movement in content (“What did we do? How did we do it? Why?”);

· finding out the practical application of a new meaningful step (“Is what you learned today important?”, “Why will this be useful to you in life?”);

· emotional assessment of the activity (“Did you have a desire to help Luntik? How did you feel when you learned that many plants were listed in the Red Book?”;

· reflection on group activity (“What did you manage to do together, as a team? Did everything work out for you?”);

· reflection on the child’s own activities “Who didn’t succeed?”).

The preschool education system at the present stage of development is undergoing
serious changes associated with updating regulatory support
introduction of federal
functioning of preschool organizations,
state educational standard for preschool education, recognition

preschool education as the first stage of education in the system of continuous
education. Federal State Educational Standard is a change in educational goals. Instead of transferring a sum of knowledge
– development of the student’s personality based on mastering methods of activity. Development
child occurs in activity. No educational or training influence
the child cannot be carried out without the real activity of himself. In conditions
transition of a preschool educational institution to work according to the Federal State Educational Standard, the teacher is given organizational tasks
educational work in accordance with new standards.
The implementation of these tasks is fully facilitated by systemic activity
an approach. In the system activity approach, the category of “activity” occupies one
from key places, and the activity itself is considered as a kind of system.
The concept of a system-activity approach was introduced in 1985 as a special kind
concept. Even then, scientists tried to remove contradictions within the domestic
psychological science between the systems approach, which was developed in
studies of the classics of our national science and activity, which
has always been systematic (it was developed by L.S. Vygotsky, L.V. Zankov, A.R. Luria,
D.B. Elkonin, V.V. Davydov and many other researchers). Research by S.L.
Rubinstein made serious adjustments to ideas about the mechanisms of formation
child's subjectivity in the process of activity. He showed that any external
causes and activities primarily affect the child not directly, but
presented through internal conditions. The main idea of ​​systemic activity
approach is that new knowledge is not given in ready-made form. Children "discover"
them themselves in the process of independent research activities. Teacher's task
when introducing new material, the point is not to make everything clear and accessible
explain, show and tell. The goal of the activity approach is to educate
the personality of the child as a subject of life activity, the concept of systemic activity
approach indicates that the result can only be achieved if

if there is feedback. The new generation standard is the standard that
helps to teach learning, and thereby master universal educational
actions without which nothing can happen. It is in action that is generated
knowledge. The main goal of the systemic activity approach to teaching: to teach
knowledge, but work. To do this, the teacher poses a number of questions: what material to select and
how to subject it to didactic processing; what methods and means of teaching
choose; how to organize your own activities and the activities of your children; How
make sure that the interaction of all these components leads to a certain system
knowledge and value orientations. The activity approach assumes:
children have a cognitive motive (the desire to know, discover, learn)
and a specific educational goal (understanding of what exactly needs to be found out and mastered);
students perform certain actions to acquire the missing
knowledge;
identifying and mastering by students a method of action that allows them to consciously
apply acquired knowledge;
developing in schoolchildren the ability to control their actions - as after
their completion, and along the way;
inclusion of learning content in the context of specific life decisions
tasks.
Speaking about the system-activity approach in education, we cannot separate this
concept from the educational process. Only in conditions of an activity approach, and
not a flow of information, moral teachings, a person acts as an individual. Cognitive
research, design, gaming activities, collective creative activities -
this is everything that is aimed at practical communication, that has a motivational
conditioning and involves creating in children an attitude of independence,
freedom of choice and prepares their lives - this is the systems-activity approach,
which, undoubtedly, does not bear fruit immediately, but leads to achievements.
A natural play environment where there is no pressure and there is opportunity.
for each child to find their place, show initiative and independence,
freely realize their abilities and educational needs, is
optimal for achieving these goals. For example, to give a child knowledge

