Components of educational activities formed in senior years. Formation of elements of educational activity by the end of preschool age. Elements of educational activities

WAYS FOR FORMING COMPONENTS OF LEARNING ACTIVITIES

Educational activities consist of the following components:

Formation of teaching motives;

Formation of a learning task;

Formation of educational actions;

Control training;

Assessment training.

1. MOTIVATION. Work on shaping the educational activities of schoolchildren begins with assessing their actions. As is known, the standard of a child’s actions is the adult’s assessments. What are they like in your work? Are you focused on matching the model, on the result? Maybe you are measuring the abilities and hard work of a student? Or maybe your grade simply comes down to a grade? To teach a child assessment, we, adults, in the first stages of education must first of all proceed from those criteria that are accessible and understandable to children: compliance with the model, diligence, independence, the ability to turn to an adult for help in a timely manner. Then the assessment becomes meaningful and the child himself learns to evaluate his progress in mastering the material. The child is just learning to act from the standpoint of his assessment. If adults do not give him real meaningful assessments, he will replace them with fetishes and idols that obscure the essence of achievements and failures. When making an assessment, adults should remember the two most dangerous “enemies” of a schoolchild: comparing the child with other children and focusing on mistakes.

Offers the following option for forming motivation. At each lesson, the teacher needs to organize a complete motivational cycle. This cycle has a number of stages:

Stage I - the emergence of motivation.

It is necessary to record the motives of previous achievements - “We (you) did a good job on the problem”; emphasize opportunities to cope with difficulties - “We need to improve some things, for this we need...”

Stage II - reinforcement and strengthening of emerging motivation (development of learning goals).

It uses entertaining material, alternating different types of activities, overcoming difficulties with the help of the teacher, organizing the search for the students themselves, etc.

Stage III - motivation for completion (formation of the emotional component of learning).

It is important that each student leaves the activity with a positive personal experience so that at the end of the lesson a positive attitude towards learning emerges. To do this, it is important to strengthen the assessment activity of the students themselves, combining it with a detailed meaningful assessment of the teacher.

Stage I To create motivation, you can use the following techniques:

It is necessary to create situations in which motives of different orientations can manifest themselves - to create conditions for the subordination of motives, that is, their “struggle”, situations of real choice:

Choice given the available answer options (closed choice);

A situation of free (open) choice without answers;

Selection of several multidirectional motives (subordination of motives with conflict);

A situation of choice with restrictions (lack of time, competition, different types of evaluation by another person);

False choice (a choice is offered between two equally incorrect alternatives, reflecting opposing inclinations).

Let's name some possible pedagogical techniques in situations of real student choice:

Selection of educational tasks at different levels (reproductive, productive, problematic);

Choice of two tasks, where in one option you need to find several ways to solve a problem, and in the other option you need to quickly get a result;

Choice in a situation with limited conditions (for example, less time - and subjective scarcity, when there is the same amount of time, but it is said that there is less);

Selecting some of your favorites from solved problems of varying difficulty;

Choosing a situation of conflict between cognitive and social motives;

Situations of moral choice.

Stage II. It is known that the implementation of motives depends on the process of goal setting, that is, the ability of schoolchildren to set goals and achieve them in learning. Goals are the expected final and intermediate results of the student’s actions that lead to the realization of their motives.

It is necessary to create special situations that highlight certain aspects of goal setting and actualize them:

Interruption and incompleteness of activities due to external reasons; returning to an interrupted task and resuming it;

Varying situations according to the degree of their obligatory nature and identifying students’ behavior in them;

Performing tasks of varying difficulty and justifying this choice; monitoring behavior in situations of difficulties;

Performing an impossible task and studying the possible reaction of children;

Reaction to an error (the ability to independently detect an error and choose actions aimed at correcting it, turning to an adult for help);

Creating interference, time pressure, competition, varying the assessment received from another person.

Stage III. How to form an emotional component?

The teacher should encourage the emotional manifestations of students in the natural conditions of the educational process and help students become aware of them.

The following techniques can be used for this:

The task “unfinished stories on school topics” (unexpected call to the blackboard, choice of a difficult or easy test option, an interesting problem in the lesson, a student’s assessment of his answer at the blackboard, weakened teacher control over the student’s work at the blackboard);

Selection of simple but exciting tasks that will create a special joyful mood in the class, a playful state, and will allow you to escape from tension;

Ask the student to describe and talk about his emotional state during the most intense, problematic moments of the lesson;

Demonstration by the teacher of the variety of emotions experienced in the lesson, speaking them out loud for students (demonstration of one’s own emotional openness); development of emotional expressiveness (both verbal and non-verbal means).

LEARNING ACTIVITIES

Schematization of the operational component of educational activity allows us to follow and determine its three components: intellectual, emotional and volitional.

