Modern models of organizing educational activities within the framework of the Federal State Educational Standard for Education. Kindergarten teachers, school teachers and educators

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 preschool education. To educators

Models and types of teaching for preschool children

Modern models of preschool education: traditional (authoritarian, educational-disciplinary model) and student-oriented. Traditional: the goal is to equip children with knowledge, skills and abilities (KAS), instill obedience, reproductive activity. 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.

A distinctive feature of the educational and disciplinary model was the uniformity of content, methods and forms of teaching, i.e. training was carried out according to uniform programs, curricula and manuals. Methods of communication - instructions, explanations, prohibitions, demands, threats, punishments. The teacher’s task is to implement the program and satisfy the requirements of management and regulatory authorities. The child is the object of application of the forces of the educational system. The center of the pedagogical process is frontal forms of work with children, the class-lesson system, children’s activity is suppressed, play is strictly regulated and infringed. Results: mutual alienation of adults and children, loss of initiative by children, negativism.

The urgent need of modern society for people with independent, creative thinking prompted scientists (S.A. Amonashvili, V.V. Davydov, V.A. Petrovsky, etc.) to develop a different learning model based on personality-oriented interaction between the teacher and the child . The purpose of such training is the development of intellectual; spiritual, physical abilities, interests and motives for activities, including educational ones (i.e., the personal development of the child), the acquisition of himself as a unique individuality. To realize this goal, the child, starting from an early age of life, should support the desire to join the world of human culture by mastering the means and methods transmitted to him that are necessary for this inclusion. The teacher needs to organize children and involve them in an active process of solving cognitive and practical problems, during which each child could feel his growth, the joy of creativity and improvement.

The person-oriented model of interaction between a teacher and a child has its own pedagogical technology: the transition from explanation to understanding, from monologue to dialogue, from social control to development, from management to self-government. At the same time, learning is realized in joint activities, cooperation between the teacher and children, in which the teacher is an assistant, adviser, senior friend.

Modern researchers note that the actual educational process in kindergarten involves building a model of personality-oriented interaction between a teacher and a preschool child based on the following positions of its participants:

subject-object model - the adult is in the position of a teacher in relation to children, setting certain tasks for them and offering specific ways and actions to solve them;

object-subject model - an adult creates a developmental environment, a unique objective world in which children act freely and independently;

subject-subject model - the position of equal partners included in a common joint activity.

All presented models take place in the real pedagogical process of a preschool educational institution, and their use depends on the need to solve a variety of educational problems. In this regard, modern works examine various forms of organizing the learning process associated with these positional models and are divided accordingly into three types:

Direct acquaintance of children with the means and ways of knowing or reflecting the surrounding reality.

Direct teaching - the teacher defines a didactic task, sets it for the children, gives a sample of its implementation, and, while completing the task, directs the activity of each child to achieve a result.

Transfer of information from children to adults, when children act independently and an adult observes their activities.

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 turn over his experience, establish other connections in it, master new knowledge 3. An equal search by adults and children as subjects of activity for solving a problem during observation, discussion and experimentation.

Indirect learning consists in the fact that the teacher, based on the collected data on the development of children, organizes the subject-material environment: consistently selects certain means with which to optimize the process of mastering new learning skills (books, toys, etc.). Then it is necessary to include these means in children’s activities, enrich their content, and influence the development of communication and business cooperation. (so, the children exchange impressions about where they were in the summer, and the teacher takes out the atlas and visually searches, examines and studies together).

Organization based on the presented models of educational work with children is carried out through the creation of problem-based, developmental, educational situations.

Types of training teaching aid (junior group) on the topic

Plan

1 Direct training.

2. Problem-based learning.

3. Indirect learning.

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. The personality-oriented model has its own pedagogical 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 joint activities, cooperation between the teacher and children, in which the teacher is an assistant, adviser, senior friend. It is necessary to take into account that any teaching model, including such a progressive one as the student-oriented one, is studied by scientists, and is implemented and put into practice by a teacher in a particular institution in the process of interaction with students. The teacher is the main person in transforming the learning process on a humanistic basis.

In didactics, different types of learning have developed: direct, problem-based, indirect.

1 Direct training.

Direct teaching 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).

Conclusion: - during the lesson, the teacher 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.