about the world around us, in kindergarten we use systemic activity
an approach. In the younger multi-age group of our kindergarten, we, together with
children, solved a problem situation: “Let’s help the doll Ole arrange the vegetables and
fruits in separate baskets.” To solve this problematic situation,
Various types of children's activities were used: communicative,
perception of fiction
educational research,
productive, motor, playful. The task was to consolidate the concepts of “vegetables” and
“fruits”, names of individual vegetables and fruits. To arrange vegetables and fruits
in separate baskets and help the doll, we needed to find out what they were (vegetables,
fruits) are different. To solve the problem, we considered fruits,
vegetables found them in the pictures, then riddles were asked, and the children guessed and
showed the corresponding picture. The children were arranging vegetables and fruits
different baskets, learned that vegetables and fruits may contain
seeds or seeds. We showed the doll Olya how to sculpt an apple for a hedgehog. On
During physical education, together with the children, we went to the “garden”, where we collected vegetables in “baskets”.
The child should not be a passive listener, perceiving ready-made
information transmitted to him by the teacher. It is the child’s activity that is recognized
the basis of development - knowledge is not transferred in ready-made form, but is mastered by children in
process of own activities. Thus, the application is systemic
an activity approach will help us and our children effectively
interact with the outside world, will contribute to the development
preschoolers, will help to form the prerequisites for educational activities in children.
Literature:
1) Asmolov A.G. System activity approach in developing standards for new
generations / Pedagogy M.: 20013 No. 4. C1822. 2) Kudryavtseva, N.G. Systemically
activity approach as a mechanism for implementing the new generation of Federal State Educational Standards /N.G.
Kudryavtseva // Directory of Deputy Director. 2011. No. 4. P. 1327. 3) New
pedagogical and information technologies in the education system / Ed. E.S.
Polat. M., 2000. 4) Federal State Educational Standard DO ORDER of October 17, 2013 N 1155. 5) Khutorskoy
A.V. System-activity approach to teaching: Scientific and methodological manual. -

Slide 1 – title

System-activity approach as the basis for organizing the educational process at the stage of implementation of the Federal State Educational Standard for preschool education

"The only path leading to knowledge is

B. Shaw

Slide 2

In the context of new social transformations in Russia, education is becoming the most important resource for the socio-economic, political and cultural development of the country. The new normal is life in constantly changing conditions, which requires the ability to solve constantly emerging new, non-standard problems. “A developing society,” it is emphasized in the “Concept of Modernization of Russian Education,” “needs modern, educated, moral, enterprising people who can make decisions independently, predicting their possible consequences, characterized by mobility... capable of cooperation... having a sense of responsibility for the fate of the country, its socio-economic prosperity."

Slide 3.

Preschool education has not been left out either. The preschool education system has moved to a new stage: evidence of this is the introduction of a fundamentally new document - the Federal State Educational Standard for Preschool Education. GEF DO is a change in the educational paradigm (goal). Instead of transferring the sum of knowledge, the development of the student’s personality is based on mastering methods of activity. Confucius also said: “If you want to feed a man once, give him a fish. If you want him to be well-fed all his life, give him a fishing rod.”

Slide 4.

Therefore, we can safely say: the Federal State Educational Standard for preschool education is a standard that helps you learn to “catch fish.” The standard is based on a system-activity approach, conceptually based on ensuring that the educational activities of pupils correspond to their age and individual characteristics, representing the diversity of individual educational trajectories and individual development of each pupil (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enriching forms of educational cooperation and expanding the zone of proximal development.

Back in 1988 a group of domestic scientists (Vitaly Aleksandrovich Slastenin, Evgeniy Nikolaevich Shiyanov and others) argued: “The activity approach focuses not only on the assimilation of knowledge, but also on the methods of this assimilation, on patterns and methods of thinking and activity, on the development of the cognitive powers and creative potential of the child. This approach opposes verbal methods and forms of transmitting ready-made information, the passivity of teaching students and, finally, the uselessness of the knowledge, skills and abilities themselves, which are not implemented in activities."

Slide 5.

If the priority of society and the education system is to prepare young people entering life in a new capacity, then the result of education, along with the general literacy of the graduate, is measured by the success of solving such problems as developing and testing hypotheses, the ability to work in project mode, initiative in decision making, etc. .P. These abilities become one of the significant expected results of preschool education, noted in the targets at the stage of completion of preschool education.

Slide 6.

To understand what a system-activity approach is in the educational activities of a preschool institution, it is necessary to understand what an activity is and why the activity approach to the organization of educational activities occupies a leading place in working with preschoolers. The main idea of ​​DP is connected not with the activity itself, but with activity as a means of formation and development of the child’s personality. Those. as a result of the use of forms, techniques and methods of educational work, what is born is not a robot trained and programmed to clearly perform certain actions and activities, but a Man who is able to choose, evaluate, program and design those types of activities that are adequate to his nature and satisfy his needs in self-development, self-realization.