To develop the intellectual component, it is necessary to give students knowledge about various sign systems of existence and transmission of information, teach children and adolescents how to transfer information from one system to another, that is, teach coding and decoding, teach how to establish correspondence between cause and effect, forecasting, building hypotheses, searching for solution options based on analysis, comparison, establishing patterns; to develop the ability to work with concepts, look for what is common and different, and highlight the essential features of objects and phenomena. The psychological basis for a student’s successful mastery of academic skills is the formation of arbitrariness of cognitive processes, mental operations, actions of coding, transfer and prediction.

We offer some exercises for shaping described components in primary schoolchildren

EXERCISE 1. FORMATION OF THE ACTION “ACCEPTING INSTRUCTIONS”.

Children are given complex instructions containing 4-7 commands.

The child indicates each command with an icon. Then, focusing on the icons, the child completes the task independently. If there is difficulty, the icon is spoken again by adults, and part of the instructions is repeated out loud.

FOR EXAMPLE: Read the text 2 times to yourself and once out loud. Highlight

three main parts in the text. Find the main words in each part. CIPHER:

2 ↓, 1 , - - -

EXERCISE 2. FORMATION OF PLANNING ABILITY

We play in pairs: 1 - robot; 2 - people. The “human” gives a task to the “robot” and outlines a step-by-step plan for its implementation. The “robot” performs one step after the “human” command. FOR EXAMPLE: Sweep the floor: bend forward, hands down, grab the rag, both hands to the right, both hands down, grab the rag, lower the rag, hands up, right hand down, grab the rag, left hand down...

EXERCISE 3. FORMING THE ABILITY TO IDENTIFY A LEARNING TASK.

The child independently invents a task for the leader or other children.

EXERCISE 4. FORMATION OF AN INTERNAL ACTION PLAN.

We play in pairs. 1 - artist; 2 - pencil. The “artist” gives a command to the “pencil” where to draw the line, without looking at the drawing. “Pencil” unquestioningly carries out the command. The “artist” does not draw himself, but with the help of a “pencil”, giving him commands. The “Artist’s” task is to draw a square, a house, a tree.

EXERCISE 5. FORMATION OF THE ABILITY TO FOLLOW RULES

We play in a group. At the command of the leader, participants perform movements. One movement is “forbidden”. It cannot be done. The leader, in a free order, among other movements, asks to perform the “forbidden”.

Here are examples of EXERCISES AIMED AT FORMING ARBITRARY COGNITIVE PROCESSES:

EXERCISE 1. ATTENTION PALACE.

Two guys draw a square of 64 cells each on checkered paper. Along the contour of the square on the horizontal and vertical sides, each cell is numbered from 1 to 8. Inside the contour, the 1st player marks the Palace of Attention (circles 1 cell) and draws a broken line - the “path” to the Palace. The line can go in all directions. The first player shows the “path” to the second and hides his piece of paper. 2nd - shows the cells along which the “path” passes, as he remembers it. If he makes a mistake, then the 1st player records the mistake.

EXERCISE 2. SCOUTS.

Having agreed on a system of signs, the “scouts” encrypt the information. The symbol system can be anything: pictures, numbers, punctuation marks.

FOR EXAMPLE: = A B R AND then you get the word 21324 - BARBIE

EXERCISE 3. CONNECT THE PARTS - YOU WILL RECOGNIZE THE WHOLE.

You need to stick a picture on cardboard and cut it into 10-15 unequal parts of different shapes. The player, looking at the individual parts of the cut picture, must guess what is shown in the picture. He then assembles the parts into a whole.

To form the arbitrariness of cognitive processes, they can

exercises can also be used: “Finish the sentence”, “The fourth odd one”, etc.

EXERCISES AIMED AT TEACHING CODING

1. The presenter reads a story (fable, poem). The child must depict the content in one picture, two, three, etc. The pictures consistently convey the content of the story heard.

2. A proposal is given. The child needs to build his diagram. Using the diagram, make another sentence (similar).

3. A task is given. The child needs to build a table of task data. Then, based on the table, another task is compiled. You can use drawings and diagrams.

EXERCISES AIMED AT FORMING TRANSFER ACTION

1. After studying the features of solving problems where the dependence of price, quantity and value of objects can be traced, propose solving a problem on the dependence of speed, time, distance. For example, a pen costs 3 rubles. How much do 6 of these pens cost? Tourists walk at a speed of 5 km/h. How far will they travel in 3 hours?

2. Change the sentences according to the example. Horses were grazing in the meadow. - Well, a horse was grazing in the meadow. Elks came onto the road

EXERCISES AIMED AT FORMING FORECASTING ACTIONS

1. The child is given a task (example, equation) and questions to answer:

Do you think you can solve this problem?

What knowledge do you lack to solve?

What do you need to learn to solve the problem?

2. The child is offered an unfinished story. It needs to be finished and explained why the ending is this way. For example: Autumn has come. The sun is now too lazy to rise above the horizon... In the mornings more and more often...

To develop the emotional component, it is necessary to form a conscious attitude towards forecasting, encoding, and transferring information to achieve the goal of interest to the student; maintain a positive emotional experience of using intellectual actions, teach predicting the outcome of an activity when using various options for its execution.