2. Problem-based learning.

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 going from the teacher to the children, from one child to another. Solving a problem situation is the result of teamwork. Research (I. Ya. Lerner, N. N. Poddyakov, L. A. Paramonova, etc.) emphasizes the special role of problem-based learning in the development of children’s mental activity and their creative powers. “Thinking,” writes S. L. Rubinstein, “usually begins with a problem or question, with surprise or bewilderment, with a contradiction. This problematic situation determines the involvement of the individual in the thought process; it is always aimed at solving some problem.” The moral aspect of problem-based learning is obvious: together they “discovered,” for example, why the glass “cryed” in the dressing room when they ran there, caught in the area by sudden rain. The thought of one child (the glass fogged up from steam) continued the guess of the other children (where did the steam come from in the room - maybe from our wet clothes?; why did only the glass become wet?). Children freely express their thoughts, doubts, follow the answers of their comrades, argue or agree. A certain style of business cooperation is emerging, based on a dialogue of equal partners (T.A. Kulikova). The teacher’s task is to lead a complex ensemble, where every child can be a soloist. He involves children in a joint mental search and provides assistance in the form of instructions, explanations, and questions. Cognitive activity is accompanied by a heuristic conversation, during which the teacher poses questions that encourage children, based on observations and previously acquired knowledge, to compare, juxtapose individual facts, and then come to conclusions through reasoning. The main driving force behind problem-based learning is the system of questions and tasks that are offered to children. The most effective questions are, first of all, those that require establishing the similarities and differences between objects and phenomena. A special place is occupied by problematic issues that encourage us to reveal the contradiction between established ideas and newly acquired knowledge. Questions that activate children’s imaginative thinking and imagination are valuable.

Conclusion: - given the important role of problem-based learning in activating the mental activity of children, in the development of cooperative relationships between them, we can talk about its advantages over direct teaching. However, one should also remember the “weaknesses” of problem-based learning. First of all, it can be difficult for a teacher to determine the degree of difficulty of a problem situation for children in a group (subgroup). For some, everything about this problem may be clear, known from past experience, while others, on the contrary, “do not see” what it is, have not yet “grown up” to it. Therefore, it is important to select a search group of no more than 5-6 people with an “equal start”. Also, problem-based learning requires a lot of time and reduces the information capacity of classes. Taking these circumstances into account, problem-based learning should not be considered the only type of learning: it is advisable to combine it with direct and indirect learning.

3. Indirect learning.

The essence of indirect learning is that 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 on the development of children, the teacher organizes the subject-material environment: consistently selects certain means with the help of which the process of mastering new knowledge and skills can be optimized, and interests that have arisen can be strengthened. These can be books, games, toys, plants, equipment for experiments, utensils, etc. Next, it is necessary to include these tools in children’s activities, enrich their content, and influence the development of communication and business cooperation. For example, the children of the older group returned after a summer holiday, some of them visited other cities and countries. Children exchange impressions, but their knowledge is fragmentary, although it has a bright emotional coloring. The teacher shows the book - an atlas for preschoolers, explains its features, and together with the children looks for cities and countries where they have visited. Next, he organizes an examination of the atlas, encourages students to “read conventional signs” (sights, industry, flora and fauna). “Discovering the meaning” of symbols encourages travelers to write coherent stories about their summer trips. Their stories are of interest to other children, who are also in a hurry to share their personal impressions of their vacation. It turns out that there are different countries, cities, holiday villages, villages. And this is the basis for enriching the subject-material environment with new objects through which indirect learning is organized: paintings and pictures, videos about rural life, work, about different landscapes, bodies of water (seas, oceans, rivers, lakes, ponds), etc. . As a result of such training, preschoolers acquire basic geographical knowledge; their cognitive interests expand, cooperation between children develops. With indirect learning, the motto becomes “If you learn yourself, teach someone else.” Therefore, 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 child is especially inspired if a teacher turns to him for help: “Seryozha, when I was little, I knew how to play chess a little. Help me remember how to place the pieces and how they move.” The teacher as a student. Agree that this is not a common occurrence, so other children become not only spectators in the “chess school”, but also active participants: they remember the names of the pieces, their location on the board, methods of movement, exchange opinions, ask questions, and empathize with the players. And in the evening they will proudly tell their parents: “I know all the chess pieces! I learned it myself!”; “I learned to ride a horse!”

