All about preschool education or preparing your child for school correctly

Preparing a child for school is not the only task that needs to be addressed in preschool age. It is important to lay the foundations of education and correctly direct the vector of personality formation. After all, a child’s future achievements or his problems with others and himself begin at a very early stage in his life.

From the material you will learn how a child is prepared at school, what problems can be encountered in the process of preschool education, and how the psychological characteristics of a child affect his learning. We will present age-appropriate methods of education and socialization.

Content

• How to prepare your child for school?
• Features of the development of a preschool child
• Features of the education of preschool children
• Basic preschool education programs for children
• Modern problems of preschool education
• Additional preschool education as a guarantee of the harmonious development of a child
• The role of dynamic toys in the development of a preschool child
• Play as a context of development in preschool age
• Structure and options for story-based play for preschoolers
• Computer games in the life of a preschooler
• Let's draw a conclusion or instead of a conclusion

The purpose and objectives of preschool education

Preschool education in the modern education system is highlighted as the first link.

The main goal of preschool education is to ensure the comprehensive development of the preschooler.

The tasks of preschool education include:

1. Ensuring the protection of life, health, and physical development of children.
2. Implementation of children's development (individual, social-personal, artistic and aesthetic).
3. Implementation of correctional and developmental education for children.
4. Organization of interaction and cooperation with families of pupils.

How to prepare your child for school?

The development of a child in the process of preschool education is monitored not only by specialists, but also by parents. They are the ones who care most about how to properly prepare their child for school. There are a number of criteria by which one can judge the degree of preparation of a child for the beginning of the educational process.

• Reading. Many children develop differently, so not everyone can master reading skills. Therefore, in order for your child not to seem like a black sheep, you need to make every effort to develop fluent reading not only of syllables, but also of words.
• Letter. It is desirable that the child can write or simply rewrite a word or simple phrase in letters.
• Check. A significant bonus at school will be the child’s ability to consciously count to ten.
• Seasons. Knowing the seasons and days of the week is another indicator of a child’s readiness for school.
• Independence. Of course, this concept is flexible. However, on the threshold of September 1, the child must be able to get dressed, put on shoes, put his things in their places, and clean up after himself. Such skills will be of great use to him at school.
• Colors and shapes. It would be great if your child could distinguish colors and simple geometric shapes.

In achieving such goals, it is possible to use the possibilities of additional preschool education for children. Attending sections and clubs will help your child socialize faster and understand that he will have to live in society. Thus, he will be ready for school not only mentally, but also morally.

Three techniques that raise successful people

Three main educational systems are well known: Waldorf, Montessori and Reggio Emilia. Let's take a closer look at them.

The Waldorf system is the most popular of the alternatives. It focuses on developing creative skills in children, so they spend almost all their time doing various crafts and creative activities; Early development in humanitarian and technical subjects is not encouraged here.

Thus, if it is clear that the child will study letters and numbers at school anyway, but no one will let him draw from the heart so that the “spark” of creativity does not go out, it is cultivated in a preschool institution that works according to this system. Abroad there are almost 40%.

The Montessori system - here the child is given the freedom to choose his own activity, but there is also an emphasis on creative work. He chooses his hobby himself from what he likes most; later he can easily change his hobby by reaching an agreement with his peers.

As is already clear, the emphasis is on developing independence and communication skills, control over one’s desires and likes. Montessori also takes into account the periods in childhood when a child is most likely to develop certain skills - and use these periods wisely.

Almost a third of foreign kindergartens and about 5% of ours operate under this system. These are either private kindergartens or where truly passionate people work. At the same time, higher authorities have little support for this - there is a lot of hassle.

The Reggio Emilia system successfully works on a project approach, when the child becomes the author of his own projects and research, and adults become assistants and “collaborators”. With the help of this system, children develop planning skills, breaking down a large problem into smaller ones, the ability to solve them and look for different approaches to one thing.

This system appeared not so long ago, but its graduates show unique results in entrepreneurship, the ability to organize and manage people.

Thus, the Waldorf system develops future creators, Montessori creates managers, and Reggio Emilia is perfect for children with an entrepreneurial spirit.

Features of the development of a preschool child

The education of preschool children is a very important process in which priorities must be set correctly. To do this, it is necessary to know and understand the developmental features of a preschool child.

• Preschoolers experience a transition from visually effective to visually figurative thinking. Such thinking is based on perception, cognition and sensations.
• Preschool children's analysis skills are elementary, but generalization has not very significant features. As thinking develops, the child’s speech develops.
• Grammatically correct oral speech is formed in the process of communication with adults. By the age of 7, the child already speaks well and expresses his thoughts.
• An older preschooler can maintain attention on a certain type of activity for 15-20 minutes. At the same time, he can independently control it, and also direct it at all kinds of objects.
• Preschoolers can remember the necessary information not only mechanically, but also meaningfully. They turn to simple memorization only if it is difficult for them to understand the material.
• The imagination of a child of this age is reproductive - that is, he reproduces everything that he saw during the day in vivid images.

Educational programs for preschool education of children are built on these features. This is necessary to know when forming the personality of a child of this age.

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What's wrong with our kindergartens?

Alas, so far our domestic system is based only on the authority of elders and instilling discipline, obedience, and a “comfortable” character in children. With the education of individuality, and even more so, the development in them of some qualities necessary in life, in junior preschool institutions, no progress has yet been observed.

The entire educational process mainly revolves around filling out methodical plans and training children for matinees for parents. The rest of the time, the children are essentially left to their own devices, but under the supervision of a teacher who either talks with colleagues, or is buried in her phone, or is writing another report that no one needs.

In addition to “independent activities,” children also walk, eat and sleep independently

And until parents are seriously concerned about the future of their children and changes in this area, the vast majority of kindergartens, alas, will remain breeding grounds for runny noses, tasteless semolina porridge and forced afternoon naps.

Where from a child who is brilliant and talented from birth (and they are all like that), they grow up to be uninitiative schoolchildren, and then boring and passive adults.
Therefore, the issue of choosing a kindergarten for a child needs to be approached especially responsibly; after all, parents should try harder and find a progressive preschool institution. Or unite and try to change something together as a kindergarten team. leave a comment

Features of the education of preschool children

The development of a child in the process of preschool education directly depends on awareness of the characteristics of the educational process. Failure to comply with requirements and incorrect actions can only cause harm to a preschooler. It is worth considering education in three aspects: social, pedagogical and psychological.