To develop the volitional component, it is important to teach setting a goal, consciously accepting it, developing the skill of constructing an algorithm of actions, building a system of requests for help, as well as the measure and methods of providing assistance.

The most common actions required to solve a learning task are structural actions to receive information: recoding, transfer and prediction.

Recoding is the translation of information from one presentation code to another, for example, from a visual code to an auditory code and vice versa. To form this action, the teacher should vary the form of presentation of information and give special tasks aimed at changing the code of its transmission. For example, in Russian language lessons. The child is presented with a sentence diagram and given the task of making a sentence based on it. After completing this task, it is proposed to draw up diagrams based on the invented proposals. In mathematics lessons, special assignments can be devoted to constructing diagrams for problems and drawing up your own conditions for the problem using diagrams. When forming recoding actions, it is important to remember that in the learning process, two modalities are most often involved in obtaining information - visual and auditory. Within the framework of these modalities, one can find optimal ways to encode information: words, pictures, drawings, diagrams, tables.

Transference actions involve the use of a learned rule, solution method, or technique on material that is similar in structure and content. The circle of transfer objects is of particular importance in mastering this action. The student must be taught to use the external similarity of objects and objects, apply rules and use methods of action. So, for example, in mathematics lessons, after studying the features of solving problems where the dependence of price, quantity and value can be traced, children are asked to solve the problem without any explanation using data on speed, time, distance. In Russian language lessons, tasks such as: complete by analogy forest - forest, cheerful - ....

Forecasting includes constructing hypotheses about solution options and finding means to solve the problem. It is advisable to vary the familiar and unfamiliar in the material, the completeness and sufficiency of the information contained in the task, the possibilities for identifying and establishing cause-and-effect relationships. For example, in reading lessons, children are presented with an unfinished story and given the task of thinking through options for ending it, reflecting the child’s position on this issue (What would you do in this situation?). In mathematics lessons, the teacher offers a solution to a problem with errors. The student needs to correct the errors, explain the reason for the correction and the reason for the error, and also answer the question of what is necessary to prevent the occurrence of errors. The formation of structural actions is impossible without meaningful actions. Among the meaningful actions required in solving an educational task, we include the action of processing information: analysis, synthesis, comparison, generalization, abstraction and concretization, establishment of patterns, memorization techniques. Moreover, the success of their application in educational activities depends not only on the level of formation of these actions, but also on their arbitrariness and controllability on the part of the subject of educational activities.

The development of mental operations (analysis, synthesis, generalization) requires special work. These can be separate exercises: find an “extra” concept, generalize, connect the parts - you will recognize the whole, etc. However, the greatest effect will be achieved by a system of working on concepts, judgments and conclusions to form mental operations in the unity of their operational side. Work within the framework of such a system begins with the development of the skill of invariant presentation of information. The teacher first teaches children to recognize the same thing presented in different forms, and then present the same material in different forms. For example: to a question posed in a textbook, children must give a detailed answer in their own words, and then compare their answer with the answer given in the textbook.

The next step in the presented system of work on the formation of mental operations is teaching schoolchildren to recognize unnecessary things. Here, first of all, it is necessary to specifically set a task for the student - to realize the secondary. In order for schoolchildren to understand the difference between the main and the secondary, it is necessary that they be able to express in verbal formulation both the main thing that needs to be taken into account first and the secondary thing that should not be taken into account. You can use the following techniques: distribute the material in order of importance; compare phenomena that differ in particulars; shorten the text for presentation; exclude “redundant” (that is, different from others) task.

Control

I. First of all, students must be taught preliminary (preparatory) self-control, which is carried out before the start of the task, that is, at the indicative stage. The student needs it in order to ensure a correct understanding of the goal, educational task, and teacher’s requirements. The student needs to be told that he can do this by asking the teacher questions, clarifying with him the conditions of the task and the initial data, and also checking the readiness of his workplace and work tools.

II. At the performing stage of independent activity, in the process of solving an educational task, the teacher should encourage and “provoke” current (corrective) self-control students. Specific actions of this type of self-control are tracking, comparison of intermediate results with a given standard, recording the time spent, choosing adequate means of achieving the goal and ways to solve the educational task, etc.

III. On final (stating) self-control Students should be targeted after completing a certain type of activity, after independent work. The teacher can use any type of activity in the lesson to teach children self-control, introspection, and self-esteem. Let's see this with a few examples.

1. If the teacher is dialogue(one of the options for cooperation) addresses the students with the questions “Why did we make a mistake?”, “What other solution could you and I choose?”, “What did you and I do to achieve the planned result?” etc., then he thereby encourages them to be active, make independent judgments, monitor their learning activities and correlate them with the assigned tasks. At the same time, it is possible to move away from the traditional position of the teacher as a leader and students as followers.

2. Reception“Prove that my statement is true or false...” will help the teacher encourage children to make their own conclusions and conclusions.

3. Educational commenting writing a text (solving a problem, example, etc.) is that during frontal work, one of the students, while performing practical actions, simultaneously explains them, referring to a specific rule, law, theorem. That is, by applying knowledge, he exercises continuous self-control and, by speaking out loud certain information, encourages the whole class to do so.

