Joint partnership between an adult and preschool children
Lyubov Dushebaeva
Joint partnership between an adult and preschool children
In connection with the introduction of the Federal State for preschool education, approaches to organizing activities in kindergarten . The leading type of activity is the joint activity of an adult and a child , in which the teacher becomes a partner .
The main features of joint activities of adults and children are highlighted - the presence of a partner position of an adult and a partner form of organization of activity , by which we mean such factors as cooperation between adults and children and the possibility of free movement and communication of children.
An essential feature of partner activity between an adult and children is its openness towards the free independent activity of preschoolers themselves . At the same time, adult partner activities are open to design in accordance with the interests of children.
Speaking about the partner position of the educator , we mean that he is an equal participant in the activity and, as such, is connected with others by mutual respect. between teachers and children . Respect is a necessary element in the community that the kindergarten group is. Educators set the example of mutual understanding, respect and care for each other that they expect from children.
partner position contributes to the child's development of activity, independence, the ability to make decisions, try to do something without fear that it will turn out wrong, evokes a desire to achieve, and promotes emotional comfort.
Positions of the teacher at different moments of joint activity .
The teacher invites children to engage in activities at ease :
• Let's do it today.
• Anyone who wants to, make yourself more comfortable.
• Anyone who wants to join.
Having outlined a task for joint completion , the adult and children find possible ways to implement it. In the process of activity, the teacher “sets”
developmental content
(new knowledge, methods
of activity, etc. ) .
Offers his idea or his result for children's criticism. Shows interest in the results of others, is included in the mutual assessment of the participants’ actions, and also increases the child’s interest in the work of a peer, encouraging meaningful communication. of activity is also structured in a special way . Each child works at his own pace and decides for himself whether he has finished the work or not. adult assessment of children’s actions is necessary , but it can only be given indirectly, as a comparison of the result with the child’s goal: what he wanted to do - what happened.
Thus, the essential characteristics of organizing classes in the form of partnership activities between an adult and children are :
involvement of adults in activities on an equal basis with children ;
voluntary participation of children in activities ;
free communication and movement of children during joint activities ;
open time end of joint activity (everyone works at their own pace)
The partner form of the lesson also requires a certain organization of the activity : it is necessary to get as close as possible to the “round table”
inviting equal participation in work, discussion, research.
This can be a free arrangement of all participants (including
an adult ) at a real round table, on the carpet, or around several common tables with materials for work and experimentation.
Children freely choose work places and move around to take this or that material. The adult partner is always together (next to)
with
the children , in a circle. Children realize their interests in various types of activities mainly independently, and an adult is not only obliged to create conditions for stimulating the child in various types of activities , he needs to focus on the interests, needs and abilities of children. An adult is involved in activities on an equal basis with children , not only is present during the work, but also strives to obtain the final product, supporting this desire among the other participants.
The teacher adheres to the following rules. There is no need to rush to the child’s aid at the first difficulty; it is more useful to encourage him to make an independent decision; if you cannot do without help, at first this help should be minimal: it is better to give advice, ask leading questions, and activate the child’s past experience. It is always necessary to provide children with the opportunity to independently solve assigned problems, to direct them to find several options for solving one problem, to support children’s initiative and creativity, to show children the growth of their achievements, to instill in them a feeling of joy and pride from successful independent, proactive actions. When a teacher becomes a child’s partner , and therefore an equal participant in the overall work, the following changes as a result:
style of behavior of an adult (from administrative-regulatory to relaxed-trusting)
;
workspace where collaboration (from a separate place behind the “teacher’s”
table to a place at the common table next to
the children );
the teacher’s attitude to the performance of general work: from general guidance to participation in the implementation of a certain part of the work.
Thus, when organizing classes in the form of joint partnership activities, the situation of children changes.
Children can decide for themselves whether or not to participate in the common work. But this is not the introduction of permissiveness and anarchy. The child has the opportunity to choose - to participate in this work or organize something else, do something else. If the teacher correctly selects content for entertaining activities with preschoolers that corresponds to their interests, and is emotionally attuned to the proposed activity, problems simply do not arise.