Slide 7.The goal of the system-activity approach is to educate the child’s personality as a subject of life, that is, actively participating in conscious activity. It provides for the development of skills:

Set a goal - for example, find out why the flowers disappeared in a forest clearing.

to solve problems - how to preserve forest flowers so that they do not disappear: make prohibition signs, do not pick flowers in the forest yourself, grow flowers in a pot and plant them in a forest clearing.

be responsible for the result - all these actions will help preserve flowers if you tell friends, parents, etc. about them.

The psychological and pedagogical conditions for the formation of human subjectivity are freedom of action, the ability to choose, responsibility for the consequences of one’s actions and deeds, which is only possible when the child is involved in active activities.

Slide 8.When implementing a systems-activity approach, the following principles must be taken into account:

the principle of subjectivity of education: every child is a participant in educational relations - capable of planning, building, assuming ( someone offers to plant flowers, someone to create signs, etc..), can evaluate his actions and actions ( if I plant flowers, they may not be accepted, since I will not be able to go to the forest every day to water them. It is better to place prohibition signs in the forest)

the principle of accounting for leading activities and the laws of their change: takes into account the nature and laws of changing types of leading activity in the formation of a child’s personality as the basis for the periodization of child development (if in early childhood this is manipulation with objects (rolls - does not roll, rings - does not ring, etc.), then in preschool age it is a game Children in the game become rescuers, builders, travelers, etc., who have to solve emerging problems (What to build a strong house for piglets from if there are no bricks in the forest; how to cross to the other side if there is no boat, etc. .)

The principle of overcoming the zone of proximal development and organizing joint activities of children and adults in it. That is, together with an adult, the child learns something new, still unknown - by conducting joint experiments, the child learns why the rainbow has seven colors, why soap bubbles are only round, etc.

Of particular importance is the position formulated by L. S. Vygotsky:

“...by examining what a child can accomplish independently, we examine the development of yesterday; by examining what a child is able to accomplish in collaboration, we determine the development of tomorrow.”

the principle of mandatory effectiveness of each type of activity: the child must see the results of his activities, be able to apply the acquired knowledge in everyday life (the paper house did not withstand the tests of water and wind, which means it is fragile; forest flowers disappear and are listed in the Red Book, which means I will not tear them and I will tell my friends not to tore).

the principle of high motivation for any type of activity: the child must have a motive for performing this or that action, he must know why he is doing it: he goes on a trip, decorates a napkin, sculpts ducklings, builds a fence - not because the teacher said so, but because he needs to help out the Fairy Fairy tales, or return the ducklings to the mother duck, or build a fence so that the wolf cannot get into the yard of the bunnies.

the principle of mandatory reflectivity of all activities: When summing up, reflecting, the teacher’s questions should not be aimed only at children retelling the main stages of the educational event: “Where were we?”, “What did we do?”, “Who came to visit us?” etc. Questions should be of a problematic nature, such as “What allowed us to help the bunny?”, “Why did we do this?”, “Is what you learned today important?”, “Why is this useful to you in life?”, “What task?” what was the most difficult thing for you? Why?”, “Which task did you like best? Why?”, “What will we need to do next time?”, “What will you tell your parents about our game today?” etc.

The child learns to analyze what he did and what could have been done differently,

the principle of moral enrichment of activities used as a means – this is the educational value of the activity, by providing help to someone, we cultivate kindness, responsiveness, tolerance, this is social and communicative development - the ability to negotiate, working in pairs and micro groups, not to interfere with each other, not to interrupt, to be able to listen to the statements of comrades, etc. .

the principle of cooperation in organizing and managing various activities: the teacher skillfully, unobtrusively, organizes and directs the children’s activities (“Let’s come up with a vehicle together that we can use to go to the Snow Queen,” “Let’s check whether a house built from paper, etc. will be durable. How will we do this?”) , is not “above the children”, but nearby, because as Lev Semenovich Vygotsky said- What a child can do today in cooperation and under guidance, tomorrow he can do independently.

The principle of child activity in the educational process, which consists in the child’s purposeful active perception of the phenomena being studied, their comprehension, processing and application.

In order to activate the children, the teacher can ask questions: “What do you think, Sasha, what is the best way for us to get to the other side,” “Masha, what can you suggest so that the wolf does not get into the yard of the bunnies?” etc. Notice the specific merits of each child: “Dima, you came up with a great idea on how we can get to the other side,” “Marina did a wonderful job completing a difficult task...” etc.

Slide 9. Each teacher must become an innovator, find his own methodology that meets his personal qualities. Therefore, along with the traditional question “What to teach?”, the teacher must understand “How to teach?” or, more precisely, “How to teach in a way that triggers children’s own questions:

What do we know?