4. It is necessary to offer students tasks that require not only actions “by the rule”, according to an algorithm, but also independence of judgment, conclusions, flexibility of thinking, and the ability to escape stereotypes.

5. The guys are encouraged to searching for solutions educational task and are thereby included in the search and creative level of activity: - Offer your own ways of solving the problem...

6. Structuring textbook texts and preparation of various types of notes. An algorithm is possible that encourages schoolchildren to structure texts:

1) Highlight specific facts in the educational text.

2) Perform variation (find your own examples) based on specification.

3) Highlight evidence, conclusions, explanations.

4) Make up control questions for the text.

5) Make a summary of the text.

6) Express the main idea of ​​the text in one sentence.

At the same time, the ability to analyze evidence and control the process of working with text is developed.

7. Make self-check your answers, comparing them with the text of a textbook, reader, reference book, etc., with a standard answer or solution to a problem, a punch card.

8. Given independent creative task, during which the student’s activities are not strictly regulated. However, the student is offered some landmarks in carrying out this task. For example, in a literature lesson, mutual review of essays can be carried out (prepare a review). Students are offered indicative questions to guide them when completing the task:

1) Does the content of the essay correspond to the topic?

2) What is the sequence of presentation of the material?

3) Does the epigraph reveal the main idea of ​​the essay?

4) Is the plan drawn up correctly? Have all points of the plan been answered?

Grade

When assessing the student’s actions, the teacher compares these actions:

With past actions of the same student (this method of assessment is called personal);

With similar actions of other students ( comparative assessment method);

With established norms, samples of these actions (this method of assessment is called normative).

You can initiate and stimulate a student to express indirect assessments using questions like:

What did you remember during the lesson? What topics from this section do you remember? (Such questions help the student track what educational information has passed into his passive operational memory);

What did you understand during the lesson? What did you figure out? What was difficult for you to do in class, what caused the greatest difficulties? (Such questions allow you to draw the attention of the teacher and student to what educational information activated the student’s thought processes);

What did you like most about the lesson? What issues discussed in class aroused your greatest interest? (With the help of such questions, the student realizes what information has affected the emotional-cognitive sphere of his personality).

The advantage of these questions is that they stimulate students’ internal self-regulation, their independent receipt of information about the nature of mastering the content of the lesson, and they form the skills of self-control and self-assessment of the success of educational activities.

Literature:

SCHOOLCHILDREN'S LEARNING ACTIVITIES: ESSENCE AND POSSIBILITIES OF FORMATION. Methodological recommendations for teachers and school psychologists. - Ulyanovsk: IPK PRO, 19 p.

Elements of educational activities in older preschool age

Preparation for mastering educational activities in preschool age includes development of cognitive interests and mastery of educational activities. This is done both in the classroom and in children’s everyday lives. Stable cognitive interests begin to develop in children towards the end of preschool age, and depend on the content of the tasks that the child receives during preschool education. But cognitive interests only create the desire to learn. In order to not only want, but also be able to learn, you need master learning activities. The main thing in mastering educational actions is learn to distinguish educational tasks from practical life situations. For example, a child in the preparatory group was asked to solve the problem: “Mom ate 4 candies, and gave Misha 2. How many candies did they eat together?” “Why did she give Misha so little,” asks the child. “It should have been equal,” and refuses to count. It happens that children, instead of performing arithmetic operations, refer to their life experiences.

Children begin to accept learning tasks only when they can be immediately applied in some activity (game, creative activity). Only by the end of preschool age does it become possible to consciously assimilate knowledge “for future use”, understanding that it will be needed in the future (not every child is attracted by the remoteness of the result).

Understanding the meaning of educational tasks is necessary not only so that the child completes them (he can also do them under the influence of an adult), but also so that he specifically pays attention to methods of action, tried learn them. Attention to methods of action is demonstrated when children turn to an adult with requests to evaluate the correctness of completing a task, compliance with the requirements that it must meet (children ask: “Please look, am I doing it right?”, “Is it necessary to match corner to corner?” and so that this triangle is opposite this one. Right?").

Adult assessment progress and results of children completing educational tasks leads to developing their self-esteem. The ability to correctly evaluate the results of your actions is absolutely necessary for successful learning. However, only a few children achieve sufficiently correct self-esteem within preschool childhood. Most still have a tendency to overestimate their successes.

Thus, to master the elements of educational activity, a child needs to be able to:

Understand the purpose and content of the learning task;

Use the means offered by adults (observation, comparison, grouping);

Control yourself during the task;

Achieve results;

Monitor the results of your activities and carry out self-assessment.

Labor activity of preschoolers

The work activity of a preschooler is formed in the process of all types of activities, namely play, productivity and learning, which are closely interconnected. Each activity forms certain elements of work activity. It is in play that a child learns to reproduce the work of adults and their relationships in the labor process, and acquires ideas about the necessity of work, its social significance and collective nature. Productive activity contributes to the formation of the ability to set a goal, expend certain efforts, obtain appropriate results, which are checked against a pre-set goal. In the process of learning activities, the child develops an understanding of the social significance of work, as well as the ability to plan activities and achieve results in them. In the process of learning activities, adults become familiar with the work, which is facilitated by stories, excursions, conversations, reading books and looking at illustrations.