• Social. In preschool age, the worldview of a little person is actively formed. He is already getting acquainted with what is good and what is bad, the first guidelines are being built in his mind. He will turn to them not only in his actions, but also in the process of choosing a future profession.
• Pedagogical. At preschool age, the child’s knowledge, skills and abilities are actively formed. He learns the most effective ways of learning activities and develops an environment of his interests. The first bricks of the foundation for lifelong education are being laid.
• Psychological. Preschool age is an important stage in the development of a child’s personality. Visual-figurative thinking is formed: the preschooler learns to analyze incoming information. Through the gradual development of abilities, creativity is formed as an integral element of activity.

The main preschool education programs for children are based precisely on these features. It is also important for parents to know them in order to properly raise their child together with specialists.

Training and education of preschool children

Svetlana Barysheva

Training and education of preschool children

The method of teaching preschoolers is the ways and means by which the teacher imparts knowledge to children and develops skills and abilities.

teaching proposed by Academician Yu. K. Babansky, which identifies three large groups of methods, has become widespread in didactics in recent years

1. Visual methods and techniques - their use corresponds to the didactic principle of clarity and is associated with the characteristics of children's thinking.

Observation is a child’s purposeful, systematic perception of objects and phenomena of the surrounding world, in which perception , thinking and speech actively interact. Using this method, the teacher directs the child’s perception to highlight the main, essential features in objects and phenomena, to establish cause-and-effect relationships and dependencies between objects and phenomena.

Different types of observations are used in teaching

I) recognizing nature, with the help of which knowledge is formed about the properties and qualities of objects and phenomena (shape, color, size, etc.)

;

2) for the change and transformation of objects (growth and development of plants and animals, etc.)

- provides knowledge about processes and objects of the surrounding world;

3) reproductive nature, when the state of an object is established based on individual characteristics, and the picture of the entire phenomenon is determined in part.

The demonstration method includes various techniques:

A) Showing objects is one of the most common teaching : children look at doll furniture and clothes, dishes, household items, tools, equipment for drawing, modeling, appliqué, etc.;

B) Showing a sample is one of the techniques used when teaching visual arts and design. The sample can be a drawing, applique, or craft;

C) Demonstration of a method of action - used in classes on the development of movements, music, artistic activities, etc., it must be accurate, expressive, divided into parts; may be complete or partial;

D) Demonstration of paintings and illustrations helps children imagine those aspects and properties of the objects and phenomena being studied that they cannot directly perceive .

The use of TSO - in teaching preschoolers, demonstrations of transparencies, filmstrips, and films are used. Recently, computers have been used. This method allows you to show children those phenomena of life with which direct acquaintance is impossible; makes the learning process more attractive.

2. Verbal methods and techniques - their effectiveness largely depends on the teacher’s , on its imagery, emotional expressiveness, and accessibility for children’s understanding.

Explanation is used in the process of observing phenomena and examining objects, paintings, during exercises, etc.; with its help, children's immediate perceptions ; should be expressive, emotional, accessible to children. A story is a lively, imaginative, emotional presentation of events containing factual material. One of the most emotional learning . The narrator has the opportunity to freely communicate with children, notice and take into account their reactions.

teacher's story : should be an example of literary correct, figurative and expressive speech.

A children's story can be a retelling of fairy tales, literary works, stories based on paintings, objects, from childhood experience, creative stories.

Reading expands and enriches children’s knowledge about the environment, shapes children’s abilities to perceive and understand fiction.

3. Practical teaching are used to understand reality, develop skills and abilities, deepen knowledge. During their application, the following techniques are used: planning the task, setting the task, operational stimulation, control and regulation, analysis of results, identifying the causes of shortcomings. Practical teaching cannot be used without other, in particular visual and verbal, teaching .

Practical teaching methods are as follows : exercise method, laboratory work method, practical work method, game method.

The form of organization of training is a joint activity of the teacher and students , which is carried out in a certain order and established mode.

Traditionally, the following forms of training :

Forms of training organization Features

Individual Allows you to individualize learning (content, methods, means, but requires a lot of nervous effort from the child; creates emotional discomfort; uneconomical learning ; restricts cooperation with other children.

Group

(individual-collective)

The group is divided into subgroups.

Reasons for recruitment: personal sympathy, common interests, but not according to levels of development. At the same time, it is, first of all, important for the teacher to ensure the interaction of children in the learning .

Frontal

Work with the whole group, clear schedule, uniform content. At the same time, the content of training in frontal classes can be activities of an artistic nature.

The advantages of the form are a clear organizational structure, simple management, the ability for children to interact, and cost-effectiveness of training ; The disadvantage is the difficulty in individualizing training .

education method is a way of influencing the consciousness, will, feelings, and behavior of students in order to develop certain qualities in them. The method can also be defined as a way of managing activities, during which the self-realization of the individual, his social and physical development is carried out.

The method of education is part of the general method, a separate action.

A means of education is no longer a technique , but also not a method. For example, work is a means of education , but showing, evaluating work, pointing out an error in work are the methods by which the use of this means is organized for educational .

The means of education include the speech of the teacher, as well as various activities: work, play, study. A special means of education is communicative activity (communication, since during communication there is not only an exchange of information, but also the mutual influence of the participants in communication on each other. The means also include various objects used as substantive support for the educational process (posters, illustrations, reproductions, musical and artistic compositions, elements of aesthetic design of the environment, etc.).

Since any method of education in practice is carried out using certain means and techniques, the method in its practical implementation can be defined as a system of techniques and means. At the same time, in the structure of each method, various combinations of means and techniques are possible, which makes it possible to take into account the specific situation of application of the method.

Currently, the most common classification of educational is by their focus (G. I. Shchukina, Yu. K. Babansky)

.
The focus of the method is a complex characteristic, including the goal (why it is used, content (what is formed, the process (how exactly the influence occurs, ways of influencing the student education methods are distinguished :
1) methods of forming the consciousness of the individual;

2) methods of organizing activities and forming experience of social behavior;

3) methods of stimulating behavior and activity.

The first group - methods of forming the social consciousness of children, serves to accumulate social experience by children, which is acquired through socialization: pedagogical requirement, exercise, assignment, example, situation of free choice (models a moment in real life)

.

The second group is methods for children to comprehend their social experience, motivation for activity and behavior. A common feature of this group of methods is their verbal nature: story, conversation, lecture, discussion (debate)

.
The child becomes a subject of activity, communication, life creativity, the ability to reflect is formed: knowledge about himself, his appearance and character, abilities and shortcomings, the limits of his capabilities. This group includes methods of self-knowledge (What I know about myself, methods of self-change (What I want to be), methods of mutual understanding (What others think of me)
.

