Modern models of organizing educational activities within the framework of the Federal State Educational Standard before
Hope Taved
Modern models of organizing educational activities within the framework of the Federal State Educational Standard before
Currently, very serious changes are taking place in the preschool education system. According to the Federal Law of the Russian Federation of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”
, Federal State Educational Standard for Preschool Education, preschool education is the first level of general education and key in the development of a child’s personality and the disclosure of his potential abilities. The main goal of policy in the field of preschool education is quality education for preschool children.
The educational process in our preschool institution is carried out according to the main educational program of preschool education of the MDOU "Kindergarten No. 7KV"
, developed in accordance with the requirements
of the Federal State Educational Standard for Education , taking into account the main basic regulatory documents. The main educational program is a model for organizing educational activities in a preschool educational institution , the goal of which is to create “conditions for the development of a child that open up the opportunity for his positive socialization, his personal development, the development of initiative and creativity based on cooperation with adults and peers and age-appropriate activities ” (
Federal State Educational Standards up to 2.2.4 ) .
The teaching staff of the kindergarten is actively working to create a model of the educational process, using new forms of its organization .
Each teacher of our preschool educational institution has developed a work program for children of their age group in accordance with the main educational program of the kindergarten, which ensures the diversified development of children, taking into account their age and individual characteristics in the main areas - physical, social-communicative, cognitive, speech and artistic-aesthetic development. We consider the educational process today as a systematic, purposeful process of comprehensive development, training and education of preschool children, taking into account their individual and age characteristics, carried out in various models and forms of preschool education, in accordance with the federal state educational standard. The educational process must provide each individual child with the opportunity to satisfy their developmental needs, develop their potential abilities, preserve their individuality, and the opportunity to self-actualize. The main task of kindergarten teachers is to create conditions under which the child develops, fully lives through preschool age and is motivated to move on to the next level of education.
The specificity of preschool age is such that the achievements of preschool children are determined not by the sum of specific knowledge, abilities and skills, but by a set of personal qualities, including those that ensure the child’s psychological readiness for school. It should be noted that the most significant difference between preschool education and general education is that in kindergarten there is no strict subject matter. The child's development takes place in play, not in learning activities .
The Federal for Education puts first place an individual approach to the child through play. The fact that the role of play as the leading activity of a preschooler is increasing and that it is given a dominant place is positive, since in recent years, due to social changes in society, computerization, as well as the intensive preparation of the child for school, play is leaving the world of childhood. Today our teachers are called upon to return cognitive, exploratory, creative play to childhood, in which the child learns to communicate, interact , with the help of which he learns about the world, the relationships of objects and people in this world. A game in which the child “tryes on”
assumes different roles in which his speech, memory, attention, thinking, emotions, and imagination develop.
The leading types of children's activities in a preschool institution are: gaming, communicative, motor, cognitive-research, productive, etc. Educational activities are carried out throughout the entire time the child is in the preschool organization .
The design of the educational process at the present stage is carried out by teachers in accordance with the population of students , their individual and age characteristics.
One of the main functions of managing the process of implementing the main educational program is planning educational activities . According to the Federal State Educational Standard for Preschool Education, planning educational activities in the MDOU “Kindergarten No. 7KV”
is based on a complex thematic principle. Complex thematic planning is the most effective when working with preschool children.
Taking into account the Federal State Educational Standard for Additional Education, the model for organizing the educational process includes:
- joint activities of children and adults , where directly educational activities with the main forms of organization : play, observation, experimentation, project activities , communication,
solving educational problems in the process of regime moments;
- independent activity of children , namely the developing subject-spatial environment.
Since the introduction of the Federal State Educational Standard for Education, joint activities of adults and children are distinguished by the presence of a partnership (equal)
position of an adult and a partner form
of organizing educational activities :
The main feature of the organization of educational activities by the teachers of our kindergarten is the departure from educational activities (classes, increasing the status of play as the main activity of preschool children; inclusion in the process of effective forms of work with children: ICT, project activities , gaming, problem-based learning situations within the framework of integration of educational areas.
"Class"
as a specially
organized form of educational activity in kindergarten is canceled, but this does not mean a transition to the position of “free
education ” of preschoolers.
The activity becomes interesting for children, a specific children's activity organized by the teacher , implying their activity, business interaction and communication , the accumulation by children of certain information about the world around them, the formation of certain knowledge, skills and abilities. The learning process remains. Teachers continue to “work” with children. Meanwhile, it is necessary to understand the difference between “old”
learning and
“new”
.
