Ways to develop children's initiative and independence in cultural practices

Ways to develop children's initiative and independence in cultural practices

Seminar

“Ways to develop children’s initiative and independence in cultural practices”

Prepared by:

Methodist

Melnikova A.K.

2018

By cultural practices we mean a variety of activities, behaviors, and experiences based on the child’s current and future interests that develop from the first days of his life. Among the cultural practices one can highlight manipulation with objects, fantasy, creative activity, productive activities, collecting, experimentation, play, search and research activities. Cultural practices can be formed in the interaction of a child with an adult and in constantly expanding independent actions.

Cultural practices form the general culture of a preschooler’s personality, develop his social, moral, aesthetic, intellectual, and physical qualities. In cultural practices, different types of children's activities are easily, naturally and quickly integrated by children and replace each other. Children act individually or in groups with peers. They can unite in small or large interest groups. Cultural practices of childhood are a powerful tool for developing the child’s initiative, independence and responsibility, as well as creating the prerequisites for educational activities. The Federal State Educational Standard for Preschool Education (hereinafter referred to as the Federal State Educational Standard for Preschool Education) states that one of the main principles of preschool education is to support children in various types of activities. Support for initiative is also a condition necessary for creating a social situation for the development of children. The independence of a preschooler is inextricably linked with the manifestation of his initiative. The importance of this approach is emphasized by the target guidelines according to the Federal State Educational Standard for Children at the stage of completion of preschool education:

• the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities;
• is able to choose his occupation and participants in joint activities;
• the child is capable of volitional efforts, can follow social norms of behavior and rules in various types of activities, in relationships with adults and peers;
• the child shows curiosity, asks questions to adults and peers; inclined to observe, experiment;
• the child is capable of making his own decisions, relying on his knowledge and skills in various activities.

What is initiative and independence? How can we help children develop these valuable qualities through cultural practices? What can a teacher take into account when organizing cultural practices in kindergarten?

Under the initiative

we understand the first step in any business; internal motivation for new forms of activity; a leading role in any action. Initiative is characterized as a child’s personality trait, which includes a tendency to active and independent actions.

Independence

– a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior.

Independence is fostered when children perform responsibilities to serve themselves and loved ones; the level of independence is associated with the development of social experience of work activity, the possibility of a child demonstrating a subjective position in work. The independence of children unfolds from independence of a reproductive nature to independence with elements of creativity, with a steady increase in the role of children's consciousness, self-control and self-esteem in the implementation of activities.

Independence does not mean complete freedom of action and behavior; it is always contained within the strict framework of accepted social norms. In this regard, it is not any action alone, but only meaningful and socially acceptable. It is difficult to call the monotonous, chaotic or aimless actions of children with mental problems independent, although they seem so, although such children play alone, do not pester adults and are not interested in the impression they make on others.

A child's sense of purpose manifests itself in unbridled initiatives: washing clothes like mom, or hammering nails like dad. But at first there is neither skill nor perseverance, and in order for the initiative not to be lost, it is necessary to help. And parents, unfortunately, are reluctant to support “attacks” of children’s independence: they are both burdensome and unsafe. But it is also impossible to abruptly stop or often switch the child’s attention to actions that are more reasonable, in the opinion of adults: this will slow down the development of the child’s emerging independence and throw the child back to primitive imitation.

Only as a last resort, if he has already thought of something out of the ordinary, can he resort to this - otherwise, the initiative must be supported.

All cultural practices represent an element of children's creativity. In the process of creative activity, the child himself changes - the forms and methods of his thinking, personal qualities, he becomes a creative person. It is creativity that is associated with the manifestation of children's initiative and independence to a greater extent. All types of children's activities aimed at developing creative abilities presuppose the development of a certain amount of independence, initiative, and arbitrariness in the child. The latter represents the child’s ability to set a goal and achieve it. Independence is not only the choice of activity, means of its implementation, topic, definition of one’s own task and methods of solving it, but also freedom of behavior.

In creativity, as the main indicator of the effectiveness of cultural practices, novelty is manifested. This could be an original drawing, a craft, a design, rules of the game, or a property of an object during experimentation. In other words, the novelty of the result of creative activity is objective in nature, since something is created that did not previously exist in the child’s life. In the process of creating something new, his initiative is manifested, which shows independence in the choice of materials, rules for the game, his own opinion and conclusions.

There are three features in the manifestation of independence and initiative of the child in the course of cultural practices or various types of activities.