The third group is methods of stimulating and correcting the actions and relationships of children in the educational process . In the process of accumulating social experience and self-determination of his personality, the child needs pedagogical support from the teacher and parents . These methods of education will help children, together with adults, find new reserves for their activities, change their behavior, believe in their strengths and capabilities, and realize the value of their personality. Such methods are: competition, encouragement, punishment, creating a situation of success.

In organizing the pedagogical process in kindergarten, the question of the uniqueness of educational work with preschool children is of great importance .

A significant number of forms and means of educational work with preschool , including classes, didactic games, and didactic materials. Each of these means has different capabilities in relation to educational tasks .

Soviet preschool pedagogy selectively approaches the means of educational work with children, in accordance with the tasks of the Soviet kindergarten, based on the requirement of active management of the development of each child, ensuring a high level of comprehensive development of all children raised in kindergarten .

Among the means of preschool educational work, training has great advantages, since it provides an organized teaching role for an adult , which makes training very effective .

Learning , when applied to various educational contents - familiarization with the environment, the formation of speech, the development of mathematical concepts, musical abilities, the development of movements, drawing, modeling, etc., has a deep educational impact : develops abilities, interests; broadens one's horizons, enriches skills in various activities, and improves attention. Training makes it possible to raise the development of all children in a group to a higher level and helps to significantly mitigate the uneven development of children observed in practice.

The group of tools “Textbooks and teaching aids” covers both literature for educators and literature for children, which contains everything necessary for organizing the learning and developing children’s abilities.

Visual aids are based on the use of visual teaching created by man, and combine natural and volumetric aids, as well as figurative and symbolic aids.

Natural visual aids are natural objects, genuine objects, specially processed for the purpose of using them in the educational process. These include, for example, herbariums, preparations, collections, stuffed animals, etc.

Three-dimensional visual aids are those that convey the objects being studied not in their natural form, but in the form of a three-dimensional image, being a three-dimensional image of the object. Three-dimensional visual aids include: models, mock-ups, dummies, etc.

Figurative-sign aids are those aids in which the objects being studied are conveyed in the form of figurative two-dimensional images using various signs or sign systems. This group includes: paintings, drawings, portraits, applications, photographs, slides, films, etc.

The means of carrying out practical actions include instruments and devices for experiments, laboratory equipment, equipment for work, offices, gyms, etc. The main purpose of this group of means is to promote the formation of skills of a practical nature. Moreover, among them there can be both means specially created for the learning , and any means of the surrounding reality that are not created specifically for the educational process, but are used in it for the specified purpose. The formation of experience in carrying out activities, as an integral part of the content of education, largely depends on the diversity of this group of teaching .

Technical teaching allow you to implement one or more didactic functions using special technical devices.

Despite the wide range of applications and variety of functions that teaching , they cannot replace a teacher. He will always be the central figure of the pedagogical process. Learning tools , but expand its capabilities. They are one of the teaching , a pedagogical tool in the hands of the teacher, which he must be able to use, based on the basic principles underlying their use.

Basic preschool education programs for children

When sending their child to kindergarten, parents think: how will my son or daughter be taught? You need to know that the Ministry of Education has developed basic programs for preschool education for children.

Each of the programs should contribute to a correct and holistic pedagogical process, during which the child will develop as much as possible. At the same time, all educational programs for preschool education of children can be divided into comprehensive and partial.

• Complex programs are also called general developmental programs. They include all activities for the development of the child, as well as a combination of all types of activities. These include the programs “Rainbow”, “Krokha”, “Origins”, “Childhood”, “From Childhood to Adolescence” and many others.
• Partial programs are those that imply a narrow specialization. At the same time, education can be carried out effectively not only through the choice of one program, but also with the correct selection of partial programs. These include programs for physical development, environmental education, and the development of social skills.

Most programs are developed by prominent scientists or large teaching teams who know first-hand about the developmental characteristics of preschoolers.

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Kindergarten education program

There are a great many programs for raising children, and each kindergarten has the right to draw up its own program, but it is necessary to be guided by the requirements set out in the relevant regulations: the Federal Law “On Education”, the Model Regulations on a Preschool Educational Institution and state standards of preschool education.

In modern preschool education, such a Program has become a necessary regulatory document, on the basis of which a license is obtained, accreditation and certification of an institution, as well as the organization of additional paid educational services. The educational program in a kindergarten must justify the chosen methods of education and methods of organizing the educational process and clearly describe the main features of the educational system adopted in this kindergarten.

If a preschool education program is needed in order to formulate the goals and objectives of education, then they are implemented using various methods and technologies. Preschool education technologies make it possible to combine individual techniques and methods into an integral system and organize the upbringing of children in the most rational and effective way. Most often, educational technologies are created by educators directly based on their own experience in raising children, which guarantees the rapid achievement of the desired results.

Today, in many kindergartens, educational technologies are based on well-known educational methods, for example, Montessori, Nikitins, Doman. Each of them is focused primarily on one aspect of the child’s development, so the main task of parents when choosing a kindergarten is to carefully study the educational methods used there and determine for themselves which of the proposed systems best suits the individual characteristics of the child. On the other hand, the task of kindergarten workers is to select a set of methods that will ensure the comprehensive development of children.

Modern problems of preschool education

The education of preschool children is not without problems. Despite the fact that not only parents, but also specialists are responsible for the formation of a child’s personality, the domestic preschool education system has a number of problems.

• Group occupancy. Everyone knows how difficult it is to register for kindergarten on time. As a rule, in preschool institutions many groups are simply overcrowded. Thus, kindergarten teachers are forced to devote little time to each child. It is known that a child who is not given full pedagogical attention is doomed to problems at school.
• Teaching staff. Despite its apparent simplicity, working in a kindergarten is very complex. A specialist must know not only educational methods, but also understand a large number of related areas. Overload at work, checks, low wages, stress - all this reduces the attractiveness of the profession, and also gives rise to ordinary apathy towards one’s work.
• Non-compliance with standards. The state allocates little money to maintain preschool education standards. Every teacher experiences problems acquiring didactic literature necessary for working with preschoolers.

The development of education for preschool children directly depends on how these problems are solved. At the same time, a lot depends not only on the leadership, but also on the parents themselves - after all, only in a caring society can a child develop and learn correctly.

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Preschool education in Russia

Preschool education in Russia, namely the situation associated with preschool education in Russia can be called a crisis.