Organized educational activities
in the form of educational activities through the organization of children's activities
1. A child is an object of formative pedagogical influences of an adult. The adult is in charge. He guides and controls the child. 1. A child and an adult are both subjects of interaction . They are equal in importance. Each is equally valuable. Although an adult, of course, is older and more experienced.
2. The activity of an adult is higher than the activity of a child, including speech (an adult “a lot”
says) 2. The child’s activity is at least no less than the adult’s activity
3. The main activity is educational . The main result of educational activities is the solution of any educational task assigned to children by adults. The goal is the knowledge, skills and abilities of children. Children's activity is needed to achieve this goal. 3. The main activity is the so-called children's activities .
The goal is genuine activity ( activity )
children, and the development of knowledge, skills and abilities is a side effect of this activity.
4. The main model of organizing the educational process is educational. 4. The main model of organizing the educational process is the joint activity of an adult and a child
5. The main form of working with children is an activity. 5. The main forms of working with children are viewing, observing, talking, experimenting, research, collecting, reading, implementing projects, workshop, etc.
6. Mainly so-called direct teaching methods are used (with frequent use of indirect ones)
6. Mainly so-called indirect teaching methods are used
(with partial use of direct ones)
7. Motives for learning in the classroom, as a rule, are not related to children’s interest in the learning activity . "Holds"
children in the classroom have the authority of an adult.
That is why teachers often have to “decorate”
a lesson with visuals, game techniques, and characters in order to put the learning process into a form that is attractive to preschoolers.
But “the real goal of an adult is not to play at all, but to use a toy to motivate the development of subject knowledge that is unattractive to children.” 7. The motives for teaching, carried out as an organization of children's activities , are primarily related to the children's interest in these types of activities
8. All children must be present at the lesson 8. So-called free “entry”
and
the “exit”
of children, which does not at all imply the proclamation of anarchy in kindergarten. Respecting the child, his condition, mood, preferences and interests, the adult is obliged to provide him with the opportunity to choose - to participate or not to participate with other children in a joint business, but at the same time has the right to demand the same respect for the participants in this joint business.
9. The educational process is largely regulated. The main thing for an adult is to move according to a pre-planned plan or program. The teacher often relies on a prepared outline of the lesson, which contains the adult’s remarks and questions and the children’s answers 9. The educational process involves making changes (adjustments)
in plans, programs taking into account the needs and interests of children, notes can be used partially to borrow factual material (for example, interesting information about composers, writers, artists and their works, individual methods and techniques, etc., but not as a
“ready-made sample”
educational process.
According to the theory of L. S. Vygotsky and his followers, the processes of upbringing and teaching do not directly develop the child in themselves, but only when they have activity forms and have appropriate content, therefore the content of the program is implemented in acceptable forms for a preschool child: play , communicative, labor, motor, cognitive-research, musical and artistic, perception of fiction as a special type of children's activity and productive .
The development pattern of any type of activity is as follows : first it is carried out in joint activities with an adult , then in joint activities with peers and becomes an amateur activity .
The Federal State Educational Standards for Preschool Education direct teachers to “solving program educational tasks and during routine moments in accordance with the specifics of preschool education,” which is quite logical, since approximately 60% of the child’s time in the group is spent on routine moments.
In educational activities , at special moments, the tasks of forming a general culture for preschool children are solved: a culture of behavior, communication, activity , nutrition, sleep, health, life , development of their physical, intellectual, personal qualities and prerequisites for educational activities . This is daily work that is carried out throughout the entire stay of children in kindergarten, regardless of the season, event, calendar of holidays and memorable dates.
One of the main forms in the process of education and upbringing of children in kindergarten is the independent activity of children .
Scientific research indicates that under conditions of optimal upbringing and training, children can achieve a certain level of development of independence in various types of activities : play, communication, motor, cognitive-research, productive (drawing, modeling, artistic work, labor, music.
Independent activity of children is one of the main models for organizing the educational process of preschool children: this is
1) free activity of pupils in the conditions of a subject-specific developmental educational environment created by teachers, ensuring that each child chooses an activity based on his interests and allows him to interact with peers or act individually;
2) activities of pupils organized by the teacher , aimed at solving problems related to the interests of other people (the emotional well-being of other people, helping others in everyday life, etc.)
.
The scheme for the development of any type of activity in accordance with the concept of L. S. Vygodsky is as follows: first it is carried out in joint activities with adults , then in joint activities with peers and , finally, it becomes an independent activity of the child . In this case, a special role is assigned to the teacher .
A preschool child has three basic needs: the need for communication, movement, and cognition. The group environment must meet these needs.
The standard requires that the developing subject-spatial environment be content-rich, transformable, multifunctional, variable, accessible and safe.