— subjectivity of novelty and discovery

- children invest their subjective view of things into the process of activity, which is expressed in the manifestation of initiative and independence. Initiative lies in the desire to look for different solutions and the manifestation of emotionality that is inherent in a particular child. By showing initiative, the child easily manages his activities. She captivates him in his search and often leads to positive results. Experimental activities, which are directly related to the manifestation of independence and initiative, allow the child to demonstrate intellectual activity. Demonstration of independence encourages the child not only to identify different ways of using this or that material, but also to find new properties of objects;

— development of creative thinking

- It is in independent activity that a preschool child, due to imperfect mental processes, achieves success. A special role in this process is given to the development of imagination. The process of imagination is of a purely personal nature: the desire to change the situation in accordance with one’s vision, the ability to find something new in what is already known, a playful attitude towards reality. It is creativity that is associated with the manifestation of children's initiative and independence to a greater extent. All types of children's activities aimed at developing creative abilities require the development of a certain amount of independence, initiative, and arbitrariness in the child. Voluntariness is the child’s ability to set a goal and achieve it. Independence is not only a choice of activities, but also freedom of behavior;

— independence

- allows the child to use various properties of objects discovered during play or experimental activities, encouraging them to further study them. In productive activities, for example, such objects for independent experimentation are materials: construction sets, paper, natural materials, game modules. These objects have different properties: color, size, texture, functionality, structure. A child can understand all the features of objects through independent activity, showing initiative.

The teacher implementing the basic general education program must develop the basic competencies necessary for the social situation of the development of pupils, corresponding to the specifics of preschool age. Among these competencies are the following:

• Organizing constructive interaction between children in a group in different types of activities;
• Creating conditions for children to freely choose activities;
• Involving children in a variety of activities and cultural practices that promote the development of social behavior, interests and cognitive activities.

A modern teacher is aware that the development of children's independence and initiative largely depends on him, especially on the recognition that the child is a free person. He has the right to express himself according to his understanding only and in those ways that he considers appropriate. The authoritarian style of pedagogy that has “reigned” in our country for a long time. Did not allow the child to develop initiative and independence. It is necessary, first of all, for the teacher to change his thinking.

The development of children's initiative and independence in a kindergarten is carried out with the help of:

• creating conditions for children to freely choose activities and participants in joint activities;

• creating conditions for children to make decisions, express their feelings and thoughts;

• non-directive assistance to children, support for children’s initiative and independence in various types of activities (play, research, project, cognitive, etc.) - the child’s appeal to adults based on his own motivation.

Stages of development of independence:

The ability to formulate a goal and foresee the result are the main components of independence. But they are difficult to fully implement if the child has not developed the skills of different types of activities. We should not forget that the material with which the child did something himself is especially easy to remember and retains for a long time in memory: he felt, cut, built, composed, depicted. Children should gain experience in creative, exploratory activities, putting forward new ideas, updating previous knowledge when solving new problems.

Among the indicators of independence, experts note:

— the desire to solve problems of activity without the help and participation of other people;

- ability to set goals for activities;

— implementation of basic activity planning;

— implementation of the plan and obtaining a result adequate to the goal.

In preschool age, initiative is associated with the manifestation of curiosity, an inquisitive mind, and ingenuity. An initiative child is distinguished by meaningful interests. An enterprising child must be able to realize his or her activities creatively and demonstrate cognitive activity. An initiative preschooler strives to organize games, productive activities, and meaningful communication. He knows how to find something to do that suits his own desires; join the conversation, propose an interesting business.

In order to awaken initiative and independence in preschoolers, educators use their own methods and techniques. These methods include:

Priority areas of activity for the development of the initiative:

At 3-4 years - productive activity;

At 4-5 years old - cognitive activity;

At 5-6 years old - communication;

At 6-8 years old - educational activities.

Cultural practices allow a preschooler to independently apply already acquired knowledge.

The leading cultural practice is play. It allows you to create an event-organized space for educational activities for adults and children. To develop initiative and independence, it is important to create a situation of personal choice of the type of game, playing partners, playing space, attributes and even rules. Play as a cultural practice develops the child and introduces him to the spirit of play culture with its specific features: free choice and optionality, an internal goal contained in the very process of activity.

In the educational space of a kindergarten, cultural practices can be used:

• In leisure activities;
• A variety of communication situations in which the child can speak freely, express his opinion, invent fairy tales, stories, poems;
• Collective and individual labor activities (independent assistance in cleaning toys, materials for activities, collecting leaves on the site, planting a vegetable garden);
• Musical and theatrical activities (the child’s expression of his own emotions, the desire to play a role in a certain fairy tale or story, creating costumes, coming up with sketches based on an individual vision - all this contributes not only to the enrichment of the emotional background, but also to self-expression);
• Regime moments. Children can independently prepare materials for classes, choose books to read with the teacher, look at illustrations, and make crafts;
• Conducting classes. The teacher invites the children to go on a trip. Children decide what type of transport they will take. An adult in a lesson creates an atmosphere of freedom of choice, creative exchange and cooperation. To do this, you can use the following phrases and sentences: “Guys, I invite you on a space journey. Who wants to fly?”, “Look at my secret box. Guess what's in it? And a riddle will help you,” “Guys, Winnie the Pooh invited us to visit. What can we give him?”, “Guys, raise your hands, who wants to become a research scientist?”, “Hello, guys. I'm glad to see you. Let’s greet each other in an unusual way!”, “Guys, I’ll now give you funny boots, let’s put them on and greet each other like this...”. Such techniques help stabilize the emotional state of children, give them choice and organize them for classes.