The order and organization of joint activities : free placement of children at a common table, their communication with other children as they work and moving as needed. As work progresses, children can turn to the teacher, approach him, discuss with him issues of interest related to the performance of work, and receive the necessary help and advice.
Children can work at different paces. Each child can determine the amount of work for himself: what he will do, but he will do it well and finish the job he has started. Children who finish work early can do what interests them. If the child did not cope with the work, he can continue it in the following days.
Modern approaches to organizing the educational process require a revision of traditional technologies, which are not effective in achieving the goal of social success of preschoolers at the next stage of education. At the moment, it is necessary to focus on the following principles of working with children in the form of joint partnership activities :
moving away from strictly regulated school-type education;
the use of diverse forms of training organization, including different types of activities ;
ensuring the relationship between joint activities and the daily lives of children and their independent activities .
creation of a developmental subject environment that functionally models the content of children's activities
widespread use of methods that activate children's thinking, imagination and search activities . Introduction to teaching of problematic elements, open-ended tasks with different solutions;
widespread use of gaming techniques and toys; creating situations that are emotionally significant for children;
between an adult and children and children among themselves as the leading one in the educational process adults ;
Thus, modern approaches to organizing the educational process determine the partnership position and partnership activities of the teacher with children as the basis for joint activities in a preschool institution , as a necessary requirement for the implementation of the Federal State Educational Standard for preschool education
“Joint activity of adults and children” is the main model for organizing the educational process of preschool children; the activity of two or more participants in the educational process (adults and students) to solve educational problems in the same space and at the same time.
It is distinguished by the presence of a partner (equal) position of an adult and a partner form of organization (the possibility of free placement, movement and communication of children in the process of educational activities). It assumes individual, subgroup and frontal forms of organizing work with students.
The federal state educational standard for preschool education is aimed at combining teaching and upbringing into a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and society; ensuring variability and diversity of the content of educational programs and organizational forms of the level of preschool education, the possibility of creating educational programs of various directions, taking into account the educational needs and abilities of children.
At present, the tendency of the movement of modern civilization to reflect universal human values, national culture, and spirituality has clearly emerged.
Modern children live in an era of progress, the latest innovative technologies, and computerization. It has become commonplace that children already at preschool age have the skills to handle multifunctional devices: a computer, an iPhone, an iPad... There is no doubt that this develops the child’s cognitive interest, his thinking, attention, memory, and reaction speed. But, in my opinion, universal human values, national culture and spirituality are considered an integral part of modern education.
The general education program provides for the solution of program educational tasks in the joint activities of adults and children and the independent activities of children, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education.
One of the most important factors influencing the professionalism of a teacher and the organization of joint partnership activities between an adult and a child is self-education. The topic on which we have been working for four years, “Cognitive development of preschool children through familiarization with the culture of the peoples of the Southern Urals,” is relevant and significant.
At the present stage, the state educational standard of requirements for preschool education includes the presence of a regional component for the development and education of preschool children. The program for the education and development of preschool children based on the ideas of folk pedagogy “Our Home is the Southern Urals” by Elena Semyonovna Babunova was taken as the basis for the work on self-education.
The presence of a methodological complex on the regional component of the development of preschool education allowed us to familiarize ourselves, study and create a long-term work plan in this direction.
Currently, in world practice there is an aggravation of interethnic conflicts, which lead not only to human losses, but also to the destruction of both national and world culture.
Therefore, the main goal of our work is: to promote the education and development of children on the ideas of folk pedagogy through the organization of joint partnership activities between an adult and a child, to help children enter the world of folk culture and make it their property.
Turning to folk traditional culture as a means of instilling in children national tolerance, interest in the history and culture of different peoples, awareness of their national “I,” the formation of emotional responsiveness and friendliness is very relevant and generally significant today.
It so often happens that in a preschool institution there are pupils who are representatives of the indigenous peoples of the Southern Urals: Tatars, Bashkirs, Russians. Therefore, work in this direction was predetermined by us.