Conclusion: - the meaning of indirect learning is that the teacher teaches children to use different means to understand the world around them, puts the child in the position of teaching others, i.e. actively promotes mutual learning and self-learning of students. Managing mediated learning requires the teacher to be able to predict the pedagogical process, flexibility, and mobility of behavior.

Types of education for preschoolers, their characteristics

In didactics, different types of learning have developed: direct, problem-based, indirect.

1. Direct teaching assumes that the teacher determines 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.

2. Problem-based learning means 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.

Cognitive activity is accompanied by a heuristic conversation , during which the teacher poses questions that encourage children, based on observations and previously acquired knowledge, to compare, juxtapose individual facts, and then come to conclusions through reasoning.

The main driving force behind problem-based learning is the system of questions and tasks that are offered to children. Considering the important role of problem-based learning in activating the mental activity of children and in developing cooperative relationships between them, we can talk about its advantages over direct teaching.

However, one should also remember about the “ weaknesses ” of problem-based learning.

First of all, it can be difficult for a teacher to determine the degree of difficulty of a problem situation for children in a group (subgroup). For some, everything about this problem may be clear, known from past experience, while others, on the contrary, “do not see” what it is, have not yet “grown up” to it. Therefore, it is important to select a search group of no more than 5-6 people with an “equal start”.

Another “weakness” is that problem-based learning requires a lot of time and reduces the information capacity of classes .

Taking these circumstances into account, problem-based learning should not be considered the only type of learning: it is advisable to combine it with direct and indirect learning.

3. The essence of indirect learning is that 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 on the development of children , the teacher organizes the subject-material environment: consistently selects certain means with the help of which the process of mastering new knowledge and skills can be optimized, and interests that have arisen can be strengthened. These can be books, games, toys, plants, equipment for experiments, utensils, etc. Next, it is necessary to include these tools in children’s activities, enrich their content, and influence the development of communication and business cooperation.

With indirect learning, the motto becomes “ If you learn yourself, teach someone else .”

Therefore, 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.

So, the essence of indirect learning is that the teacher teaches children to use different means to understand the world around them, puts the child in the position of teaching others, i.e. actively promotes mutual learning and self-learning of students.

Managing mediated learning requires the teacher to be able to predict the pedagogical process, flexibility, and mobility of behavior.

Preview:

Plan

1 Direct training.

2. Problem-based learning.

3. Indirect learning.

In didactics, different types of learning have developed: direct, problem-based, indirect.

1 Direct training.

2. Problem-based learning.

Conclusion: - given the important role of problem-based learning in activating the mental activity of children, in the development of cooperative relationships between them, we can talk about its advantages over direct teaching. However, one should also remember about the “weaknesses” of problem-based learning. First of all, it can be difficult for a teacher to determine the degree of difficulty of a problem situation for children in a group (subgroup). For some, everything about this problem may be clear, known from past experience, while others, on the contrary, “do not see” what it is, have not yet “grown up” to it. Therefore, it is important to select a search group of no more than 5-6 people with an “equal start”. Also, problem-based learning requires a lot of time and reduces the information capacity of classes. Taking these circumstances into account, problem-based learning should not be considered the only type of learning: it is advisable to combine it with direct and indirect learning.

3. Indirect learning.

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Preschool education: modern development trendsarticle

Doctor of Pedagogical Sciences Kulikovskaya Irina Eduardovna

Southern Federal University, Russia

Preschool education: modern development trends

Trends in modern preschool education represent the leading directions of its development, determined by sociocultural and legislative changes in the Russian Federation. Adopted by the State Duma and approved by the Federation Council, the Law “On Education” fixed the mission of preschool education: “Preschool education is aimed at the formation of a general culture, the development of physical, intellectual, moral, aesthetic and personal qualities, the formation of prerequisites for educational activities, the preservation and strengthening of the health of preschool children "(Federal Law “On Education” (2012), Article 64). This formulation reflects those areas of development of preschool education that are traditional (development of the child’s physical, intellectual, moral, aesthetic qualities, preservation and strengthening of his health), as well as innovative ideas (formation of a common culture, development of personal qualities). New goals and objectives of education arise under the influence of trends characteristic of the information society, the globalizing world, and the contradictory processes of human development. The main trends in the development of preschool education in these conditions are the following.