The organization of the developing subject-spatial environment in groups of kindergarten No. 7 is built in accordance with the Federal State Educational Standard for Education .
To organize the independent activities of children in each age group of our kindergarten, a developing subject-spatial environment has been created that corresponds to the age of the children.
When creating a developmental space in group rooms, teachers took into account the leading role of play activities in the development of children . This ensures the emotional well-being of each child, the development of his positive sense of self, competence in relations to the world, to people, to himself, inclusion in various forms of cooperation, which are the main goals of preschool education and upbringing .
The subject-development environment is organized in such a way that every child has the opportunity to do what he loves. Placing equipment in sectors allows children to unite in subgroups based on common interests (construction, drawing, manual labor, theatrical and play activities ; experimentation). The interests of both boys and girls are taken into account both in work and in play. Mandatory equipment includes materials that activate cognitive activity : educational games, technical devices and toys, etc. Materials that encourage children to master literacy are widely used. When organizing the subject-developmental environment, the principle of integration of educational areas was taken into account. The subject-spatial environment in groups changes depending on the educational situation, the changing interests and capabilities of children.
There are many games, toys and equipment in the groups, ensuring children's free choice. The selection of toys, furniture and equipment for the premises was determined by maximizing the conditions for the child’s sensory development and so that he felt comfortable and experienced positive emotions. The entire organization of the educational process presupposes freedom of movement for the child throughout the group. The group layout allows for work with subgroups and individual work. There is a division between areas for noisy and quiet games.
We managed to create conditions that meet the spiritual, social, cognitive, aesthetic, communicative, and general cultural needs of children. The subject-spatial environment created in groups provides children with the opportunity to act individually or together with peers, without imposing mandatory joint activities .
The teacher can get involved in the activities of children in cases of conflict situations that require the intervention of an adult, or, if necessary, help a particular child join a peer group.
In connection with the introduction of the Federal State Educational Standard one of the priority and most effective means of teaching and raising children in organizing educational activities . Our teachers work with great passion on various interesting projects.
Any project is a product of cooperation between children, teachers and parents . It allows you to develop cognitive interest in various fields of knowledge, form communication skills and moral qualities. Participation in the project helps the child feel important, feel like a full participant in events, and helps strengthen the position of “I myself”
,
“I will do”
,
“I can”
.
Children have the opportunity to express themselves in various activities , contribute to the common cause, show individuality, and win a certain position in the group.
At the heart of any project is a problem that requires research to solve. Mandatory components of the project are children's independence (with the support of a teacher, co-creation of children and adults. Parents of our students participate in the implementation of the program, in creating conditions for the full and timely development of the child. They are active participants in all projects, and not just outside observers: they actively participate in and exhibitions of joint family creativity.Teachers hold parent meetings, consultations on various topics of interest to parents, and introduce children to their achievements.
So, all the presented forms of organizing educational activities are well known to us, teachers. And today they need to be organized in such a way that they are aimed at the child, and no matter what form and method of working with children the teacher chooses, it is very important to adhere to the position “not above the child, but with him”
Models and types of teaching for preschool children
Learning Models
Depending on the style of communication between the teacher and children ( authoritarian, democratic, liberal)
a model of the learning process is formed.
Educational and disciplinary model. Its goal was to equip children with knowledge, skills, and abilities (KUNS). The results of preschool education were assessed by the amount of knowledge: it was believed that the more “invested” in the child, the more successfully he was taught. At school and other educational institutions, the indicators were grades on the basis of which percentages of progress were calculated. At the same time, “pure knowledge” (what the child knows and can do) was assessed in isolation from the analysis of factors important for learning.
Uniformity of content, methods and forms of education is a distinctive feature of the educational and disciplinary model. Education in preschool institutions, schools and other educational institutions of the country was carried out according to uniform programs, curricula, textbooks and manuals.
The training motto is “If you can’t, we’ll teach you, if you don’t want to, we’ll force you.”»
expressed a view of the child as a being who initially has an inherent reluctance to learn.
Common methods
were explanation (adult monologue) and children's activities following a model. With the help of these methods, children developed performance at the reproductive-imitative level. To force a child to study, teachers made various demands on him, resorted to prohibitions, lectures, punishments, and turned to parents with a request to “take action” and influence him.
The urgent need of modern society for people with independent, creative thinking, free from dogmatism and opportunism, prompted scientists (S. A. Amonashvili, V. V. Davydov, V. A. Petrovsky, etc.) to develop a personality-oriented learning model.
Personally-oriented model of training. The purpose of such training is the development of intellectual, spiritual, physical abilities, interests, motives, i.e. personal development of the child, his acquisition of himself as a unique individuality.