At the first stage of our work, we organized a “Round Table” with the parents of the senior group, which highlighted the relevance of educating the younger generation on the traditions of the folk ethnoculture of the Southern Urals.
They asked parents to provide all possible assistance in creating a mini-museum of the ethnoculture of the Tatars and Bashkirs in a group, which could include household items, dishes, clothing, and jewelry. Parents became interested in our idea, readily responded and supported it. Gradually, the group's mini-museum was replenished. The children were happy to bring exhibits, look at them, and communicate.
We organized meetings with interesting people who introduced children to traditions, customs, and holidays (Sabantuy, Kargatuy). These meetings in the educational aspect were not in vain, since folk traditions contain rich educational potential: preschoolers become familiar with the culture of another people, adapt to the values and characteristics of the region. Folk cultural and historical traditions combine spiritual, historical, cultural, and family education of children.
We created conditions for the manifestation of children's gaming culture through the formation of interest in Bashkir and Tatar folk games. We enriched the intellectual and information sphere of children with knowledge of the rules of many folk games, since folk games are one of the means of folk pedagogy. The new living conditions of modern people do not allow us to raise children the way our distant ancestors raised them. But it is necessary to know these features of upbringing and it is necessary to borrow from the richest heritage everything that is interesting and useful.
We continued to introduce children to the folk art of the Bashkirs and Tatars. We got acquainted with the national dwelling of the Bashkirs (yurt), compositional artistic features of the design of the home; kitchen utensils (cauldron, bowl); items of clothing (skullcap, ichigami), jewelry. Introduction to folk art was carried out through various forms of work with children. One of the most effective forms of working with children was a circle called “Ural Patterns.”
A visit to the Chelyabinsk Museum of Local Lore helped expand children’s understanding of the ethnoculture of the peoples of the Southern Urals.
The result of activities in this area is: introducing children to the folk culture of the Tatars and Bashkirs, to the development of an emotionally effective relationship, information and intellectual competence, and ethnocultural socialization.
The demographic features of the Ural region make it possible to expand the scope of the content of folk art, since different peoples live on the territory of the region: Russians, Tatars, Bashkirs, Ukrainians, Nagaibaks and others. The largest ethnic groups are representatives of the Russian, Bashkir, and Tatar nationalities.
Since at the first stage work was carried out to familiarize children with the cultural traditions of the Tatars and Bashkirs, at the second stage there was a need to familiarize children with the cultural and historical traditions of the Russian people.
In this area, a series of conversations and summaries of direct educational activities has been developed to expand and clarify children’s knowledge about the cultural and historical traditions of the peoples of the Southern Urals.
At an early and younger age, work in this direction was carried out through familiarization with different genres of folklore (nursery rhymes, ditties, jokes, songs, pestushki, chants, lullabies). In older preschool age, in addition to the use of all genres of folklore (proverbs, sayings, fables, teasers, riddles, legends and legends of the native land), familiarization with the traditions, customs, housing, utensils, and decorative and applied arts of the Russian people was carried out.
Materials were collected to familiarize children with the folklore of the peoples of the Southern Urals: fairy tales, proverbs, sayings, riddles, chants, sayings, jokes.
To familiarize children with the traditional housing and life of Russian peasants, it became necessary to create a mini-museum “Russian Izba”. Not only parents helped us in this, but also all the employees of the preschool institution, each of whom contributed.
Authentic works of folk art are important cultural and historical evidence of the rules of careful attitude of our ancestors to objects of folk life. Therefore, in our museum there appeared: a “red corner” (with icons), a Russian stove with a damper and a grip, kitchen utensils (lids, cast iron, clay and wooden dishes, a samovar), wicker baskets, bast shoes, chests, a rocker with buckets), carved boxes, figurines, knitted tablecloths, napkins, rugs, embroidered towels...