I believe that the main first problem is the universal availability of preschool education, which is currently not being implemented in this way. The growth in the number of places in preschool educational institutions is catastrophically behind the growth in the number of children. As we remember, the period of decline in the birth rate occurred in 1991 [1]. Then, many kindergarten buildings were transferred for long-term lease and at the full disposal of other departments or non-departmental organizations, which led to the fact that we now have to look for ways to provide places in preschool educational institutions for all needy preschool children. According to statistics, the reduction in the enrollment of children in the preschool education system in Russia was from 70% to 50%. This socio-economic situation forces us to pose new challenges to the preschool education system. Children entering school today have different starting opportunities, since almost half of them did not attend kindergarten and did not master educational programs. Most children enter first grade completely unprepared, so it can be difficult for them to take on a new position as a student. At school, different rules apply (relative to kindergarten), new demands are placed on the child, expectations arise - the child is not ready for all this. First of all, the children themselves, as well as their parents and teachers, “suffer” from this.

What does kindergarten give to the child himself? The main advantage of a preschool educational institution is the presence of a children's community, thanks to which a space of social experience for the child is created. Only in the conditions of a children's community does a child recognize himself in comparison with others, adopt methods of communication and interaction that are adequate to various situations, and overcome his inherent ego - Pavel Krusanov (“Dead Language”) [6, p. 23].

Preschool education in Russia is ensuring the intellectual, personal and physical development of a preschool child from 2 to 7 years old. The task of preschool education is to convey to the child the basic principles of culture and rules of behavior in society, as well as intellectual and aesthetic education.

Kindergarten is the first social institution that teaches children to live in society. It is in kindergarten that the child’s first independent contacts with the people around him take place; here he learns to communicate and interact. Communication with peers allows a child to quickly master new skills and acquire new knowledge, since the effect of imitation at an early age is very strong. Successful adaptation in a kindergarten or preschool education center is facilitated by educators whose goal is to help the child in any difficult situation.

For a long time, children who have not attended children's educational institutions often experience difficulties adapting to the school community. It is more difficult for them to start school than for kindergarten graduates, since they do not have sufficient communication skills. In addition, preschool education in kindergarten teaches the child strong-willed behavior and the ability to find compromises between his own desires and the desires of others. The child learns to protect his own interests without harming the interests of others. Also in kindergarten, children learn the basics of self-regulation. That is, the child learns to independently choose his own activity and devote a certain amount of time to the chosen activity. It is this skill that becomes the basis for a child’s organization at home and (in the future) at school. It is also extremely important that in kindergarten these qualities are formed naturally during the process of play, which is an integral part of the educational process. It is during games that the basic skills of independence, the ability to communicate and negotiate are formed.

Preschool education in kindergarten satisfies the child's needs for development and communication. Education at home, of course, can ensure that the child masters all self-service skills and acquires the knowledge necessary to prepare for school, but it is not able to teach the child how to live in a team. While it is the ability to find a common language with other people that is the key to a person’s success in adulthood.

Modern preschool education is focused on the development of the child’s personal qualities. Being in a group of peers allows the child to learn to communicate, defend his opinion and interests, and also take into account the interests and opinions of others. Children develop an idea of ​​the social structure, because it is in kindergarten that the first role-playing games, for example, “daughters and mothers,” take place.

Preschool education in kindergarten allows the child to form his own idea of ​​the world around him and his place in it. The child learns to evaluate his abilities and capabilities by comparing himself with his peers. That is, he develops an adequate self-perception. In addition to the communicative development of the child, the goals of preschool education include mental, moral, aesthetic and physical development. All these components are inseparable conditions for the formation of a full-fledged personality. Drawing, creating crafts and applications, designing, music and physical education classes - this is the minimum set that any kindergarten is ready to offer.

Currently, the preschool education system itself has changed. A differentiation of preschool educational institutions by types and categories has been introduced. To the previously existing only type - “kindergarten”, new ones were added - a kindergarten with priority implementation of the intellectual or artistic-aesthetic, or physical development of pupils, a kindergarten for children with disabilities in physical and mental development, supervision and health improvement, a kindergarten-development center child, etc. [5, p. 7] And there are also various additional clubs for preschool education. On the one hand, it is good that at least some conditions are created for preschoolers, and also allows parents to choose an educational institution that meets their needs, on the other hand, most of these types do not meet the laws of child development. And also the disadvantage of such additional institutions is that not every parent can support them financially, because such institutions charge more than in kindergartens. These additional institutions provide training for only 2–3 hours several times a week, and in kindergarten the child spends almost 12 hours. The specificity of education in a preschool institution is that, unlike additional education, it is carried out throughout the day and is not limited only to educational activities (it is necessary to teach the child to wash his hands, eat correctly, behave politely in different situations, be neat, play and cooperate with other children and much more). Therefore, it is almost impossible to reduce the educational services of preschool institutions to 3–4 hours.

The problem of universal accessibility of preschool education for all categories of citizens should also be solved today by using the internal reserves of the education system, including the development of various forms of preschool education, as well as a more flexible system of regimes for the stay of children in preschool educational institutions.

It should be noted that the network of short-term stay groups is developing not in spite of or instead of traditional full-day preschool institutions, but along with them. Along with the traditional modes of operation of preschool educational institutions (12-hour and round-the-clock modes of stay for children), since 2000, 10-hour and 14-hour modes have also been used (in many cases, the 14-hour mode is most preferable for parents and is less expensive than 24/7) []. This makes it possible to increase the availability of preschool education for various categories of citizens.

In addition, at present, in parallel with the development of traditional forms of preschool education, new models are being tested: preschool groups on the basis of general education institutions, preschool groups on the basis of additional education institutions, as well as the systematic education of preschool children in the context of family education.

Thus, we can conclude that the effectiveness of the development of a network of educational institutions will be achieved only if there is a comprehensive approach to the development process.

It is much more expedient for all state preschool institutions to correspond to one “good” category, ensuring the full upbringing and development of children. And parents who have special needs (although this is not a fact that this is beneficial for the child) could use the services of non-state preschool institutions. The only problem is that these institutions, as a rule, need special control from the state (this is evidenced, for example, by the experience of France, where such control is the most important task of the inspectorate service in education).

Taking into account the above, as well as the fact that recently there has been virtually a total “municipalization” of preschool education institutions (mass transfer of kindergartens from various departments to municipal ownership), the solution to the issues of survival, functioning and development of the preschool education system currently depends mainly from local governments.

It is the local government bodies in the municipality (city, district) that must create certain organizational and pedagogical conditions that will allow the municipal preschool education system to emerge from the crisis state and move into a state of normal, stable functioning and development.

“It’s sad if you spent your childhood without really seeing it.” Jodie Foster.