The personality-oriented model affirms a personal-humane view of the child (Sh. A. Amonashvili). The essence of this view is that the child wants and can learn, that it is important to support his “I want” and strengthen his “I can”. The main responsibility of the teacher is to organize children and involve them in the active process of solving cognitive and practical problems, during which students feel their growth, the joy of creativity, and improvement.
Technology: the transition from explanation to understanding, from monologue to dialogue, from social control to development, from management to self-government. Learning is realized in the joint activity of the teacher and children, in which the teacher is an assistant adviser, an older friend.
Types of training
Direct training:
assumes that the teacher defines a didactic task and sets it for the children (we will learn to draw a tree; compose a story based on the picture that lies in front of each of you). Next he gives an example of ways to complete the task (how to draw a tree, how to write a story). During the lesson, he directs the activities of each child to achieve results. To do this, he trains children in mastering the methods and actions necessary to complete a task and acquire new knowledge.
Problem-based learning:
lies in the fact that children are not given ready-made knowledge and are not offered methods of activity. A problematic situation is created, which the child cannot solve with the help of existing knowledge and skills, including cognitive ones. To do this, he must “reverse” his experience, establish new connections in it, and acquire new knowledge and skills. In problem-based learning, children can understand a problematic situation and resolve it in dialogue with each other and the teacher, who directs the search in the right direction, in joint thinking. Collective search activity is a chain of thought and action that goes from the teacher to the children, from one child to another. Solving a problem situation is the result of teamwork.
The teacher’s task is to lead a complex ensemble, where every child can be a soloist.
The main driving force behind problem-based learning is the system of questions and tasks that are offered to children.
Effective questions: establishing similarities between objects; problematic issues; activating children's imaginative thinking.
Difficulties in implementing problem-based learning:
1. It is difficult to determine the degree of difficulty of a problem situation for children in the group.
2. Problem-based learning requires a lot of time, reduces information
class capacity.
Indirect learning:
the teacher studies the level of training and education of children, knows their interests; observes development trends, sees the slightest sprouts of something new in the child, something that is just hatching. Based on the collected data, the teacher organizes the subject-material environment: sequentially selects certain means. Next, it is necessary to include these means in children’s activities, enrich their content, and influence the development of communication and business cooperation. “If you learn it yourself, teach someone else.” It is important to create conditions through which children can demonstrate their competence in this or that matter, tell others about what they know, and teach what they can do.
A teacher, carrying out indirect learning, must have the following skills: forecasting the pedagogical process, flexibility, mobility of behavior.
10. Learning outside of class. The role of enriching the developmental subject-spatial environment in the organization of independent cognitive activity of children
Work on organizing the educational and cognitive activities of preschool children in kindergarten takes place within the framework of the following blocks of activities: organized educational activities; joint activities of the teacher and children in sensitive moments; independent activity of children; interaction with family.
In order to ensure independent educational activities of children, the teacher creates a developing subject-spatial environment in the group. The requirements for a developing subject-spatial environment are defined in the FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION:
3.3.1. The developing subject-spatial environment ensures maximum realization of the educational potential of the space of the Organization, Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correction of deficiencies in their development.
3.3.2. A developing subject-spatial environment should provide
the opportunity for communication and joint activities between children (including children of different ages) and adults, physical activity for children, as well as opportunities for privacy.
3.3.3. A developing subject-spatial environment should provide
:
implementation of various educational programs;
in the case of organizing inclusive education - the necessary conditions for it;
taking into account the national, cultural and climatic conditions in which educational activities are carried out;
taking into account the age characteristics of children.
3.3.4. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.
1) The richness of the environment must correspond to the age capabilities of the children and the content of the Program.
The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).
The organization of the educational space and the variety of materials, equipment and supplies (in the building and on the site) should ensure:
playful, educational, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
motor activity, including the development of gross and fine motor skills, participation in outdoor games and competitions;
emotional well-being of children in interaction with the subject-spatial environment;
opportunity for children to express themselves.
For infants and young children, the educational space should provide necessary and sufficient opportunities for movement, object and play activities with different materials.
2) The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children.
3) Multifunctionality of materials implies:
the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.;
the presence in the Organization or Group of multifunctional (not having a strictly fixed method of use) objects, including natural materials, suitable for use in various types of children's activities (including as substitute objects in children's play).
4) Variability of the environment implies:
the presence in the Organization or Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure free choice for children;
periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.
5) Availability of the environment assumes:
accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out;
free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities;
serviceability and safety of materials and equipment.
6) The safety of the subject-spatial environment presupposes the compliance of all its elements with the requirements to ensure the reliability and safety of their use.
3.3.5. The organization independently determines the teaching aids, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.