The development of the costume of each people occurs in close connection with the cultural experience of neighboring peoples. Traditional clothing reveals the deep roots of the history of interaction between the peoples inhabiting the Urals. While introducing children to the peculiarities of national Russian clothing, we did not focus the children’s attention on the differences in the clothing of Russians, Tatars and Bashkirs. The main attention was paid to beauty, unusual colors, individual details, and decorations. I would like to note that our preschool has preserved national costumes, which were lovingly restored by employees and parents; Tatar boots - ichigs, headdresses - skullcaps, dresses were sewn.
On visual activities and artistic work, the following was created: a visual and methodological guide “Folk Patterns”: (samples and sequence of decorating objects with folk patterns); educational games: lotto game “National Costumes”, “Make a National Costume from a Picture”, “Card Quiz”.
In the Urals, Russian people organized games, fun, and get-togethers on Sundays and holidays. They were a rest for a person, his amusement. Gatherings and evenings absorbed the originality and local characteristics of the region. We held Russian folk gatherings with children in Russian folk costumes, in the form of tea drinking over a samovar with traditional pastries, singing Russian folk songs, and handicrafts.
During Russian seasonal holidays: Christmastide, Maslenitsa, Easter, Trinity, Ivan Kupala, they sang ritual holiday songs, danced in round dances.
One of the traditions in the Urals was the joint participation of adults and children in various competitions, caroling, round dances, evening gatherings, singing Russian folk songs and ditties. The singing of songs always took place to the sound of Russian folk instruments, so we introduced the children to ancient musical instruments: balalaika, rattle, wooden spoons, domra, mallet, gusli, bells, surna (pipe), whistle, rubel.
Folk game is one of the means of folk pedagogy. In addition to the formation of moral character traits, Russian people have always paid attention to the physical development of children. Therefore, we learned Russian folk outdoor games, which contributed to the formation of social behavior skills, developed endurance and ingenuity: “Santa Claus”, “Churilka”, “Siirilki”, “Lapta”...
To familiarize yourself with the folk games of the Southern Urals, a card index was created.
Introduction to folk arts and crafts was carried out through the co-creation of educators, parents and children.
The interaction of all participants in the educational process was to teach children: embroidery, knitting; make dolls from spoons, rags, scarves, collect beads from natural materials, weave nets, rugs, baskets.
To get acquainted with the artistic, creative and decorative arts, didactic games were created: “Decorate the ichigi, skullcap”, “Decorate the yurt, carpet”, “Russian pattern” (tuesok, spinning wheel, Russian hut).
The study, generalization, dissemination and implementation of our pedagogical experience continues to this day, since the ethnocultural education of preschool children is associated with the social and personal development of children and considers the educational potential of folk pedagogy as a condition for the development of national and planetary thinking. Planetarity, the feeling of being an inhabitant of planet Earth, must be combined with the awareness of one’s belonging to a certain culture.
The standard states the basic principles:
— full-fledged living by the child of all stages of preschool childhood, amplification (enrichment) of child development;
— creating a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations;
— assistance and cooperation of children and adults in the process of children’s development and their interaction with people, culture and the outside world;
- formation of cognitive interests and cognitive actions of the child through his inclusion in various types of activities.
We agree with the opinion of philosopher V.S. Bibler, that... “Dialogue of cultures involves raising children in the spirit of goodwill, tolerance, openness to cooperation, and the ability to empathize. In this regard, there is a need to transfer to children a universal heritage, the basis of which is the transfer of cultural heritage.”
Joint activity of children and adults is one of the forms of organizing the educational process
Joint activity (in developmental psychology) is an activity carried out by two or more participants, each of whom performs a function in it that is different from the others. For the mental development of a child, the most important thing is his joint activity with an adult. In joint activities with an adult, a child is able to perform those actions that he cannot yet perform independently. They form the child's zone of proximal development.
Joint activity is the relationship between two phenomena - interaction and mutual relations, which are highly dynamic and procedural (E. V. Shorokhova).
Thus, modern approaches to organizing the educational process define the partnership position and partnership activities of the teacher with children as the basis of continuous direct educational activities in a preschool organization as a necessary requirement for the implementation of the Federal State Educational Standard for preschool education.