What do we want to know?

What should I do to find out?

Slide 10. Structure of educational activities

Introduction to a game situation - creating a problem situation - goal setting - motivation for activity (need-want-can) - designing a solution to a problem situation - performing actions - analyzing the result of the activity - summing up

Let's take a closer look at each part of the educational activity:

1. Introduction to the game situation (organization of children)

Creating a psychological orientation towards gaming activities. The teacher chooses those techniques that correspond to the situation and characteristics of this group of children. (Someone comes to visit; the phone rings; the teacher, in a mysterious voice, starts talking to someone; an audio recording of bird voices, the sound of the forest is played, something is brought into the group - something new: Red Book, encyclopedia, game, toy) (video) ( There's a knock on the door. Guys, look who came to us! This is Luntik. Let's say hello to him, offer him a chair, because he is our guest.)

2. Creating a problem situation, setting goals, motivating activities(need-want-can)

To prevent the topic of the lesson from being imposed by the teacher, it is necessary to let the child act in a well-known situation, and then create a difficulty that, by activating the student’s thought processes, will arouse interest in the topic of the lesson. The child will be interested in identifying the causes of the difficulty. (Video) (Luntik loves to walk in the forest. Guys, do you like to walk in the spring forest? What do you like there? What flowers grow in the forest? Name them. Do you pick flowers and give them to your mother? But Luntik told me what he wanted pick flowers to give to Baba Kapa for the holiday, but only grass grows in the clearing. Where have all the flowers disappeared? Can we help Luntik? Do you want to know where the flowers disappeared?)

3. Designing a solution to a problem situation. Finding a way out of a difficulty in a game situation.

The teacher, with the help of introductory dialogue, helps children independently get out of a difficult situation. (Where can we find out? You can ask adults. Ask me. Would you like me to introduce you to the book where these flowers are listed?)

4.Performing actions . (Drawing up a new algorithm based on the old one, fixing it in speech and returning to the game situation)

Working on solving a problem using didactic material (Work in microgroups: discussion of the problem: what can people do to prevent flowers, animals, birds from disappearing? What exactly can we do for this? Children choose signs from those proposed by the teacher that are suitable for solving the problem in their microgroup, tell what they mean these signs: “Do not pick flowers”, “Do not trample flowers”, “Do not take baby animals home”, “Do not shoot animals”, “Do not destroy birds’ nests”, “Do not shoot birds with a slingshot”)

Finding the place of the “new” in the child’s system of ideas (We know that the flowers have disappeared because people tear them, trample them. But this cannot be done.)

The ability to use “new” things in everyday life (To make Luntik please Baba Kapa, ​​we will draw a whole meadow of flowers. And we will place signs on our ecological path. Let everyone know how to treat nature)

Self-test and correction (Guys, do you think we have dealt with Luntik’s problem?)

5. Summary of the lesson. Analysis of the work done.

Fixation of movement by content. Did you like it? What have we done? How did we do it? For what? (For example: “Do you think we were able to help Luntik, found the answer to his question?” “Where did we find the answer?” “What task was the most difficult for you? Why?” “Which task did you like best? Why?” , “What will you tell your parents about our game today?”

Finding out the practical application of a new meaningful step. “Is what you learned today important?”, “Why is this useful to you in life?”, (we can place signs on the ecological trail, introduce friends, parents, neighbors to the rules of behavior in the forest )

Emotional assessment of activity: Did you have a desire to help Luntik? How did you feel when you found out that many plants were listed in the Red Book? (we really wanted to help Luntik, and it’s a shame that many flowers, birds, and animals are disappearing)

Reflection on group activities. What did you manage to accomplish together in teams? Did everything work out for you? (Together we selected prohibition signs, decided how to preserve animals, birds and plants)

Reflection on the child’s own activities. Who didn’t succeed? What exactly? Why?) (I didn’t get the lily of the valley, I’ll try to draw it in the evening) (Video)

Forms of working with children.

Experimental research activities. Research and search activity is the natural state of a child, since he is determined to master the world around him and wants to know it.

In the course of experimental research activities, the preschooler learns to observe, reflect, compare, answer questions, draw conclusions, establish a cause-and-effect relationship: why an iron ball sinks and a wooden one does not; what will happen if you pour earth into a glass of water, etc.

Slide 13. Travel games - the child takes a walk into the world of things, objects, manipulates them, gets acquainted with their properties, resolves a problematic game situation during such a conditional journey (for example, what kind of watch is best to give to Dunno so that he is not late for school ? (sand, solar, mechanical or electronic), gaining the necessary experience.