The need to work must be cultivated. The work is different, some work well, some don’t. Therefore, you need to give the child that part of the work that he prefers and can also complete in order to satisfy his needs and receive in response: “Thank you. Well done!".

At 3-4 years old The motive for labor lies in the child’s interest in the process itself or its equipment. Play motives are often carried over into work: when a child washes the dishes, he plays the role of a mother. Social motives for work appear quite early. At first the baby is not aware of them, although he is guided. In senior preschool At age, such motives become conscious; the child sees the meaning of work in helping other people. Children of this age do not notice mistakes in their work and consider it good, regardless of the result.

Senior preschoolers know how to plan work, allocate funds and ways to achieve goals. They plan not only their own work activity, but also their work activities together with their peers. . At 5-7 years old Preschoolers try to correctly evaluate their work, although they notice not all mistakes, but the most serious ones. They are interested in the quality of work. Therefore, they turn to adults with questions about the correctness and quality of work actions. Labor actions are gradually becoming more precise, faster and coordinated.

Types of work in preschool age:

1. self-care work

2.domestic labor(washing dishes, washing clothes, cleaning shoes, etc.) External attributes play a big role: an apron, vacuum cleaner, broom, brush, etc.

3.work in nature(caring for plants and animals)

4.manual labor- requires complex instrumental actions (ability to use a needle, scissors, hammer, jigsaw, etc.) Its development begins at the age of 5.

Needed for work children's organization, which varies depending on age and the level of development of labor skills and the content of work tasks.

And D.V. Sergeeva, except joint work with adults, other forms of organization of children were described: - order– it is characterized by the fact that an adult formulates a goal, substantiates its significance, highlights the end result and ways to achieve it (a child can accomplish it if he is familiar with the work action);

- duty- it is applicable if the child understands the need to constantly systematically perform some task (water the flowers, feed the fish, etc.).

General characteristics of the educational activities of a preschooler.

Educational activity is the first type of learning, directly and directly aimed at mastering knowledge and skills. Educational activity does not follow directly from a variety of children's games and is not a game, but is formed under direct pedagogical influence.

Practice shows that children in preschool age need to be taught so that they can master information and skills important for their proper development at this stage and prepare for school.

Educational activities require a special psychological attitude of the child. More than all other types of activity, it is based on the development of the child’s cognitive attitude to reality.

Speaking about teaching as a special means of influencing children, we associate the results of its educational influence not only with certain knowledge and skills that children can acquire, but also with mastering the method of acquiring them; not only with the fact that the child’s attention, perception, and memory will be better developed, but with the fact that all these individual mental qualities will give a more generalized expression of a certain type of activity (educational).

Structure of educational activities.

An analysis of educational activities carried out by D.F. Elkonin and V.V. Davydov showed that it has its own specific structure, namely

Learning task

Learning activities

Control

The central place in the structure of educational activity belongs to the educational task. A learning task should not be understood as a task that a child must complete in class. The learning task is the goal. The essence of the goal is to master a generalized method of action that will help to complete similar tasks and solve problems of a given type. The main attention is paid to developing the ability to convey the essential features of the subject.

Educational actions with the help of which educational tasks are solved consist of many different operations. In order for children to master educational actions, they must first be performed with all operations fully deployed. At first, operations are performed either materially - with the help of some objects, or materialized - using images, their symbolic substitutes.

Formation of elements of educational activity.

Conditions necessary for the development of educational activities of a preschooler.

The formation of educational activities, even with well-structured training, is a long process. At preschool age, the prerequisites for educational activity are laid and its individual elements are formed.

In early preschool age, in classes it is necessary to develop in children the ability to set goals for their own activities (at the stage of 2-3 years), teach them to master various methods of activity (at the stage from 3-4 years). After 4 years, activities acquire a clear focus on the final result. The teacher teaches children to listen to explanations and complete the task without interfering with each other; maintains interest in the content of classes, encourages effort and activity. All this is very important for the further development of educational activities.

In older preschool age, the child develops the following elements of educational activity:

The ability to determine the goal of the upcoming activity and ways to achieve it, to achieve results;

Self-control, which manifests itself when comparing the obtained result with a sample;

The ability to exercise arbitrary control over the progress of activities in the process of obtaining intermediate results;

Ability to plan activities based on results.

The teacher’s activities are aimed at organizing the process of active acquisition of knowledge, skills and abilities. Preliminary preparation of the lesson is important here (planning, provision of material and subject equipment, creation of a favorable emotional environment)

The ability to act according to a model is the first step to the formation of the educational activity of preschoolers, mastered before children learn to listen and follow instructions. In the first period, it is important to clearly show children the path proposed to them, as well as successfully completed work. To do this, the learning process is supplemented either by an analysis of children’s work, which is carried out by the teacher, or, what is even better and more effective for children, by a visual comparison of the work completed by each child with a model. A sample is placed on a separate table and children are asked to place near it those works where they have done “the same.”