To organize free role-playing and active play, you can use various types of children’s activities in micro groups of 2-3 people. This form of work can be carried out according to interests, abilities, i.e. according to the children's intentions.

The use of various forms of work during the day contributes to the manifestation of initiative and independence in different types of activities.

When organizing, the teacher knows what the children will do; he has goals and objectives that he must implement in the course of educational activities. But the teacher must understand that there are goals of the child and he must organize the educational process in such a way that the goals of the teacher and the goals of the child are combined and each child finds his own interest in this activity. We must understand that if children do not listen to you, it means they are not interested, which means we need to change our approaches to creating motivation. To motivate a child to engage in independent activities, at the end of an OD or joint activity, you can suggest to the children what they can use from what they have learned later. The teacher can make changes to the RPPS, which is also a contribution to the development of children’s independence and initiative.

It is important for the teacher to know how to support children's initiative; it is necessary to learn how to tactfully cooperate with children: do not try to show and explain everything at once, do not immediately present any unexpected surprise effects, etc. It is necessary to create conditions so that children can guess a lot on their own and enjoy it.

Thus, to support children's initiative and stimulate creative activity it is necessary:

1. Providing children with independence in everything that does not pose a threat to their life and health, helping them realize their own plans.

2. Providing a favorable atmosphere. Kindness on the part of the teacher, his refusal to excessively express evaluations and criticism of the child. Do not criticize the results of the child’s activities and himself as a person.

3. Celebrate and applaud even the minimal successes of children.

4. Supporting the child’s interest in what he examines and observes at different moments.

5. Encouraging the expression of original ideas and various creative endeavors of the child.

6. To support initiative in creative and leisure activities, at the direction of the child, create all the necessary conditions for him.

7. Enriching the child’s environment with a wide variety of new objects and stimuli in order to develop his curiosity. Contents of various elements of the RPPS in the public domain. Forming in children the habit of independently finding interesting activities for themselves; learning to freely use toys and aids.

8. Using a personal example of a creative approach to problem solving.

9. Giving children the opportunity to actively ask questions.

10. Systematically enriching the life experience of children.

11. Joint (educational) games between the teacher and children, aimed at imparting gaming experience to them.

12. Timely change of the subject-play environment, taking into account the enriching life and play experience of children.

13. Activating communication between an adult and children, aimed at encouraging them to independently apply new knowledge in the game, ways to solve game problems, facilitating children to interact with each other.

Ways to demonstrate initiative and independence of a child in various cultural practices

Features of the manifestation of independence and initiative of children in cultural practices

Stages of development of independence

Development of independence and initiative in preschool children

The Constitution of the Russian Federation, the “Concept for the Modernization of Russian Education”, the Law of the Russian Federation “On Education in the Russian Federation” and other regulatory documents of the Russian Federation formulate the state’s social order for the education system: the education of an initiative, responsible person who is ready to make independent decisions in a situation of choice. This social order is not accidental; it is explained by the peculiarities of the economic situation in the country. Today we have a labor market. What does it mean? This means that everyone is responsible for how they present themselves in this labor market and whether they will be in demand. Considering that scientific progress is developing very quickly today; and what we knew yesterday and today, in a year, and maybe even earlier, will be outdated, then the main thing for today is to constantly develop. Therefore, the main goal of today's standards is to teach learning. That is, the knowledge model that we had must degenerate into a competence model.

Let me remind you that in the state standards of preschool education at the stage of its completion, one of the targets provides for the age characteristics of children’s capabilities - “to be able to show initiative and independence in various types of activities - play, productive activity, communication.”

That is, you and I also received a social order from the state - to raise an independent, proactive preschooler.

What is independence, and when should you start developing it?

M. Montessori considered independence as a biological quality of a person. She believed that nature gave people the opportunity to develop it to form all the necessary skills, realize abilities, and master knowledge. All steps of a child’s development - from acquired skill in movements, in learning to roll over, sit, crawl, walk, to the formation of social and communicative reactions and skills (gestures, speech, intonation, behavioral aspects...) - are a child’s step towards independence from adults.

In modern pedagogy, independence is considered as one of the qualities of a socially competent person, as the basis for the formation of other significant social qualities, such as, for example, subjective activity, creative initiative, self-knowledge, self-perception, self-change, self-development. By and large, a child’s independence is the basis for the formation of all key competencies. The child’s inability to engage in independent active activity leads to his inability to acquire general cultural, cognitive, and personal competencies, that is, it leads to social immaturity. It is through active activity and independent trial and error that a child gains experience in various areas of life, including social.