Literature:

1. Data from the Federal State Statistics Service / https://www/gks.ru/scripts/dbinet/dbinet.cgi

2. Information on the results of an experiment on organizing new forms of preschool education based on short-term (part-time) stay of pupils in kindergarten // https://www.ed.gov.ru/do-sch/rub/200,print.

3. Pakhomenko G. S. “The practice of providing paid educational services No. 7–2006;

4. Savitskaya E. V. Some results of the study of the system of preschool education // Issues of Education, 2004, No. 4.

5. Sheremetyeva A.V., article “Additional education in preschool educational institutions”, magazine “Management of Preschool Education” No. 5–2008.

6. “Quotes from Great Scientists,” ed. Makarevich A.S. - 2009

Additional preschool education as a guarantee of the harmonious development of a child

It's no secret that an ordinary kindergarten is not capable of fully shaping the future student. Therefore, today many parents are thinking about the issue of additional preschool education for their children. They are doing the right thing because this type of activity has a number of advantages.

• The child can fully develop his talents, while the choice of activities will be made freely.
• In preschool institutions of additional education, you can choose the mode and pace of mastering programs, as well as build planning and educational trajectories.
• A child can take part in various developmental programs in accordance with his interests, values ​​and inclinations.
• It is in additional education that a close connection with reality and practice is realized.
• Parents and their child can choose a coach and teacher based on information about his qualifications and area of ​​activity.

Additional education for preschool children is a kind of “social elevator” for the majority of children, who cannot obtain the full range of knowledge in full due to various reasons. Participation in clubs and sections will allow the child to compensate for this deficiency and develop his abilities to the maximum.

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Preschool education system

1. The role of preschool institutions

We saw above that due to certain conditions, especially those associated with the development of modern culture, the family ceases to be a proper educational environment. Therefore, in its place are family surrogates in the form of a preschool education system. This system is a creation of the 19th century; it received its most successful design in the form of kindergartens created by Froebel.

Family education turns out to be insufficient for the following reasons. Firstly, a small number of children in families (one or two) creates a certain limitation and narrowness in the family environment. It is natural for a child to live among little ones, which is reflected in the law of mutual child attraction. The children's environment is very important for a child, which is why sometimes a kindergarten becomes more valuable to a child than a family. The kindergarten makes up for the shortcomings of the family by giving children the lively children's atmosphere they need. In addition, kindergarten turns out to be very convenient for parents if both or one of them works outside the family.

Then, the family atmosphere becomes closed and stuffy for the child with excessive care and tenderness of the parents towards the child. Children feel stuffy around their mother, and it is not at all surprising if children are drawn away from the family. This

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is experienced very hard by parents; parents do not know how to reconcile family education with the work of kindergartens and clubs. However, no matter how perfect the work of kindergartens is, many examples clearly show that nothing can replace a family corner for children. If the family is replaced by a kindergarten, it is only due to the difficult living conditions of the modern family, where it is sometimes difficult for a child to even play innocent pranks.

In kindergarten, the child’s personality develops greatly. Some kindergartens in the growth of a child’s personality pay great attention to the development of his sensations and perceptions (for example, in Belgium, Decroli gardens or in Italy - Montessori). In the kindergarten system, however, it is very easy to slip away from the main task to secondary trifles. Therefore, it is especially important to remember here that the main thing in education lies, of course, in the spiritual area. There is no need to be afraid that the child does not know something - the emphasis of preschool education on sensory education is wrong. It should be noted that modern preschool systems, taking this circumstance into account, are gradually moving towards the development of the spiritual side.

The physical development that kindergarten provides is also very important. All hygiene requirements are of great importance for a child’s life (washing hands before eating, cleaning clothes, sometimes in kindergartens baths are provided for children). Added to this is the physical training of the child, which is extremely useful for children. Constant periodic supervision of a doctor over the health of children (teeth, eyes, chest, etc.) is also very valuable, since

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just like in a family, a child sees a doctor only when he is sick. Physical development is much more successful under the supervision of a doctor. Here everything must be taken into account: changes in weight, height, heart activity - all these concerns about the child make up for the shortcomings of the family.

We got acquainted with the reasons why the development of preschool institutions in modern living conditions is extremely high. In Russia (before the war), not much attention was devoted to preschool education - there were only three institutes (St. Petersburg, Moscow, Kyiv) for training kindergarten workers: now in Soviet Russia they pay more attention to this.

The pedagogical system of kindergartens is so deep and valuable that under its influence reform is also taking place in secondary schools. We can say that the light of pedagogy comes from kindergarten. Preschool education has one extremely important characteristic feature - the flexibility of the system and the scope for creativity of the teacher. The first thing that distinguishes the kindergarten system from the school and gives it special value is the absence of a program imposed on it. This does not mean that it does not exist at all - it exists, and it cannot be said that it is devoid of certainty; but the important thing here is that it provides a lot of freedom to the teacher. The school has certain requirements and frameworks, which are completely absent in the kindergarten program. This full opportunity to adapt the activities of the kindergarten to pedagogical moments is very important. The second is the unity of teaching and education. The work of a people's teacher also has this characteristic.

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ity, but it takes place in completely different conditions - there his position is forced and often very difficult, since he has to teach in several classes, constantly worrying about fulfilling the program assigned to him. The unity of teaching and education for a kindergarten teacher is of a different nature: it strongly resembles a family.

Third, something that comes from Froebel is the possibility of teaching a child to various types of creativity. This is one of the main lines of work of the kindergarten, bringing the child into life through educational and educational means.

Usually, excursions are the basis of work in kindergarten. Before the excursion, a preliminary explanation is given (to prepare attention) and on the spot an acquaintance with the subject is made “not with the eyes, but with the hands,” both in the broad and literal sense. This is a very important psychological moment in the process of perception; it facilitates synthesis, as we mentioned in the description of the “principle of visualization.” This is valuable not only for children, but also for adults, which is taken into account in modern secondary and higher education.

Excursions have great educational value, which is also taken into account by religious pedagogy (pilgrimages). It is very important to prepare the technical side of excursions, to calculate the material given to children on excursions so that it does not burden their attention too much, so that there is no distraction created by the subject itself. After the excursion is over, the material has been received, it is necessary to assimilate it - this is what subsequent work in kindergarten consists of.

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Arriving at kindergarten, children sketch what they saw - this is one of the powerful means for developing accuracy of perception. Then, after drawing, the children are usually offered modeling on the same day, which is much more difficult, since the process of formation of the object is largely reflected here. Modeling refines perception and more clearly reveals the structure of a thing, attention is manifested and developed in it. For children, modeling is not only fun, but also a work of the soul, which is why they treat this educational tool with great interest.