The development of the ability to act according to a model is closely related to the ability to evaluate one’s own work and the work of other children. Usova notes that children very thoughtfully and with great interest compare their work with the model and almost never make mistakes in assessing it, often noticing even subtle discrepancies.

Formation of the ability to listen and follow instructions. Educational activity is formed through active work, rather than mechanical memorization and reproduction. This is helped by setting mental tasks for children, the solution of which directs them to master knowledge and skills.

An important stage in the development of educational activity is the emergence of self-control in the child, i.e. the ability to compare his actions and words with what he is taught.

Akhremenkova I.Z. teacher-defectologist

The child begins to control himself and his work, guided by the explanation and demonstration given to him. Such self-control is the basis for the development in children of attentiveness to the work process itself. You can often observe that before starting to draw or build, a child pauses and only then gets down to business. Self-control causes significant changes in the way children act, in their psyche. Now children not only listen to instructions, but also hear, being guided by them in their work. The ability to listen in children is associated with purely external organization, conditioned by correctly organized educational work in kindergarten. The ability to hear deeply captures the child’s personality and is associated with the adult’s reactions - the child asks questions, asks to retell something, etc.

An important structural element in the formation of educational activities of preschoolers is teaching them to work in a team.

The educational activities of preschoolers have the following features:

*it is formed in the process of gaming activity;

*has a structure consisting of elements: the ability to act according to a model, the ability to listen and follow instructions, the ability to evaluate one’s own work. and the work of other children; positive emotional attitude towards intellectual activity; habitual methods of self-control and self-assessment of this activity; ability to work in a team.

All elements of educational activity formed in kindergarten will be in demand by the school: in solving problematic problems, independently mastering material, in performing subject-related, external speech, and mental actions; in self-assessment of their results.

— the formation of individual elements of educational activities in kindergarten should be carried out systematically and purposefully;

- children must learn to act according to the proposed model in drawing and modeling classes;

— in kindergarten, a child must learn to work according to instructions and show independence;

- children must be taught to hear and understand the words and demands of an adult addressed to them, to encourage independence, attentiveness, and concentration in work, which leads to the formation of self-control;

— preschoolers who are accustomed to playing in a group of peers must learn to coordinate their actions with their friends, listen to advice, and help each other;

— it is important to instill in children a desire to learn new things, an interest in learning, in school.

All this is an indispensable condition for the child’s personal readiness for school education.

By the end of preschool age, children are forming elements of a new type of activity - learning. Elements of educational activity: cognitive interest and the ability to learn, begin to be formed mainly in the process of an organized form of learning in classes in kindergarten. Cognitive interest should become the main motive for learning in kindergarten, which is determined by the curiosity of children, because curiosity (the desire to gain knowledge about the world around us) is a characteristic feature of a preschooler. By the end of preschool age, children can develop quite stable and numerous cognitive interests.

So: During classes in kindergarten, a preschooler develops only individual components of educational activity:

Isolating a learning task, i.e. the child must understand that the point of solving problems is to learn, based on the conditions, to apply some action;

Carry out learning activities, i.e. apply objective, practical, verbal and mental actions when solving problems;

Perform control actions, i.e. children must correlate what they do with the result of what they do;

Be able to evaluate yourself during and after the activity.

Lesson type: lecture (learning new knowledge).

Target: increasing the psychological literacy of future teachers and parents in matters of age-related characteristics of children’s mental development.

Tasks:

1. To acquaint students with the anatomical and physiological characteristics of a 6-year-old child; features of the development of cognitive processes and personality.

2. Develop the ability to take notes from lecture material, selecting the most essential and significant things for recording. Solve psychological problems, identifying cause-and-effect relationships between the behavior and actions of preschool children.

3. Cultivate interest in understanding the child’s psyche.

Equipment: cards with psychological tasks; methodological materials (psychological conversation, Wechsler’s “General Comprehension” test, Kern-Jerasek test).

Literature on the topic: L.D. Stolyarenko. Fundamentals of Psychology, p. 303.

L.F. Obukhova. Developmental psychology, pp. 359-367.

B.S.Volkov, N.V.Volkova. Tasks and exercises in child psychology, pp. 46-74.

Lesson structure:

Part I:- solving psychological problems on the topic: “Features of mental development during preschool childhood.”

Part II:- lecture according to plan:

1. Anatomy - physiological characteristics of six-year-olds.

Part III: instructions on conducting the experimental part of laboratory work.

D./z.: Study and take notes from the textbook by I.V. Dubrovina. Psychology, pp. 359-367.

TOPIC 16: “Psychology of 6-year-old children.”

Questions:

1. Anatomical and physiological characteristics of six-year-olds.

2. Features of the development of cognitive processes in 6-year-old children.

3. Features of personality development.

Lecture.