Slide 14.Simulation games. Modeling involves replacing some objects with others (real - conditional). Soft modules can turn into a steamship, a car, an airplane, household appliances, furniture, etc., a pencil can become a magic or conductor's baton. Modeling also includes games using model circuits. “What first, what then?”, “Where did the bread on the table come from?” and so on.

Slide 15. Artistic creativity, productive activity, where the child learns by mixing paints to get a new color, solving the problematic question “How to draw a purple eggplant if we only have three colors: red, blue, yellow?”, “Doll Masha loves flowers . How to congratulate the doll Masha on her birthday in winter, because the flowers have not yet bloomed?” (you can draw a whole meadow of flowers for her), etc.

Slide 16. Methods of the system-activity approach.

One of the main methods of the system-activity approach is solving situational problems (educational situation).

The specificity of the situational task is that it has a pronounced practice-oriented nature. Therefore, on the one hand, in solving it, the child uses his existing knowledge, skills and abilities, and on the other hand, by performing search and practical actions, he independently discovers new knowledge and acquires new skills.

The core of the task becomes the problematic issue. For example: why do you think the flowers in the meadow disappeared? Guys, look how dirty the water is in the puddle. How do we know if a puddle is deep or not? Let's try to find out whether the snow on our site is clean or dirty, what do we need to do for this?

The project method is also effective.

The project method differs from other methods of organizing the pedagogical process in preschool educational institutions as follows:

- practical application by children of their existing knowledge and skills;

- non-rigid formulation of tasks, their variability, increasing the independence and creativity of preschoolers;

- interest in activities that bring public results, personal interest in it.

The position of the teacher in project activities: from a translator of ready-made knowledge to initiating the activation of the search activity of students, to a joint search for a solution to the problem posed or discovered by them. (Are there square-shaped soap bubbles? Is a minute a lot or a little?” etc.

Slide 17.To make the child comfortable and interesting; In order for him to be able to easily engage in any activity - be it a game, design or artistic creativity - an appropriate developmental environment is necessary.

Everything that surrounds the child should be aimed at his development. In the kindergarten, experimental activity areas are equipped in all groups. Everything in them is accessible to children. A child of any age can engage in one activity or another: sift cereals through a sieve, determining why one cereal sifted and the other (the larger one) did not; separate the beans from the peas, comparing them by size, shape, and using them to make an appliqué; fashion something out of wet wipes; build castles from wet sand; compare how rubber and metal balls behave on water. Schemes have been developed - algorithms for conducting experiments (How to make dirty water in a glass clean? What will settle faster in water: sand, clay or earth? How to make a solution for soap bubbles yourself, etc.)

The art area also has model workshops schemes that promote the development of thinking: how to get orange, purple, brown, green paints, having paints of only four colors? First, the child, by experimenting, gets a given color, then he can consolidate his knowledge using color arithmetic: to get an orange circle, you need to get a red one add yellow to the circle, etc.

Schematic tasks have also been thought out: how to get a chicken, ostrich, flamingo, hare, etc. from two circles.

The teachers selected subject pictures to reinforce the genres of painting: make a landscape, a still life, a portrait (in a portrait you can convey the mood of a person by inserting various cards.

In the corner of nature there are cards with an algorithm for caring for certain plants. Subject pictures for drawing up an algorithm: a seed is a plant, where the child fills in the missing steps by picking up cards.

In the play area there are soft modules and play screens that the child can use in accordance with the planned plot. Also, the well-known game “Dress the Doll”, where children select clothes for the doll in accordance with the given season and weather conditions.

In the educational corner there are various games - labyrinths, object pictures for creating a logical chain “How did the bread come to the table”, “How did the shirt grow in the field?”, “How did the plate appear on the table?” etc.

The system-activity approach helps children discover new knowledge themselves, build it into a system, and apply it in practice; develops the ability to reflect. Children learn to apply algorithms and try to get out of difficult situations on their own (video or photo)

Slide 18.The teacher’s task is to make learning motivated, to teach the child to independently set a goal and find ways and means to achieve it; help the child develop the skills of control and self-control, assessment and self-esteem. Of course, not all educators immediately, after the approval of the Federal State Educational Standard for Preschool Education, restructured themselves and left traditional classes. A lot of methodological work was carried out. First of all, a survey of teachers was conducted: “Am I ready to work according to new standards?” After analyzing the questionnaires, we saw that teachers are wary of innovations; found out exactly where teachers have difficulties. First of all, the ability to support the initiative and individuality of children, and not work according to a certain plan, without deviating from it; fear of failure when applying new approaches to educational activities. The methodological service of the preschool institution outlined a work plan to overcome the identified difficulties. First of all, a teaching hour was held “Do I know the Federal State Educational Standard for Preschool Education?”, where, in the form of a business game, teachers tried to systematize knowledge about new principles and approaches to the educational process. A business game “Typical Mistakes of Teachers” was also held here, where teachers looked at themselves from the outside and came to the conclusion that the methods previously used in working with children were already outdated and looked ridiculous.