Three stages can be outlined in the development of independence:

• The first stage is when the child acts independently in the conditions that are normal for him, in which basic habits were developed, without reminders, encouragement and help from an adult (he removes the building material after playing; he himself goes to wash his hands when he is called to the table; he himself says “ please" and "thank you" when asking for something or thanking for help).
• The second stage—the child independently uses familiar methods of action in new, unusual, but close and homogeneous situations. For example, having learned to clean her room, Masha, without prompting from adults, swept her grandmother’s room herself and put the dishes in an unfamiliar closet. Without my mother’s request, she brought a chair from the room into the kitchen and invited the neighbor, who came to see her mother, to sit down. In kindergarten she was taught to offer a chair to guests.
• At the third stage, a further transfer is possible. The mastered rule acquires a generalized character and becomes a criterion for the child to determine his behavior in any conditions.

Thus, independence is always a product of submission to the demands of adults and at the same time the child’s own initiative. And the better, deeper, and more meaningfully a child has mastered the rules of behavior, the greater his ability to proactively and independently apply them in new, diverse living conditions.

Each activity has a unique impact on the development of different components of independence.

1. Thus, the game contributes to the development of activity and initiative , because it creates a positive emotional background against which all mental processes occur most actively. (S.A. Marutyan, N.Ya. Mikhailenko, D.B. Elkonin).

Despite the fact that gaming activity is leading in preschool age, its importance does not decrease subsequently. L.S. Vygotsky noted that in preschool age, play and activities, play and work, form two main channels along which the activities of preschoolers flow. Vygotsky L.S. I saw in play an inexhaustible source of personal development, a sphere that defines the “zone of proximal development.”

2. Work activity provides favorable opportunities for developing purposefulness and awareness of actions, and perseverance in achieving results . (M.V. Krulekht, V.I. Loginova, D.V. Sergeeva). Already a young child has a desire to independently perform actions with objects related to the world of adults (wash dishes, set the table, vacuum, etc.). This desire can be in demand and developed in various types of household work. The formation of household work skills is necessary, first of all, for the development of independence.

3. Productive activities develop the child’s independence from adults and the desire to find adequate means of self-expression .

4. Communication. At preschool age, in addition to communication with adults, communication with peers is differentiated and reaches an expanded form. By the age of five to seven, a peer acquires individuality in the child’s eyes. An older preschooler shows a keen interest in his friends, which manifests itself in the form of active imitation and a desire for competition .

5. And the highest stage of development of independence - Self-organization - activity aimed at searching and creative transformation of reality, high adaptability, active mobilization of the individual’s internal resources. In psychology, human activity is considered as internal (mental) and external (motor) activity, regulated by a conscious goal.

Based on the above, independence is presented as the initial basis. The launching pad for the formation of self-organization as a whole, which is closely related to the subjective activity of the individual.

Indicators of independence of an older preschooler are:

• the desire to solve problems of activity without help from other people: the ability to perform work on one’s own initiative, to notice the need for certain actions (water flowers if the ground is dry; when you see a mess, eliminate it);
• the ability to set a goal for an activity: awareness of actions; the ability to perform work without outside help, without the constant supervision of an adult;
• carry out basic planning: the ability to understand the purpose of the work, anticipate its result;
• implement your plans and get a result adequate to the goal: the ability to give a fairly adequate assessment of your work, exercise basic self-control;
• as well as the ability to show initiative and creativity in solving emerging problems: the ability to transfer known methods of action to new conditions.

These are the skills we need to teach children.

The development of independence in self-service has the goal of consolidating and bringing acquired skills to a certain level of automatism. The ability to independently monitor appearance is an important responsibility of a preschooler. Evidence of the successful development of independence of older preschoolers in self-care is the quality of self-service processes, sufficient speed of execution, the ability to look after oneself without reminders, put oneself in order, the ability to notice a disorder in the appearance of a peer, point out it, and help eliminate it. The habit of self-service contributes to the formation of elements of self-control and self-organization. It disciplines children, allows them to reduce the time spent on routine processes, freeing them up for a variety of activities.

The highest level in the development of independence of preschool children is the ability to independently organize and participate in collective activities. It further improves the skills of each of the children and masters new skills and methods of collective cooperation. A low level of skills and poor performance do not allow the child to take a worthy place in collective activities and cope well with the assigned role. This reduces the interest of peers in him, prevents him from believing in himself, and inhibits the desire for independence. Therefore, the development of individual independence in various types of activities, the systematic accumulation of experience is a prerequisite for the development of independence in collective affairs.

Independence is a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior. Independence is fostered when children perform responsibilities to serve themselves and loved ones; the level of independence is associated with the development of social experience of work activity, the possibility of a child demonstrating a subjective position in work. The independence of children unfolds from independence of a reproductive nature to independence with elements of creativity, with a steady increase in the role of children's consciousness, self-control and self-esteem in the implementation of activities.

“Independence” is a very multifaceted and psychologically complex phenomenon; it is rather a meaning-forming, qualitative characteristic of any sphere of activity and personality, which has its own specific criteria.

The final touch in the portrait of independence is persistence in achieving results, when failure does not become a reason to abandon what was planned. In this regard, I would like to talk about the educational aspects of instilling independence. Developing willpower, patience and responsibility is very important. The role of the educator is to stimulate actions that bring the work started to completion. It is especially valuable if the child thinks of joining forces with someone around him. In our case, a teacher.