After modeling, the children are given the same theme of the excursion in singing: a song is sung on a theme taken from the excursion. Singing is of enormous importance in the development of children - it was not for nothing that Rachinsky put church singing in first place in his school. Every kindergarten director should therefore be able to sing. How expressive singing is, we see from the fact that a person participates in singing with his whole being, this is a complete tension of all forces. It should be noted that a person’s personality is especially characteristic in the voice; this is one of the ways to penetrate a person. Singing is the most perfect and accessible way for everyone to express their feelings. Children can sing without exception, even in the absence of hearing, which can be developed (especially through rhythmic education according to the Dalcroze system).

Following the singing, children can be offered dramatization, rhythmic movements, and dancing as ways to creatively convey what has sunk into the child’s soul during the excursion. The conclusion of the working day can be a fairy tale on the same topic.

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When talking about drawing, it should be noted that kindergartens have abandoned the outdated system of teaching drawing from elements that have no meaning, for example, curved lines. Now children are asked to start drawing an object as a whole and, with the whole in mind, they are gradually taught to master its individual aspects (just as we move from living speech to grammar when learning a language).

The importance of rhythm in education is extremely great, both as a means of developing grace, dexterity, coordination of movements, and even more so as a factor in overall development.

Manual labor, so developed in kindergartens, has the basic idea of ​​teaching how to create the necessary objects from any material. In this area, children show extraordinary talent, since inventions and technical skills are easier for them than for adults.

The kindergarten day goes by extremely quickly thanks to the ease of the system, which promotes absorption. This ease of perception is also explained by the unity of the plot with a variety of forms of teaching. Children find it so easy and interesting in kindergarten that they usually do not want to go home in the evening; It is easy for them in kindergarten not because there is no work there, but because this work is interesting and captures the child’s inner world. The work of a kindergarten, while it is undoubtedly easy, turns out to be very durable and more fruitful than the work of a school: children who have been in kindergarten usually turn out to be more developed. With great acuity of perception, children in kindergarten acquire a lot of knowledge. It's all pushing up

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requirements for kindergarten managers, why their preparation for this work must be very lengthy.

In view of the particular success of kindergartens, their system should be transferred to the lower grades of high school or, in other words, it is necessary to divide the current high school, and its younger age, up to 12-13 years old (before puberty), should be added to the system kindergarten education.

2. Development of the kindergarten system and the tasks of the kindergarten

The idea of ​​kindergartens was first expressed by Froebel. For pedagogical reasons, he assessed the significance of the game as basic and central. The main form of child labor is play. However, it is necessary to distinguish between the concepts of play and playfulness. Play for a child is serious, it is even work for him, in which there is - and this is especially important - complete scope for imagination, giving the game the character of plasticity. The interweaving of imagination and real material constitutes its nature. Froebel develops the idea of ​​play further: by selecting games we introduce the child to various forms (geometric, numerical, verbal), and through play the child learns these forms. At one time, Froebel's system in the narrow sense - his "gifts" (figures) - played a big role, but then became outdated, replaced by more successfully selected material for children's work.

A very important stage in the development of kindergartens is associated with the Italian Montessori doctor

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(Montessori, 1870–1952). Working initially with handicapped children, she developed the world of their perceptions (mainly sensory) and then transferred the methods she developed to work with normal children (in the “Children’s House” she created). In education, she devotes a huge place to the development of sensory material, and from this side, Montessori’s pedagogical ideas are of great value. The big drawback of her system is that it does not develop the child’s imagination and his emotional sphere. The failure to grasp what emotional life is, characteristic of Montessori, is one-sided and therefore incorrect.

Now in America and partly in Europe they are freeing themselves from the extremes inherent in Montessori, and are beginning to pay attention to the emotional side of the child, to the culture of expressing internal movements and to the development of creative imagination. This trend has not yet become strong, and therefore unexpected variations sometimes emerge from it.

The expression “preschool education” is not very successful, since kindergarten is a good primary school: in the older group, literacy and arithmetic are studied. It's just early school for little kids. The view of some parents who send their children to kindergarten in order to occupy them with something is wrong - they receive upbringing and education there.

The tasks of kindergarten are great. Firstly, the child continues to develop physically at this time. Here, examination of the child and periodic medical observation are of great importance.

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denition. In childhood, due to oversight, curvature of bones, spine, and chest easily occurs: some children do not know how to sit and walk correctly. It is necessary to monitor the functioning of the lungs, the development of muscles, the development of the heart, as well as careful attention to the development of individual organs - their uneven development was already mentioned above. Often the heart develops more slowly, and during the period of slowness the child should not be allowed to make a lot of movements. Disorder of the kidneys after a sore throat or scrofula, improper secretion of the glands are diseases that are quite common in children. It is especially important to monitor the normal functioning of the senses (vision, hearing). It is extremely important to select nutrition in accordance with certain abnormalities in the body; they can be easily eliminated under the supervision of a doctor. From this side, the kindergarten is a conductor of hygiene in society. One can neglect body hygiene and health out of asceticism, but, in our opinion, such an attitude towards the body is insolence towards God, Who gave reason so that a person could keep his body in order. Ascetic views, of course, cannot justify ignorance in any way - these are two different things. Kindergarten provides knowledge of hygiene in a very simple and convenient form.

Rhythmic exercises are of great importance in the educational impact of kindergarten. Although in childhood there is still no sexual anxiety, the assimilation of rhythm, the habit of it, gives the child what will later become the main means of spiritualizing the dark movements associated with sex.

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We must remember that early childhood is the best time to introduce the beginnings of rhythm into a child’s soul and accustom it to it. The later this is done, the less results will be.

Rhythm can naturally be a transition to dance. The issue of children's dances is very difficult to resolve. The main thing here is the meaningfulness of the rhythmic movements. Children's dance should be illustrative and should depict some kind of fairy tale plot. The best thing is to take a fairy tale and illustrate it in motion, since in this case we will study the elements not separately, but in their meaningful whole. The child needs to be given a whole drawing, the rhythm will not be born on its own. And here it is necessary to teach not the rhythm of individual movements, but the rhythm in the depiction of a whole plot (dance).

Children have a great love for rhythm, but persistent arrhythmia is very common. The sense of rhythm in dancing, mastery of space, the feeling of lightness while jumping on a horse - all this conveys some kind of inspiration and gives genuine inner strength. The very life of the body provides creative tension, which dancing also provides. The body here is turned into an instrument of the soul. The point is no longer about the beauty of movements, but about the discovery of new human strength: the body here not only does not languish, but from it is born something that inspires.