Slide 19.It was decided to continue work in this direction in the current academic year. One of the annual tasks for the 2014-2015 school year. year sounds like this: “To promote the development of mental operations of preschoolers through the implementation of a system-activity approach to teaching and upbringing.” As part of the implementation of this task, the following activities were carried out: consultations for educators “Designing the educational process in the light of modern requirements”, “Organizing forms of partner research activities in the game.” The senior teacher and deputy for educational and methodological work prepared a seminar “System-activity approach in educational activities with preschoolers,” where teachers became acquainted with the principles of constructing educational situations using a systemic-activity approach. A workshop-seminar “Use of problem-search situations in the formation of elementary mathematical concepts” was also held. The annual plan included collective reviews of the joint activities of the teacher and children using a systemic activity approach. Educators, preparing for open events, delved deeper into this problem and studied the model for constructing activities with children. We prepared thoroughly for the open screening: first of all, we chose the topic of the educational situation with each teacher, determined what problem the children would have to solve, how to construct the practical part of the educational situation, and how to conduct reflection.

In order, in accordance with the annual task, to replenish the developmental environment that promotes the implementation of a systemic activity approach both in joint activities with children and in independent activities, it was decided to hold an “Auction of Pedagogical Ideas.” The teachers were told in advance what time the “auction” would take place so that they would come prepared with ideas. During the “auction”, teachers presented their ideas for replenishing the developmental environment. The rest of the teachers, using the six hats method, analyzed this idea: what is good about it, what is bad, what can be changed. Then they decided whether they accepted the idea or not. This is how various cards-schemes, algorithms, and didactic games appeared, which were mentioned earlier.

By criticizing, stimulate the child’s activity;

Be not “ABOVE”, but “NEAR”.

As the basis of the Federal State Educational Standard, it has become especially relevant in the context of innovations currently occurring in our country, including in the field of preschool education. It has become an important means of socio-economic and cultural formation of the intellectual potential of the Russian Federation.

The significance of changes in the system of additional education

The basis of the Federal State Educational Standard is a systematic, activity-based approach to each child, developing in the younger generation the ability to solve complex problems and tasks. Modern society puts forward serious demands on the process of additional education. Russia needs moral, educated, enterprising young people who are able to predict the results of their actions, who are ready to feel pride and responsibility for their family and country.

Since the priority of the educational system and society is the preparation of young people entering a new life, the result of training is characterized by their successful adaptation in society.

The system-activity approach as the basis of the Federal State Educational Standard is aimed at creating optimal conditions for self-realization of the younger generation of post-industrial society. A teacher cannot “sculpt” or “make” a child with a passive version of teaching and upbringing. Only by involving schoolchildren in joint activities can the desired result be achieved and the social order be fulfilled in full.

New educational trajectories

The system-activity approach as the basis of the Federal State Educational Standard involves assessing the quality of education according to certain criteria:

• learning results are personal and socially significant;
• high-quality knowledge allows children to build individual educational trajectories for personal development;
• differentiation of training is allowed while maintaining the unity of theoretical material;
• increased motivation of schoolchildren to study is manifested;
• conditions are created for personal and general cultural improvement;
• the formation of competencies is carried out in different subject areas.

The system-activity approach as the basis of the Federal State Educational Standard has practical significance; it is relevant and in demand in modern society.

History of formation

The idea of ​​combining activity and systems approaches was proposed by domestic scientists and teachers. The system-activity approach as the methodological basis of the Federal State Educational Standard appeared in 1985. Among its developers, we highlight E.V. Ilyenkov, E.G. Yudin, and psychologist A.G. Asmolov. The developers of the new educational system carefully studied the experience of foreign colleagues, as well as the methods of developmental and advanced learning created by L. S. Vygotsky, L. V. Zankov, D. B. Elkonin.