The main principles that can be followed when developing independence and initiative are the following:

1. Make sure that the child has the opportunity to see the annoying consequences of what he was once too lazy to do. For example, if he discovers that the markers have dried out because he forgot to put caps on them, he should not rush to give him new ones. Let him draw for a week or two with pencils or paints. Every time a child hints with a sigh that it would be nice to change the markers, in response he will express doubts: what if the new markers won’t last long? In the future, memories of this difficult period of creativity will motivate the child to monitor the condition of his things, treat them with care and, most importantly, understand that he has to be responsible for every action.

2. The principle of expediency. For example, you shouldn’t ask your child to put toys back in their place immediately after playing. Preschoolers do one thing for 15-20 minutes, and if they clean up after each such interval, they will simply get tired and lose interest in the game, being preoccupied not so much with the game itself as with cleaning up after the game. The request to put everything in its place after the end of the game, so as not to trip over the toys, will be more understandable to the child.

3. The most specific and understandable wording of the request. For example: “After dinner, you need to clear your plate from the table to help Anna Petrovna,” and not “you need to clean up after yourself!”

4. It is important to explain to the child the meaning and ultimate goal of the actions he performs. Statements that “all children dress themselves” or “people will laugh if they see adults helping you” are bad arguments. The child will not pay attention to these words, believing that he can tolerate other people’s ridicule for the sake of convenience. It’s better to talk about how many interesting things you can do in the time saved if you dress or undress yourself, without waiting for help: we’ll have time to catch a car with groceries or play longer in the sandbox; Let's quickly undress, have time to play with the construction set or finish reading our fairy tale.

5. In a situation where we organize children for something, and one of them is lazy and categorically refuses to leave his cozy place, you can ask him to tell about his future plans. This request will make the child think about what he can do. Sometimes a little trick helps to drive a sloth away. Express your joy that he is sitting and not disturbing anyone. Then ask him to sit there for another two hours so that we can work with the rest of the children (sculpting an animal, drawing an airplane, etc.). As a rule, within a few minutes the question is asked: “Can I come with you too?”

Initiative is a special case of independence, the desire for initiative, a change in forms of activity or way of life. This motivational quality is also considered as a volitional characteristic of human behavior.

Initiative is manifested in all types of activities, but most clearly in communication, objective activity, play, and experimentation. This is the most important indicator of children's intelligence and development. Initiative is an indispensable condition for improving all cognitive activities of a child, but especially creative ones. An initiative child strives to organize games, productive activities, meaningful communication, he knows how to find an activity that suits his own desires; join the conversation, offer an interesting activity to other children. In preschool age, initiative is associated with the manifestation of curiosity, an inquisitive mind, and ingenuity. An initiative child is distinguished by meaningful interests.

The concept of “creative initiative” deserves special attention. Creative initiative should be understood as the child’s involvement in a story-based game as the main activity of a preschooler. There are three levels of creative initiative:

1st level

Actively deploys several semantically related conditional actions (role in action), the content of which depends on the existing game environment; actively uses substitute items, giving the same item different in-game meanings; enthusiastically repeatedly reproduces the favorite conventional game action (chain of actions) with minor variations.

2nd level

Has an initial concept (“I want to play hospital”, “I am a driver”, etc.); actively searches for or modifies the existing gaming environment; accepts and designates playing roles in speech; develops individual plot episodes (within the usual sequences of events), actively using not only conventional actions, but also role-playing speech, various role-playing dialogues; during the game he can move from one plot episode to another (from one role to another), without caring about their coherence.

3rd level

Has a variety of game plans; actively creates the subject environment “according to the plan”; combines (links) different plot episodes into a new whole during the game, building an original plot; can consciously use role reversal; the plan also tends to be embodied primarily in speech (verbal inventing of stories) or in an object model of an imaginary “world” (with small toys-characters), and can be recorded in plot compositions in drawing, modeling, and design.

A necessary condition for the development of proactive behavior is its upbringing in conditions of developmental , non-authoritarian communication!

An initiative personality develops through activity. And since the leading activity of preschool age is play, the higher the level of development of creative initiative, the more varied the play activities, and, consequently, the more dynamic the development of the individual.

Gradually, independence of a reproductive nature is replaced by initiative with elements of creativity, the level of awareness, self-control, and self-esteem of the child in the process of the type of activity he carries out increases.

So, an initiative person is characterized by: arbitrariness of behavior; independence; developed emotional-volitional sphere; initiative in various activities; desire for self-realization; sociability; creative approach to activities; high level of mental abilities; cognitive activity.

How exactly can a preschooler’s initiative manifest itself?

• in creating stories and organizing joint games,
• in the ability to carry out significant instructions from adults (parents and teachers),
• the ability to adequately assess one’s own activities and behavior, as well as the activities and behavior of other children.