The pedagogical power of rhythm is extremely great, and if methods for its assimilation have not yet been found, then the general path of teaching rhythm is correct. Chastity grows stronger on the basis of rhythm - such was the pre-Christian view of the Greeks, to whose souls the ideal of chastity and aversion from the dirt of the floor was revealed (see the famous tragedy

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Euripides "Phaedra", where Hippolytus is the bearer of chastity). In their minds, rhythm was such a powerful means that it served to tame the “elements” (the myth of Orpheus).

We hope that in Christian society the view of dancing will change over time, that a brighter view will be developed that will ennoble dance and return to it the educational power that is inherent in it. Gymnastics also helps develop the motor system: running imparts mobility, agility, and coordination to the body. Generally speaking, body culture should not be treated carelessly. For Holy Scripture, the body is hierarchically subordinate to the spirit, but this subordination does not justify a careless or disdainful attitude towards it.

Already in kindergarten, thus, two main principles are laid on which further education is built: expression, rhythm - and through their development the path to hierarchical harmony opens. The whole topic of education (before puberty) is, so to speak, the preparation of the “rear”, that is, the development of creative abilities into which the forces of gender could go the right way. It is necessary to prepare ways where a teenager can direct painful languor. Therefore, rhythm is only the beginning of mastering those techniques on which our main assistance to adolescents during puberty should be based.

The topic raised is of particular importance due to the fact that after six to six and a half years, a deep break occurs in the creative development of the child, a second childhood begins. The previous creative attitude towards the world is replaced by

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This means adaptation, obedience, and a general weakening of creative activity. During this turning point, the school must prepare ways for differentiated creative expression of the child’s life in order to save and protect the very possibility of expressing what appears at the bottom of the soul. If a child has excess energy, then in second childhood it decreases and goes more into external activity. This shows the extinction of the child’s creative power.

The entire kindergarten system is connected precisely with the strengthening and development of children's creativity. Drawing, so common in kindergarten, is accessible and interesting to all children, as is modeling. Singing, music, fairy tales, performances, dancing, rhythm - all this exclusively attracts children. All types of art should become accessible to children in kindergarten. In this regard, kindergarten pedagogy shows us new ways.

Here we can ask the question: where is the place for education? It certainly exists, it accompanies everything that is given to the child in kindergarten, and precisely because it is given not in the center, but along the way, it is absorbed more easily.

In the field of preschool education, the topic of religious upbringing and religious education is new, since the establishment of a kindergarten provided little opportunity for their implementation. In the West, given the dogmatic poverty of Protestantism (lack of veneration of icons and saints) in the field of preschool religious education, the path of general religious development of the child remains the most accessible. Thus, one famous teacher says:

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“Children need to be instilled with a religious feeling through a love of nature.” This point of view, which speaks of the need to develop the necessary religious feeling in children, is one-sided and incomplete. Another Catholic psychologist also emphasizes the special importance of developing in children a religious sense of the mystical life. It cannot be denied here that it is true that in childhood the development of prayers (this main conductor of mystical life) is very easy. However, this ease entails a simplified attitude towards God and His help, which often turns into dangerous religious utilitarianism: if God does not fulfill the prayers of a child, then rebellion and doubt sometimes occur in the latter’s soul. But still, the simplicity and ease with which a child gets accustomed to prayerful and mystical communication with God justifies both Catholic and Protestant pedagogy in this regard.

Prayer for children is naturally simple - they pray with complete ease, which is almost unnoticeable in adults, for all people, sometimes even for animals. It should be noted, however, that in such prayer, while simplicity predominates, there is no humility. Love for God develops in children easily and simply, but this simplicity comes at the expense of what parents and teachers do not control: the special spirituality of childhood influences here, which then begins to weaken and become clouded. Therefore, one should not be seduced by the simplicity of religious development in small children, but must prepare something that, during a period of spiritual tarnishing, could protect and strengthen religious life.

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Without denying the ease of a child’s prayerful communication with God and, therefore, the desirability of the child’s development in this direction, it is also necessary to use ritual material and take into account the importance of the role of images in the religious maturation of the child. Our Orthodox services are not very easy for children; it is rare that a child does not get bored in Church due to the length of the service and lack of understanding of it. Therefore, we need to welcome special children's services, slightly shortened, and arranged in such a way that the children themselves take part in them (even if only a little). There is a custom (though not everywhere) to bring small children into the altar to participate in the service: bring out a candle, a lectern, etc. This is very good, because in this case the child has a completely different feeling from the service. Not passive, but active stay in the temple, of course, contributes to a more vivid perception of religious material. The participation of children in religious processions and various religious processions is very useful, since this experience, which is quite appropriate for their age, remains for a long time in their religious and poetic understanding.

Extreme significance must be recognized for religious images and, above all, the image of Christ the Savior. Icons as images of Christ, the Mother of God, and saints are close, understandable, and necessary for children. An icon above a child’s crib and a cross on the chest are not decorations, but spiritual protection. For us, the pectoral cross is a symbol and an opportunity for us to return to Christ. For a child, if there is still no such deep symbolic meaning in this, then at least

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a personal icon (for example, a gift from a mother upon entering school) has a “cherished” meaning. Doesn't this mean, however, that for a child an icon is the same as a talisman for a pagan? There is a certain psychological closeness here, but the child’s religious life is not limited to the fact that he has an icon; he also has many other things that free him from the magical view of the icon.

If a child has his own room, then, of course, you should strive to ensure that the child creates a corner with icons and a lamp. This is especially important for preschool children. True, it may sometimes seem tempting to us if the child apparently treats it the same way as a collection of photographs - but this is tempting only for us; For a child there is a huge difference. A child needs to saturate his soul with religious images. During this period (preschool), children cannot express religious feelings except in something external, easier, therefore the external expression of religious feelings is correct and useful.

Pictures with religious content provide a lot for a child. It is a great pity that we Russians do not have the vast material in this regard that the Christian West is rich in.

Should children learn religious ideas in kindergarten? It seems to us that it is not necessary, because ideas as ideas are incomprehensible and alien to children at this age. Therefore, if the idea of ​​God the Savior cannot be perceived by children as an idea, then the thought of the corresponding content

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can be communicated to the child through the most living image of Christ. If God is incomprehensible to children as the Spirit, then, of course, it is more understandable as God the Father. Thus, moral subjects are more needed in religious education than purely dogmatic ones.

Not the catechism, but the life of the Savior - this is the topic for religious conversations with children. In this case, the narration of the life of the Savior in the words of the Gospel gives excellent results. With a good child's memory, the Gospel images conveyed by inspired words are preserved for a long time in the child's soul in this form. This is a benefit that is kept by the child throughout his life.