1. Anatomical and physiological characteristics of six-year-olds.

At the present stage of development of Russian education, with the transition to universal 12-year education, and in primary schools to 4-year education, there is a need for a more complete study of the psychology of 6-year-old children.

At 6 years of age, intensive development of all systems of the child’s body occurs. Particularly serious changes occur in the child’s nervous system. By the age of 7, the first period of morphological development of the skull ends: the occipital, parietal and facial bones are formed. The formation and hardening of the cranial sutures is completed. The weight of a child's brain reaches 90% of the weight of an adult. A huge change occurs in the energetic characteristics of the cerebral cortex. At the age of 6, brain asymmetry begins to clearly manifest itself, i.e. the left hemisphere of the brain becomes the dominant one (for right-handed children).

The performance of analyzers is being significantly improved. This is explained by the improvement in the functioning of the analyzing centers of the cerebral cortex. The regulatory influence of the cerebral cortex on the subcortex increases. All actions and behavior in general become more controlled and conscious. Nerve connections are formed faster in the cerebral cortex, and dynamic stereotypes are formed. The second signaling system becomes the leading one, and the sign function of the child’s consciousness is improved.

4. Formation of elements of educational activity; conditions necessary for the development of educational activities of a preschooler

The formation of educational activities, even with well-structured training, is a long process. At preschool age, the prerequisites for educational activity are laid and its individual elements are formed.

In early preschool age, in classes it is necessary to develop in children the ability to set goals for their own activities (at the stage of 2–3 years), teach them to master various methods of activity (at the stage of 3–4 years). After 4 years, the child’s activities acquire a clear focus on the final result. The teacher teaches children to listen to explanations and complete the task without interfering with each other; maintains interest in the content of classes, encourages effort and activity. All this is very important for the further development of educational activities.

In older preschool age, the child develops the following elements of educational activity:

– the ability to determine the goal of the upcoming activity and ways to achieve it, to achieve results;

– self-control, which manifests itself when comparing the obtained result with a sample or standard;

– the ability to exercise arbitrary control over the progress of activities in the process of obtaining intermediate results;

– the ability to plan activities, focusing on its results.

The activity of a teacher (teaching) is aimed at organizing the process of active acquisition of knowledge, skills, and abilities. Preliminary preparation of the lesson is important here (planning, provision of material and subject equipment, creation of a favorable emotional environment).

In the classroom, the main thing in the teacher’s activity is the organization of children’s educational and cognitive activities. He does not abuse the communication of information, but involves children in the course of his reasoning, in independently acquiring knowledge, and creates a situation of discovery.

The teacher must improve teaching methods in order to avoid stereotypes, cliches in explanations, and demonstrations of actions. Particular attention should be paid to teaching aids: their condition, artistic design, safety for children. An individual approach to children is important, taking into account their capabilities and development prospects.

5. Levels of development of educational activities and the degree of readiness of the child for learning and learning

The transition of children from an old type of behavior to a new one takes a certain amount of time. New neural connections arise, develop and become established only gradually. Practice shows that children only gradually begin to use the methods of action that the teacher indicates to them.

Therefore, it is important in the first period to clearly show children the proposed path for them, as well as the successful completion of the work.

Conventionally, they were divided into three levels, characterizing different degrees of development.

The first level includes children:

1 listen to instructions

2 are guided by them in their work

3 in case of misunderstanding, ask questions

4 correctly evaluate the work of others

5 correctly evaluate their own work

6 achieve the desired results

The second level includes children who:

1 listen to instructions, conditionally adhere to them in their work

2 self-control is unstable, carried out through the work of other children

3 tend to imitate other children when doing work

4 results are conditional

The third level includes children:

1 listen to instructions, but don’t seem to hear

2 are not guided by them in their work

3 are insensitive to ratings

4 results are not achieved.

Younger ages are more susceptible to the influence of learning; children of this age quickly master the requirements of learning and are more flexible in developing the skills to study.

Education, begun at the age of three, provides the right direction for children’s development and strengthens a certain type of behavior. Under these conditions, children perceive learning immediately.

6. Principles of teaching preschoolers

preschool educational training readiness

The principles of teaching mean objective patterns, starting points that guide the teacher when selecting content, determining the forms of organization, methods and means of teaching. The principles underlying the modern theory of preschool education:

The principle of educational training. This principle reveals one of the regularities of the learning process, namely: the teaching activity of a teacher is always predominantly educational in nature. The younger the children, the closer the unity of education and upbringing. Throughout preschool age, teaching remains educational, and education remains educational.

The principle of developmental education requires that the educational process be oriented toward the child’s potential capabilities. The principle is based on a pattern according to which learning is the driving force for the holistic development of a child’s personality, the formation of new qualities of his mind, memory and other aspects of the psyche, as well as the formation of abilities, interests, and inclinations.

The essence of the scientific principle is that the child acquires real knowledge that correctly reflects reality. Knowledge can reflect reality with varying depths without losing its scientific nature.