How can an adult help the development of children's initiative when organizing children's play? The heyday of s/r play occurs in middle preschool age. The teacher’s task in working with children of the 5th year of life is to transfer them to more complex role-playing behavior in the game: to develop the ability to change their behavior in accordance with the different roles of partners, the ability to change the game role and indicate their role for partners in the process of unfolding the game. These skills are the key to future creative and coordinated development of play with peers; they provide flexibility in role behavior.

There are two ways to prepare children to take on roles:

• organized observations of professional activities by adults;
• episodic targeted interventions on children’s independent play.

As for organized observations, everything is clear: these are our targeted walks, excursions, conversations about the work of adults, etc. But episodic targeted influences involve joint play between the teacher and the children, where the adult is not a leader, but a participant, a partner of the children in this creative process. The game should unfold in a special way, so that the child “opens up” the need to correlate his role with various other roles, as well as the possibility of changing the role during the game, in order to develop an interesting plot.

This is possible if the teacher meets two conditions:

1. The use of multi-personal plots with a specific role structure, where one of the roles is included in direct connections with all the others. For example, not just a doctor, but a chief doctor, who can contact the m/s with an assignment, interact with the patient, and ask the doctor at an appointment with a question. Or: a car repairman can “talk” with a “colleague”, and with the person who fills the car with gasoline, and look into the cash register for some business.

2. Refusal to unequivocally correspond the number of characters (roles) in the plot to the number of participants in the game: there should be more characters than participants.

You can enrich role behavior by:

• by introducing new attributes into children's play;
• You can use the “parallel game – role” technique. This is specially organized play communication, where an adult takes on the same role that the child is currently playing, influences the child’s play in a hidden way, and enriches him with new play skills and goals. The teacher can present a new role to the children and unobtrusively encourage the children to engage in parallel play. Or the game is structured in such a way that the child has the main role in the plot; and the adult consistently changes his roles during the game. At the same time, the plot of the game is not told to the children in advance, and the game begins immediately after the child is offered the main role, which, in the opinion of the teacher, must definitely attract the child.

Initiative is also most clearly manifested in games with rules. According to A. N. Leontyev, mastering a rule means mastering one’s behavior. Therefore, the teacher’s task is to motivate children’s play actions by directly participating and emotionally becoming involved in children’s games. In the role of the organizer of the game, the teacher introduces rules into the child’s life, and in the role of a detached observer, he analyzes and controls the children’s actions. Only the combination of these roles can ensure the development of will, arbitrariness and initiative in preschoolers.

An enterprising child must be able to realize his or her activities creatively and demonstrate cognitive activity. The novelty of the product of children's activity is subjective, but extremely important for the development of the child's personality. The development of creativity depends on the level of development of the cognitive sphere, the level of development of creative initiative, arbitrariness of activity and behavior, freedom of activity provided to the child, as well as the breadth of his orientation in the world around him and his awareness.

For full development, a preschool child needs amateur, spontaneous play that arises and develops on his own initiative. This game represents the child's leading activity. The game, as a pedagogical form (organized by the teacher), contributes to the solution of educational and educational problems, but in isolation from amateur play, it cannot ensure development. Using the game only as a means of implementing the Program will lead to the fact that children will not have the necessary target guidelines; such a child, despite active work with him, will actually be unprepared for further education at school.

Therefore, only with the support of spontaneous play, its enrichment, and provision of play time and space is it possible to develop children’s initiative, and therefore the formation of target guidelines.

Work experience “Supporting children's initiative in preschool age in accordance with the Federal State Educational Standard”

Svetlana Shaldina

Work experience “Supporting children's initiative in preschool age in accordance with the Federal State Educational Standard”

Municipal preschool educational institution

Kindergarten No. 2 “Bell”

METHODOLOGICAL SEMINAR

TOPIC: " Supporting children's initiative in preschool age

in accordance with Federal State Educational Standards DO »

Goal: Demonstration of the ability to analyze, comprehend and present one’s teaching activities in accordance with the new requirements of the Federal State Educational Standard for Education . Expanding the knowledge of teachers about technologies for supporting children's initiative , taking into account modern requirements and social changes.

Tasks:

• Analyze the effectiveness of the forms and methods used to support the children's initiative of children in preschool educational institutions ;

• Increase the professional competence of preschool teachers in ways to support children's initiative ;

• Introduce options for creating conditions to support children's initiative , methodological support, forms, principles of work on this topic ;

• Present teaching experience

compiler: teacher

senior group "Rostochek"

Shaldina Svetlana Nikolaevna

Atkarsk 2022

1. Good afternoon, dear colleagues, I am Shaldina Svetlana Nikolaevna, teacher of Kindergarten No. 2 “Bell”

.

The theme of the methodological seminar is “ Supporting children's initiative in preschool age in accordance with the Federal State Educational Standard for Educational Education .”