1. Awareness of the intrinsic value of preschool childhood in the information space.

The intrinsic value of preschool childhood lies in the uniqueness of this age period, when the basis of personal culture, first ideas (about the world, culture, society, nature, oneself), ways of knowing (experimentation, play, physical activity, reflection), experience of interaction with natural and social environment (personal, social, activity). In the future they will develop, deepen, and become more precise, but the most important thing happens at the beginning of life’s journey.

The understanding of the importance of preschool childhood for a person’s future life is increasingly heard in the speeches of senior leaders of the Russian Federation. Issues of material support for families with children and the construction of new preschool institutions that meet modern requirements are being considered. Demands are being put forward to improve the quality of preschool education in a situation of its variability and accessibility.

A modern preschooler is constantly exposed to various streams of information and strives to experimentally test what he learns from television programs, cartoons, and books. He learns to use a computer, mobile phone, tablet and other technical devices, and is ready to master new ways of learning and transforming the world. Rapidly changing technologies, products and products, an avalanche-like growth of information - this is the world that is familiar and understandable to a child. Informatization of society makes it necessary to take into account the fact of transformation of consciousness, i.e. how modern children comprehend problems, how they receive, use, generalize information and how they relate to it. In this new reality, they may spontaneously form a mosaic, unsystematic, incoherent picture of the world, in which all knowledge exists in isolation, and images in the mind are replaced like pictures in a kaleidoscope, so it becomes increasingly difficult for him to maintain attention on any one task for a long time. The child is constantly looking for new sources of information, new gadgets and new sensations. A preponderance towards digital technologies and entertainment can lead to a violation of the harmony of his inner world and value disorientation. The time for play, which is the leading activity of preschoolers and a condition for the effectiveness of their socialization, is reduced.

That is why the attention of scientists, teachers, parents and officials of the Ministry of Education and Science of the Russian Federation is drawn to the preservation of the subculture of childhood, the creation of conditions for the formation of a holistic picture of the world in the unity and interconnection of ideas about nature, society, objects, art, as well as for acquiring the experience of tolerant relationships, a value-based attitude towards reality and oneself, compliance with rules and norms of behavior. The formation of a child’s general culture, the formation of his individual trajectory of knowledge of the world around him occurs in the process of developing the physical, motivational-need, spiritual-moral, aesthetic spheres, preserving and strengthening the health of children, forming in them a sense of belonging to a clan, family, generation, country.

2. Priority of the value-semantic orientation of preschool education.

The instability and instability of the modern world determine the need to acquire those values and meanings in life that will allow a child to be healthy, successful and creatively thinking. Training and upbringing are focused on the child’s appropriation of knowledge about the real world, its signs, symbols, values and meanings. A picture of this world is formed in his mind, presented in the unity of emotional, sensory and rational elements. It is the content of meanings and values that creates the uniqueness of each person’s worldview: formalized knowledge in different people’s worldviews may have absolutely identical content, but their value for each person will be different.

In preschool childhood, the child acquires individual ways of discovering values and meanings, reconstructing existing knowledge that is part of direct experience and the experience of research activities. He develops the ability to comprehend and argue the necessity of his decision on ways to achieve a result and apply it in life. The development of the value-semantic sphere of a preschool child is associated with the ability to understand the world on the basis of sensory experience and emerging logical thinking. By the older preschool age, there is an awareness of the essential, necessary properties, qualities, phenomena of the surrounding world, the formation of a holistic worldview of the child, outlining the general sociocultural content of cognition.

The axiological approach to understanding the value potential and meaning of knowledge determines that children acquire the meaning of life with intention (conscious aspiration) towards absolute values (Good, Beauty and Truth), expressing the infinity of human existence. Training and upbringing are focused on the child’s appropriation of knowledge about the real world, its signs, symbols, values and meanings. A picture of this world is formed in his mind, presented in the unity of emotional, sensory and rational elements. It is the content of meanings and values that creates the uniqueness of each person’s worldview: formalized knowledge in different people’s worldviews may have absolutely identical content, but their value for each person will be different. Ultimately, the result of the child’s value-semantic development is the formation of his personal qualities, his understanding of the meaning of life in general and his life in particular, as well as the meaning of activity (“Why did you do that?”), the meaning of communication (“Why do you need to communicate with another person?”), etc.