The principle of visibility. Full-fledged education should be based on the child’s sensory experience, on his direct observations of the surrounding reality. The principles of visualization correspond to the basic forms of thinking of a preschooler. Visualization ensures lasting memorization. It should be remembered that an overestimation of clarity in teaching can delay the development of verbal and logical thinking.

The principle of systematicity and consistency suggests that learning material occurs in a certain order, system. This requires a logical structure of both the content and the learning process.

The principle of accessibility suggests correlating the content, nature and volume of educational material with the level of development and preparedness of children.

The principle of awareness of the learning process is close to the principle of consciousness and activity in learning. It presupposes the need to develop a reflective position in the child: how did I know that I don’t know, how I thought before, why I was wrong, etc. If a child understands what and why he made a mistake, what is still not working out, he takes the first step towards self-education. And the teacher will help him take the next steps, encouraging him, advance success, and providing specific assistance.

7. Forms of education used in preschool educational institutions

In the learning process, the joint activity of the teacher and students is carried out in a certain order and established mode, in other words, it is put into a specific form. Historically, there have been 3 forms of organizing training: individual, group, (with a subgroup), frontal (with the whole group).

Each of the forms is distinguished by its specificity, which is expressed in the didactic goal, in the degree of independence of children, in the ratio of collective and individual work, in the features of pedagogical leadership.

The individual form of training organization contains many positive factors. The teacher has the opportunity to determine the task, content, methods and means of teaching in accordance with the level of development of the child, taking into account the pace of his assimilation of the material, the characteristics of mental processes, etc.

With each child in the group, the teacher periodically conducts an individual lesson of a control and diagnostic nature in order to identify the level of his exposure, while identifying problems in the acquisition of knowledge and skills. This is necessary to adjust the children's further education.

Group forms of training assume that classes are conducted with a subgroup of no more than 6 people. The basis for recruitment may be personal sympathies, common interests, but in no case coincidence in levels of development. Each subgroup should have children with different levels of development, then the “strong” ones will become “beacons” for those who are often classified as lagging behind. Ensuring such interaction between children in the educational process is the main function of the group form of education.

Frontal classes are also necessary in a modern preschool. Their content may be an activity of an artistic nature. In these classes, the effect of “emotional influence of empathy” is important, which leads to increased mental activity and encourages the child to express himself.

Children's learning is not limited to classes. Moreover, a child acquires a significant part of the knowledge and skills without special training, in everyday communication with adults, peers, during games and observations. Therefore, the teacher’s task is to help the child acquire complete knowledge outside of class.

Conclusion

In modern life, the problem of understanding the responsibility of adults to children is of particular relevance. Learning is considered as a holistic form of pedagogical activity, including a system of interrelated tasks, content, forms of its organization, as well as expected results, and the form of its organization determines the sustainability of the learning process, the leading role in which belongs to the adult. Harmony of the internal and external world is possible in conditions of the unity of the world of adults and children, the commonality of their existence. The main task of the teacher is to create conditions that ensure the entry of children into the new world of adults and peers. He needs to focus on the inner world of the child that he has already developed. And only on the basis of this experience is harmonization possible, which means their normal development. It should be remembered that there is not only the culture of adults, but also the culture of children. Only by studying and understanding it can children be provided with a normal life and development.

The importance of the characteristics of a preschooler’s educational activity, the foundations of learning theory, principles, methods and forms of organizing the learning process will help the teacher structure his work in such a way that it stimulates the development of each child in accordance not only with age, but also with individual capabilities.

Bibliography

1. S.A. Kozlova, G.A. Kulikova Preschool pedagogy Moscow “Academy” 2007

2. A.N. Davidchuk. Training and play methodological manual Moscow “Mosaic - Synthesis” 2004

3. A.P. Usova Education in kindergarten Moscow “Enlightenment” 1981

4. Educational work in kindergarten according to the “Development” program, edited by O.M. Dyachenko, V.V. Kholmovskaya. Moscow. "New School" 1996

Before. Any complex activity during learning in preschool age certainly needs such a preparatory period of its embryonic development. 2. Didactic principles of teaching preschool children Recently, as a result of intensive scientific and methodological research and development, new approaches to understanding and classification of didactic principles have emerged, ...

Proper organization of methods for teaching children to solve problems. Its basic requirements will be more understandable if we consider the features of preschoolers’ understanding of an arithmetic problem. 2. Children learning to solve arithmetic problems using the traditional method perceive the content of the problem as an ordinary story or riddle, do not realize the structure, and therefore do not attach importance to the numerical data about...

They determine its special status in the system of psychological, pedagogical, cultural, linguistic, ethnographic and many other areas of scientific research. Having analyzed and generalized the game methods for developing the communication skills of preschool children, we saw that they are characterized, first of all, by the fact that in the game the child learns the meaning of human activity, begins...

Chair-chair), and in relation to another person (good - pretty, beautiful - pretty). To increase the effectiveness of a speech therapist’s work in teaching word formation to preschool children with erased dysarthria, we have developed methodological recommendations. Incorrect use of lexical and grammatical means of language by a child with mild dysarthria is due to articulatory...