The system-activity approach as the methodological basis of the Federal State Educational Standard was the result of a synthesis of various innovative technologies created in the 20th century by foreign and domestic psychologists and scientists. He included the best teaching experience of several decades. Today, the system-activity approach is the basis of domestic education at all levels, including the preschool system.

The educational process in preschool educational institutions is regulated by state standards developed for the preschool educational program.

The essence of the approach

The system-activity approach as the basis of the Federal State Educational Standard for preschool education has the following essence:

• development and education of personal qualities that fully meet the needs of the information environment, modern economy, based on tolerance and respect for representatives of other nationalities;
• the system-activity approach, the basis of the Federal State Educational Standard of Preschool Education, is considered as a transition in the educational environment to a strategy of social construction and design based on the content and methods of education, ensuring individuality, cognitive activity and personal development of students;
• focus on learning outcomes (the student’s personality is formed on the basis of his assimilation of universal learning actions in the process of learning about the world around him);
• a decisive role is given to methods of organizing activities, as well as options for achieving social, personal, cognitive improvement of students.

Forms and methods

The system-activity approach as the basis for the implementation of the Federal State Educational Standard makes it possible to take into account the age-related, physiological, and psychological characteristics of children. Particular importance in the new educational system is given to the search for forms of communication between mentor and student for full and productive joint activities.

New technologies ensure a smooth transition from preschool education to the school level.

The system-activity approach as the basis for the implementation of the Federal State Educational Standard is distinguished by various organizational forms and allows taking into account the individual abilities of each individual student. Teachers can work not only with gifted children, but also with children with health limitations.

Personality development

As a result of joint fruitful activities, children get the opportunity to realize their creative potential.

The system-activity approach is the basis for the effective implementation of the second generation Federal State Educational Standard. This method differs from traditional educational technologies in its variety of forms and the possibility of active inclusion in search and research activities.

How else do innovative educational technologies differ? The system-activity approach is the basis of the Federal State Educational Standard of LLC, without it it is difficult to fulfill the requirements that society places on the level of modern education.

The basis for the success of each child, the formation of his skills and numerous competencies, should be a systematic change of methods and types of activities, which is fully ensured by innovative educational technologies.

The system-activity approach as the technological basis of the Federal State Educational Standard needs an updated methodological base. It involves the selection of a set of innovative approaches and techniques that allow the teacher to enhance the students’ own activities.

Specifics of the approach

The system-activity approach to teaching is the basis of the Federal State Educational Standard for preschool education. At the end of the last century, in domestic education attention was paid only to the acquisition of knowledge. No one attached importance to the issue related to the search for effective ways to assimilate theory, the development of individuality, the formation of citizenship and patriotism in the younger generation.

Training was based on the verbal method and forms of transmitting ready-made information, impersonality and monotony, and passive teaching of children. The information that they were forced to memorize was useless, schoolchildren did not need it in everyday life, and did not contribute to social adaptation and success in the profession.

Relevance of the method

Peterson created the system-activity approach. As the basis of the Federal State Educational Standard, he proposed the organization and control of educational and educational activities of preschool children in the context of life. A prerequisite is to take into account life plans, interests, values, and the use of innovative techniques and techniques.

The new preschool education paradigm has an activity-based version. Its main goal is the development of the personality of a preschooler on the basis of mastering universal methods of developing skills and abilities that form the instrumental basis of educational learning.

The system-activity approach is the basis of the Federal State Educational Standard of NEO. Its distinctive feature is the allocation of special attention to the process of development of the personality of a preschooler, his acquisition of moral, spiritual, and social experience.

It is this approach that has recently become the leading scientific method of cognition and transformation of objects. This direction of the methodology of theoretical research and social practice, based on the consideration of various subjects and objects as integral systems, makes it possible to identify the variability of educational subject areas.

Federal state requirements of the new generation require the allocation of a certain number of hours for the regional component in all academic disciplines. For example, as part of environmental education, children get acquainted with the trees, plants, and animals of their region, and gain experience in a tolerant attitude towards living nature.

The essence of the technique is to consider independent components in interconnection, movement, constant development and improvement.

This activity-based approach is the basis of the Federal State Educational Standards LLC, which are currently introduced into Russian preschool education.

A differentiated approach to education makes it possible to identify systemic integrative properties, as well as qualitative characteristics necessary for the harmonious development of the younger generation in Russia.

The historical, functional, substantive aspects of an integrated approach require a combination of such principles of analysis as specificity, historicism, taking into account development and comprehensive connections.