3. Event-oriented preschool education.

The development of children's subculture and the child's value-semantic sphere occurs in the interaction of adults and children in a single event space, where the interchange of the world of adults and the world of children occurs. Here, a dialogue of cultures and personalities is formed, allowing each participant to gain experience in sociocultural communications, agreements, compliance with the rules and norms of interaction, a tolerant and respectful attitude towards other people’s opinions, and positive resolution of problem situations. Those events that are organized and unfold in preschool educational institutions allow the child to diversify the world around him, acquire corporate skills, and focus on general laws and rules of interaction in the social space. The eventfulness of the education of preschoolers corresponds to their age-related needs, as they learn to live on the territory of another (person, knowledge, sign, symbol). Moments of co-existence are “key moments” in the development of a child’s personal culture, since in co-existence there arises joy, readiness for support, freedom of creativity and self-expression.

It is in coexistence that the sincerity of mutual experience and the joy of finding new meanings in life arise. The interaction of teachers, parents and children in the process of preparing for the event, its holding and comprehension determines the establishment of subject-subject, partnership relations in which values, signs and symbols of culture are revealed, existing knowledge about the world around us, about the history of the native land, country and the universe is updated in general, there is a process of transferring existing knowledge to new situations, rethinking it and using it in productive creative activities. Education without education and teaching without edification become an essential characteristic of preschool education, focused on supporting the aspirations and developing key competencies of all subjects of the pedagogical process.

4. Competency-oriented preschool education.

In modern life, those human abilities are in demand that allow him to find a way of behavior that is adequate to the situation, discover new ways of self-realization, carry out various types of cognitive activities and solve various problems. This entire set of abilities represents competencies that are formed even before the child enters school - in preschool education. The competency orientation of preschool education corresponds to the main trends in the development of the world. The Council of Europe has put forward key competencies (social, multicultural, communicative, technological, cognitive), focusing not only on knowledge, abilities, skills, but also on individual personal characteristics, needs, and interests of the individual. The basis of such competencies is formed in preschool childhood, if the child turns from an object of pedagogical influence into a subject of his own development, possessing unique abilities and personal qualities. The child’s competencies are the educational results of the pedagogical process of a preschool institution. Success, as an individual achievement, is based on competencies, social skills, volitional efforts, and the need to transform goals as intentions into real results.

It is impossible to overestimate the importance of key competencies for human life in a world that today is distinguished by openness, richness of information processes, and aggressive affirmation of negative behavior patterns presented as models. This situation gives rise to trends in raising a child who not only knows a lot, but also knows how to freely and independently choose the paths and means of self-realization in the world. Changing value systems and ways of life create a need for such cognitive competencies that, being an intellectual version of initiative, will allow the child to receive information about the world and transform it into ideas, knowledge, beliefs, and create in the mind a holistic picture of the world that determines guidelines for activity and behavior.

Consideration of basic competencies in the context of the characteristics of a preschool child allowed us to create a portrait of a child at the beginning of the 21st century. Competencies are considered as a result of a child’s education at the preschool level. Let's try to imagine a child mastering a world characterized by a high speed of change and information saturation.

Social competence

A modern child is actively exploring the world of social relationships; it is important for him to understand another person (parents, peers, cartoon and story characters). He strives to understand the characteristics of other children and adults - their facial expressions, gestures, postures. Easily involved in communication, he learns to use means of communication to achieve mutual understanding. A child’s sociocultural experience includes ideas, emotional and value relationships, and ways of reflecting the world in children’s creativity.

The child exhibits behavior patterns characteristic of people of one gender or another. It highlights, first of all, what separates male and female roles, and not what brings them together. Elements of sexual subjectivity also begin to appear: a girl is more likely to say that boys are hooligans, and boys are more likely to say that they protect girls. Sex-role value orientations continue to develop, which perform evaluative-orientative and regulatory functions in situations requiring the manifestation of sex-role dispositions.

He is already able to distinguish between good and evil, beautiful and ugly, he has especially developed emotionality, gullibility, openness, and responsiveness. Quickly enters into the proposed game roles, which are a kind of form of restoring internal harmony, a “test” of various forms of behavior leading to a certain result. The conventional, symbolic world of a role-playing game is a space in which a child learns love, understanding, overcoming difficulties, demonstrating dignity, responsibility, etc. Moreover, this teaching in the game has a real focus, forming personality traits that are in demand in both gaming and life. situations.