2. In the Constitution of the Russian Federation, in the “Concept for the modernization of Russian education”

, the Law of the Russian Federation
“On Education”
formulates the social order of the state - the education system - to educate
an initiative , responsible person, ready to make independent decisions in a situation of choice.
3. In accordance with the Federal State Educational Standard , the following section has appeared in the educational program of each preschool “ Support for children’s initiative ”

the main principle of which is the construction of educational activities based on the individual characteristics of each child, in which the child himself becomes a full participant
(subject)
of educational relations,
supporting his initiative in various types of activities.
4. Clause 3.2.5 of the Federal State Educational Standard for Education states that in order to implement the task of creating a social situation for the development of children, in the content section of the Preschool Education Program, methods and directions for supporting children’s initiative , the conditions necessary for creating a social situation for the development of children are defined, corresponding to the specifics of preschool age such as :

• support for children's initiative and independence in various types of activities (play, research, project, cognitive, etc.)

;

• supporting children's spontaneous play, enriching it, providing play time and space;

• creation of a properly organized subject environment and its content;

• creating conditions for children to freely choose activities and partners in joint activities.

5. Targets for supporting children's initiative and independence are defined, also in the Federal State Educational Standard for Education . 4.6:

show initiative and independence in various activities;

is able to choose his occupation and participants in joint activities;

the child is capable of volitional efforts;

tries to independently come up with explanations for natural phenomena and human actions;

capable of making his own decisions.

All types of children's activities are aimed at developing different components of independence:

the game promotes the development of activity and initiative ;

work activity provides favorable opportunities for developing purposefulness and awareness of actions, perseverance in achieving results;

Productive activities develop the child’s independence from adults and the desire to find adequate means of self-expression.

Each activity has a unique impact on the development of different components of independence and initiative :

6. What is a children's initiative ?

Children's initiative is a child's independent internal motivation to activity, to knowledge of the world around him.

Supporting children's initiative is providing minor assistance to a child, using different ways and means in making a decision to engage in a particular activity.

7. Areas of support for children’s initiative are support for independence in plans and their implementation, support for spontaneous play , development of responsible initiative , taking into account the child’s interest.

8. Forms of working with children to develop children’s initiative

• Continuous educational activities (CED)

- this lesson;

• Joint and independent activities of the teacher and children - these are game expeditions, quizzes, KVNs, impromptu presentations, fantasy trips;

• Free activity – spontaneous games during the day, productive activities (diversity of material, space, communication, keeping an environmental diary, nature calendar, collecting, environmental work, reading fiction

9.Conditions for different types of children’s activities:

• PPRS should be varied in its content

• Taking into account the individual characteristics and interests of children of a particular group

•Communication style in the group: democratic, trusting partnership

• Children’s ability to make choices and determine areas of activity

• Child's initiative.

10. Our kindergarten operates according to the Model basic educational program for preschool education “Rainbow”

authors: S. L. Yakobson, T. I. Grizik, T. N. Doronova, E. V. Solovyova Moscow Enlightenment 2016
And an educational and methodological set for it that meets all the requirements of the Federal State Educational Standard
Rainbow Program

covers all educational areas provided for by
the Federal State Educational Standard for Additional Education: social-communicative, speech, artistic-aesthetic, physical, cognitive, which reflect the goals and objectives of supporting children's initiatives .
11. "Rainbow Babies"

- children 3-5 years old
“I myself”
,
“Curious whys”
show
initiative in choosing the topic of games, setting up and resolving new game problem situations, questions and proposals with which the child addresses adults and peers, in organizing and carrying out independent productive activities . And children of senior preschool age 5-8 years old “Already big”
,
“Dreamers, helpers”
- show their
initiative in all types of activities - communication, play, experimentation, object-based activities. They can choose a business of their own choosing, join in the conversation, and offer an interesting activity for everyone. The child easily gets involved in play situations and initiates them himself , creatively develops the play plot, using a variety of knowledge obtained from different sources. Initiative is associated with curiosity, an inquisitive mind, ingenuity, the individual capabilities of children, support for the freedom of their behavior and independence.
12. Working according to the Rainbow

, I focus on the following approaches
to supporting children's initiative :
• Sociocultural approach - since the development of initiative of preschoolers is determined by the modern sociocultural situation and should be considered in conjunction with the modern environment.

• Active approach – since the development of the basic properties and qualities of a person, which include initiative , is formed and manifested in activity.

• Personality-oriented and subjective approach, since personality development begins in preschool age , in which the child manifests himself as a subject.

I not only recognize, but also treat the child as a subject capable of developing not under coercion, but according to his own desire and choice, and showing his own activity necessary for the formation of a personal image, I focus on the implementation of children's initiative , both in joint and in the independent activities of preschoolers and teachers .

13. How is children’s initiative manifested in preschool educational institutions ?

Cognitive development is cognitive - targeted initiative “Question and Answer”

.
I base any communication on children’s search questions and answers, but there are always shy children who don’t like to answer. What should a teacher do in such a situation? In the educational situation “We are in space
,” I talked about the solar system and its planets, about outer space, human space exploration, and about different space professions.