The cultural-historical aspect is based on the theoretical provisions of the pedagogical concepts of Galperin, Leontiev, Vygotsky. They paid special attention to the basic psychological laws of the processes of education and training, the structure of the educational activities of preschoolers, with mandatory consideration of the main features of the individual age development of children.

The main type of thinking that is associated with the new educational concept involves empirical thinking. The child gets the opportunity to select his own content of education, to choose in large quantities those areas that are interesting to children.

Transformations to preschool educational institutions

The system-activity approach accompanies the modernization of the general educational paradigm, which is reflected in the transition:

• From setting the goal of modern preschool education as the acquisition of skills, abilities, and knowledge to setting a goal as a way of developing the competence to learn and master new universal skills.
• From the limitation of educational material within the scope of the subject, an orientation towards understanding the teaching as a way of adaptation in modern society is assumed.
• From the chaotic educational activity of the child there is a transition to the development of an individual educational path of development.
• From an individual type of learning material to an awareness of the important role of cooperation in the process of achieving basic educational goals.

Let us note that competency-based and competency-based approaches to learning do not contradict the tasks that the second generation Federal State Educational Standard sets for teachers of preschool educational institutions. The combination of various pedagogical techniques with project and research activities gives the desired result and helps teachers develop in students all the qualities specified in the modern educational paradigm.

The system-activity approach is currently the most suitable option for taking into account the psychological and mental characteristics of preschoolers. It fully corresponds to the priorities chosen for the modernization of the Russian educational system.

The pedagogical initiative “Our New School”, introduced in modern Russian education, places special demands on the professional level of teachers in the Russian Federation. They must not only have theoretical knowledge about all the features of child psychology, master the subject being taught, but also perform the functions of a tutor. The task of a modern teacher is to help children develop independence, creativity, and find a field of professional activity. The key feature of Russian education should be educational, rather than educational, activity.

The basis, the foundation of the teacher’s pedagogical activity, which determines both the process and the final result of the work, is the teacher’s system of actions. It is characterized by the characteristics of the teacher’s personality, his priorities, and personal qualities. Innovations observed in the Russian preschool education system are based on the introduction of a competency-based, activity-based approach to the learning process.

In many preschool institutions today, there is a transition from classical education to creative work on the tasks of preschool children related to the problems that children will solve outside the walls of the kindergarten.

Recognition of the child’s active activity in the educational and upbringing process leads to the improvement of ideas about the content of the child’s mutual work with peers, educators, and parents.

Now even in kindergarten the option of classical transmission of knowledge to children from the teacher is not used. This educational process has been replaced by full-fledged cooperation. The sole leadership of the teacher in such cooperation is replaced by full participation in the selection of teaching methods and content by the preschoolers themselves.

L. S. Vygotsky compared a teacher in a similar situation to a carriage driver who manages the educational and educational process.

When implementing a system-activity approach in domestic education, the development of cognitive and educational motives is the basis, which requires the educator to create the following conditions:

• careful development of problem situations, development of the creative attitude of preschoolers to the cognitive process;
• selection of necessary means for self-realization, assessment of preschool children taking into account their individual abilities and capabilities;
• organization of the most fruitful educational cooperation.

Currently, the activities of a preschool teacher presuppose a full awareness of the feasibility, timeliness, and importance of the transition to federal standards of the new generation. The decisive factor is the willingness of a teacher working in a preschool institution to move to a system-activity approach from the knowledge paradigm.

The teacher must fully master modern technology and information technology, develop an educational and methodological set that will satisfy the Federal State Educational Standard, and be equipped with the support of a material and technical base.

Conclusion

Only if a teacher has the ability to think through and develop his own educational programs and apply health-saving technologies in practice can he be an innovator. If the educator has not accepted or comprehended the basic idea of ​​this approach, he cannot be considered one hundred percent competent and corresponding to the professional standards created for teaching staff.

The country's transition from an industrial to a post-industrial society, which is based on high intellectual potential and knowledge, puts forward new goals for domestic preschool educational institutions. The development of the younger generation should be carried out not through the implementation of individual tasks, but as a whole. In addition to cognitive interest, special attention is paid to the formation of general cultural and personal qualities of preschoolers.

The timeliness of optimization of education is perceived by society as a pressing problem. The reason lies in a serious contradiction between the requirements put forward by the new standards and the programs and methods used in the old fashioned way by many preschool teachers.

Federal educational standards of the second generation, developed for the preschool educational system, involve the development of the ability to learn in the younger generation as a core competency.