Social values (trust, freedom, etc.) are less significant for a child, which is due to the fact that during preschool childhood he only just masters the rules of life in society, and an adult is a relay of the culture of interaction, constantly reminding people of the norms of relationships between people. Giving a peer the freedom to express his opinion in controversial situations arises only as a result of stimulation from the teacher.

The lack of life experience leads to the fact that he often makes mistakes in interpreting the words of his interlocutors; his repertoire of role behavior is not very wide. He can be shy, as he has difficulty understanding the emotional state of adults and other children. It is difficult for him to predict how this or that communication situation will develop, so he often finds himself in the center of a conflict, takes offense at misunderstandings, or distances himself from communication. Sometimes it is difficult for him to communicate and enter into stable friendships, and participate in joint games.

Multicultural competence

A child at the beginning of the 21st century learns a foreign language (English, German), knows Russian and his native languages. He travels abroad with his parents and knows that people of different countries live differently - they have different not only languages, but also relationships with each other, cuisine, music and dances. He is interested in games, fairy tales and proverbs of different nations, and he can name them - Russian, Ukrainian, Moldavian, Chechen, Dagestan, Tatar, English, German.

His sociocultural experience is manifested in behavior, since he already has fairly clearly formed ideas about the rules of life in society, the values of different cultures and ways of interacting with representatives of other countries.

But his ideas about the diversity of cultures are fragmentary and mosaic. Sometimes he is critical of representatives of any nation or race. It is difficult for him to engage in communication with representatives of other countries due to the language barrier and lack of understanding of traditions. The emotional and sensual attitude towards the culture of different countries dominates over the rational and logical one.

Communicative competence

A modern child can take the initiative in dialogues with an adult about real events, cartoons, computer games. It is important for him to understand the value of the actions of both real people who are shown in news programs on TV, and characters in fairy tales, short stories, and cartoons.

He unmistakably determines the mood, emotional state, feelings reflected in any work of art, but finds it difficult to select exact words, epithets and figurative expressions, as well as to substantiate his judgment, highlight the means of expression that allowed the artist, poet, musician to express this state .

The lack of interest in communication with peers causes a change in its form and content - it has become more formal and superficial.

Technological competence

The greatest interest is caused by the computer with its entertainment, horror stories, horror films, advertising, which deform the psyche of the personality of a growing person. The television screen replaces play, communication with peers and adults, and active productive activity for a small child.

The child belongs to the defenseless generation of “on-screen children” who do not have clear cultural guidelines and easily mistake false ideals for true ones.

Cognitive competence

The system-forming beginning of a child’s picture of the world is spirituality, and the elements of the picture of the world (images, ideas, signs, symbols, knowledge) are in constant development and refinement. Cognitive interest is characterized by situationality. Ideas about connections in the world are largely concrete and fragmentary.

He already knows how to identify the essential features of objects, compare them, and classify them, but he often answers questions in monosyllables, has difficulty selecting adjectives, and makes mistakes in constructing complex sentences. However, he is able to concentrate attention on the problem posed, understand it, and solve it both independently and with the help of a teacher, depending on the complexity of the task. With the help of an adult, a child can transfer any knowledge into artistic and creative activities.

Quite often one can find difficulties in formulating questions about the world around him, since he is often required to reproduce what he was told at home and in kindergarten. His cognitive activity is not sufficiently formed, since the intensive information space constantly provides answers to questions that have not yet been asked.

It is characterized by a lack of ability to concentrate on any activity, lack of interest in the task, hyperactivity, situational behavior, and increased absent-mindedness. His imagination and creative activity are reduced, he lacks the ability and desire to occupy himself with something. He makes no effort to invent new games, to write fairy tales, to create his own imaginary world; he has become bored with drawing, designing, and inventing new stories.

Thus, we have identified the following trends in the development of preschool education: awareness of the intrinsic value of preschool childhood in the information space, the priority of the value-semantic orientation of preschool education, its event orientation and competence orientation. In the context of these areas of development of preschool education, a portrait of a modern child is presented in the unity of social, multicultural, communicative, technological and cognitive competencies.

Literature.

1. Federal Law “On Education in the Russian Federation” https://Ministry of Education and Science.rf/documents/2974/file/1543/12.12.29-FZ_On_education_in_the_Russian_Federation.pdf