Children sometimes exhibit skepticism - elementary, but persistent. Usually it develops because the child does not see the fulfillment of his request to God. We ourselves are to blame for interfering with God in our discussions with children (“God will punish you if you don’t carry out my orders,” etc.) - we ourselves strengthen their simplified view of God’s attitude towards our lives. It is necessary not only to abstain from this, but also to teach children that we are not always worthy of God’s mercy towards us, that we must humble ourselves before His will.

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The role of dynamic toys in the development of a preschool child

A child learns about the world with the help of toys. Therefore, the child’s development in preschool education depends on their correct choice and understanding of the characteristics.

• Rocking toys. This is the familiar tumbler toy. Her resilience can simply delight a child. Imagine: he barely touches the toy and it swings over a small amplitude. The more effort, the closer the toy is to falling. The preschooler is interested in a fun game and develops with its help. A seemingly simple tumbler - it promotes maximum concentration of the child’s attention, develops his motor skills, and also improves the perception of shapes.
• Walking toys. This is practically a living embodiment of an animal that can be used during the production of fairy tales and performances. So, using the toy, the baby will develop his speech, train his memory, and also develop imaginative thinking. In addition, a sense of rhythm will develop: for example, a chicken stomps evenly and loudly, and the child repeats the movement after her.
• Kugelbahn - gurney. Such toys maximally develop the child’s understanding of the arrangement of objects. They help develop dexterity.

Basic preschool education programs for children contain elements of the use of toys. It is important not only for specialists, but also for parents to know how one or another type of object can influence the development of a child.

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All children are born geniuses. But only until kindergarten

Almost from birth, children have an amazing imagination - they love to play, they tend to invent imaginary friends for themselves, they are often fond of creativity, and come up with various interesting ideas at every step.

But after entering domestic kindergartens, the “system” most often negatively affects this flow of fantasy - and the child is no longer so interested in his own inventions, but only in communication with peers, rather primitive (or even dangerous) games with them, and pampering. And all because of the insufficient amount of attention from indifferent teachers who “will not be paid anymore” for their efforts. And the nanny, who would be better suited to the profession of a warrant officer or a prison guard, is more involved in raising the baby: get dressed, line up, eat, sleep.

Play as a context of development in preschool age

“All the games are for you” - this is what adults will say when forcing their child to learn something new. However, not everyone knows that preschoolers and primary schoolchildren best remember information and develop their skills through play. Why is play so important for the development and education of preschool children?

• Play develops all children's cognitive processes.

• The game completely simulates the situation of a real society. It is in the gameplay that situations are created that are as close as possible to the real ones.

• Play is learning through fun. Here, knowledge is combined with education: children can learn material much better than learning “under pressure.”

• Thanks to the knowledge gained in the game, the child becomes familiar with the culture of the surrounding world.

• During the game, the child quickly assimilates social experience than would be the case during normal learning.

• Play helps develop the child’s will and thinking abilities. It is through the gameplay that he learns to overcome various difficulties.

• The game develops the child's thinking abilities. The gameplay requires solving incoming problems. At the same time, the preschooler must often use his imagination and not act only according to the model shown. This accelerates the child’s development in preschool education.

There are several types of games for preschoolers. Movable ones develop the child’s motor skills, role-playing ones help to understand the role in society. Board games help develop intelligence. Business games teach the basics of a certain profession, while didactic games allow you to better understand the world of adults.

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Features of raising children in kindergarten

Raising preschool children is very different from subsequent education at school. Each age has its own laws according to which a child develops. In kindergarten, teachers are faced with a serious and very difficult task: to impart to children all the necessary skills and develop in them all those abilities that are impossible to do without at subsequent stages of development and education. To solve it, it is necessary to find the key for each child, to find the most suitable ways for him to present new information and learning. These can be explanations from the teacher, practical tasks or role-playing games, the main thing is that during the learning process the child has the opportunity to be independent and not just follow the instructions of the teacher. The use of various methods of education in kindergarten allows you to achieve the desired result and take into account the individual characteristics of children in the group.

One of the serious problems of preschool education is continuity between kindergarten and primary school. Traditionally, kindergartens are focused mainly on the general development of the child, while primary schools often place quite high demands on the quality of preschool education, expecting first-graders to possess the skills of mental arithmetic, reading and even writing. In addition, it is believed that schoolchildren are more disciplined and diligent than preschool children. In order to instill in children the necessary qualities, in recent years, raising children in kindergarten often includes special classes to prepare for school. Built according to the scheme of a school lesson, they psychologically prepare children for a new stage of learning. Such activities may include teaching basic arithmetic, writing and reading. At the request of parents and, as a rule, for a fee, the kindergarten management can offer foreign language classes and work with educational computer programs.

Structure and options for story-based play for preschoolers

The main preschool education programs for children offer various options for story-based games. Therefore, many parents ask a completely understandable and logical question: is it possible to play them at home, and not just in kindergarten? Answer: yes, you can. You just need to know the structure of the gameplay and the most common plots.

Types of plots

• A game in which there is only one character and one action in a certain situation.
• A game in which there are several heroes performing repeated actions.
• A game in which there are two characters that complement each other perfectly.
• A game in which there is not only the cooperation of the efforts of the characters, but also the relationships between them.

Game content

For the proper education of preschool children, you need to know that at the center of any game is the child, whose role is the dominant one. During the game, the child interacts with adults, objects, as well as his partners. In this case, the main driving mechanism of the game process is motive.

It is equally important to correctly determine the content of the game, as well as build its structure. This can be either a chain of interaction or various events organized by adult participants.

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Computer games in the life of a preschooler

To play or not to play – that is the question for many parents. More precisely, whether to allow your child to play or not. After all, some educational programs for preschool education of children include the use of computer games.

Computer games - pros and cons

First, you should figure out why you should still allow your child to play on the computer.

• Colorful computer images allow you to better perceive the colors and shapes of objects.
• Logic games, of which there are many on specialized websites, can improve children's thinking. Such projects also improve intelligence, train logic and attention.
• Computer games, like regular games, allow the child to make decisions independently and coordinate their actions.

However, there are some arguments against computer games.

• The child is detached from reality because he is just pressing buttons.
• A preschooler may develop a gaming addiction and, as a result, problems with parents and problems in contacting other people.
• With prolonged involvement in games, the psychophysiological development of the senses does not occur correctly. For example, when you are oversaturated with bright images, the hearing sphere suffers significantly

Bottom line

It will not be possible to completely disown the use of a computer in a child’s development during preschool education. Games should still be used to improve the child’s development, but this should be done carefully and carefully, and also monitor play time.

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