Shy Oleg became interested in the profession of “Space Policeman”

.
I could have said that there is no such profession, but I decided to support the children’s initiative and started a discussion about the role of a space policeman in the solar system. In the process of playing, Oleg became more relaxed, active, and sociable. In the evening I shared with my parents about playing the leading role of “Space Policeman”
in the game
“Journey to Mars”
.

14. In the group, Kirill saw that the wall was illuminated by the sun and his shadow was visible on it. He began to play with her, performing statistical exercises (goat, dog, etc.)

.
Other guys also became interested in the unusual natural phenomenon. I, supporting the children’s initiative , played out the game situation “Shadows on the Wall”
, where the children took an active part.
During the walk, I decided to initiate this situation “Sunny Bunny”
experiment - to introduce the origin of sunbeams, their movement, the objects from which they are reflected, to develop ingenuity and curiosity.
Thus, I not only supported the children’s initiative , but also included it in continuous educational activities. I introduced the children to one of the types of theaters, the “Shadow Theatre”
.
On Friday we showed the kids a shadow theater, since one of the traditions in the “Rainbow” program is “Theater Friday”
.

The children themselves chose
the Russian folk tale “Zayushkina’s Hut” The children were involved in sketch work in the process of dramatizing the fairy tale, chose the characters themselves, and participated as much as they could in the making of attributes.
A game is a space where all the characteristics of proactive action are present as if in a natural way. In play activities, the child overcomes various situations without tension. In an imaginary situation, he easily creates a plan and implements it

15. Social and communicative development - in work activity manifests itself as initiative - example . Angelina, in a corner of nature, noticed dry leaves and began to remove them. Her activities attracted the attention of her peers. I supported Angelina’s initiative and the guys cleared the plants of old leaves and dust.

Preparing for the Atkar Roses

Involved parents in planting roses on the
kindergarten . The children, seeing this, took the initiative and expressed a desire to participate in planting, and subsequently caring for them.
They felt responsible and acted not spontaneously, but expediently. 16. The priority area for children of primary preschool age is productive activity. Productive activities develop the child’s independence from adults and the desire to find adequate means of self-expression.

I attracted the attention of the children by crying a doll, asked questions about why, in their opinion, the doll was crying. The children put forward their own versions of the answers: the doll was hungry, lost, and could not find its house. Then I brought the children to the option that they needed to build a house for a doll, but I did not offer the children the material from which the building would be built, but supported the children’s initiative in choosing the means. One of the children chose a Lego

, some are building materials, and some decided to draw it on paper.
My task was to support the children's initiative and discuss why such a choice is good.
17. In educational activities on artistic and aesthetic development, the children worked in the fine art studio . They painted an apron for their mother: they made a background, they had to paint it with elements of folk motifs. The guys got to work . Nastya decorated her apron with dumbbells, balls and other sports paraphernalia. To the question of Margarita, who was sitting next to her , “Why are there balls and dumbbells on the apron?”

Nastya replied:
“And my mother is an athlete, so she should have an Olympic apron
.
I praised the girl and suggested that in the evening everyone should continue working on their own creativity and initiative , i.e., paint the apron however they want.
18. In physical development - my task is to teach children to play and perform motor actions independently and with pleasure. Only in this case do they learn to regulate the degree of attention and muscle tension in any play and motor situation, adapt to changing environmental conditions, find a way out of a critical situation, quickly make decisions and implement them, show initiative , i.e. preschoolers acquire important qualities needed in the future life.

19. To develop initiative, it is necessary to create a subject-spatial development environment. I organize the organization of the subject-development environment in such a way as to provide the opportunity to most effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity. The developmental environment creates favorable conditions for the development of children's initiative in independent activities, provides different types of activity (mental, physical, play)

.

20. Thus, the development of children's initiative in a preschool educational institution is to support the child's endeavors within the framework of the continuous educational process and the prevailing social conditions.

By the end of preschool age, the child must have a high level of cognitive and personal development, which allows him to subsequently study successfully at school as required by the Federal State Educational Standard for Education.

Initiative and independence are an indispensable condition for improving all cognitive activities of a child. Each new step in the manifestation of initiative stimulates the child’s zone of proximal development, thereby creating a new zone, which becomes the next stage in the further development of the individual.

Children who show initiative and independence in all types of activities achieve the highest social and normative characteristics.

They are the most sociable, creatively developed, have their own point of view, are leaders among their peers and are more successful in school.

21. Literature.

• Yakobson S. G., Grizik T. I., Doronova T. N., Solovyova E. V. Raduga Approximate basic educational program for preschool education . M: Prosveshchenie 2016

• Educational and training complex of the “Rainbow”

M: Enlightenment 2016

• L. I. Ivanova “Methodology for organizing environmental observations and experiments in kindergarten ”;

• S. N. Nikolaev “Introducing preschoolers to inanimate nature ”

;

• L.V. Kovinko “Introducing preschoolers to inanimate nature ;

• L. F. Malyshevsky “Natural science (air, water, fire, earth)

;

• O. V. Dybina “The unknown is nearby”

;

• N. N. Poddyakov “Mental education of preschool ”

and etc.