Interaction is a way of organizing joint activities, which is carried out on the basis of social perception and through communication.
The result of interaction is certain relationships that depend on the relationships of people and on the position of those interacting. Moreover, if interaction is carried out in conditions of openness on both sides, when no one’s freedom is infringed, it serves to demonstrate true relationships.
Thus, the family and kindergarten simultaneously begin to act as a kind of school for the child to develop the ability to cooperate with adults and with peers.
Cooperation is communication “as equals”, where no one has the privilege of specifying, controlling, or evaluating.
The content of cooperation between an adult and a child is their event, participation, consciousness, co-creation.
An event is both a significant phenomenon in a person’s life and a compatibility (event) of what is happening for people. In the space of a child-adult community, any activity (game, cognitive, creative, communicative) becomes developmental.
Emotional, effective involvement in the affairs of another person, active help, sympathy, empathy is the participation of an adult and a child. Collaboration recognizes the need to work not only with the other, but also for the other. On this basis, mutual trust, respect for each other, affection, friendly feelings and other unifying relationships arise in the team.
Joint activity also presupposes consciousness . A child and an adult have equal rights and are valuable in themselves as participants in the dialogue of cultures. Consciousness
- this is the identification of two equal knowledge systems, thanks to which mutual enrichment occurs. The formation of value orientations and life goals are creative acts, i.e. they are accomplished in the co-creation of a child and an adult.
The goal of cooperation between teacher and student is not at all the formal establishment of equality and not the mechanical addition of the contributions of participants in joint activities.
The principle of cooperation in education is implemented in:
— The teacher’s special target orientation towards a personal approach, a strategy of cooperation;
— Joint life activities of adults and children based on intersubjective communication;
— Collective organization of activities, when the team acts as a guarantor of the manifestation of the capabilities of each individual;
— Dialogic interaction (exchange of intellectual, moral, emotional, social values);
— The predominance of empathy in interpersonal relationships.
The content of cooperation between preschool educational institutions and families of pupils includes three main areas: 1) psychological and pedagogical education of parents; 2) involvement of parents in the activities of a preschool educational institution; 3) participation of families of pupils in the management of the educational process in preschool educational institutions.
Specifics of organizing the educational process in preschool educational institutions based on the Federal State Educational Standard
Joint activity of adults and children is the main model for organizing the educational process of preschool children; the activity of two or more participants in the educational process (adults and students) to solve educational problems in the same space and at the same time. It is distinguished by the presence of a partner (equal) position of an adult and a partner form of organization (the possibility of free placement, movement and communication of children in the process of educational activities). It involves individual, subgroup, frontal forms of work with students.
The essential features of joint activities of adults and children are highlighted - the presence of a partner position of an adult and a partner form of organizing activities, by which we mean such factors as cooperation between adults and children and the possibility of free placement, movement and communication of children.
To organize a modern NNOD, the teacher needs to rebuild the style of behavior. The partner position of the teacher presupposes the adoption of a democratic style of relations, and not the authoritarian one associated with the teacher’s position. What does it mean to be a partner with children?
A partner is always an equal participant in the matter and as such is bound to others by mutual respect.
Adult - partner, next to children (together), in a single space (for example, sitting in a circle with children at a common table)
The position of an adult is dynamic (he can change positions with his work if he sees that someone especially needs him); at the same time, all children are in the field of view of the teacher (and each other). The situation in the process of joint activity is as close as possible to the situation of a “round table”, inviting equal participation in work, discussion, research, free communication is allowed (work buzz), children can discuss work, ask each other questions, etc. Free placement of children and movement during activities is encouraged.
The partner position of the teacher presupposes the adoption of a democratic style of relations, and not the authoritarian one associated with the teacher’s position.
There must be mutual respect between teachers and children. Respect is a necessary element in the community that the kindergarten group is. We set an example of mutual understanding, respect and care for each other, which they expect from children. The amount of respect children feel from others is a key factor in their development of self-esteem. And self-esteem, in turn, lays a strong foundation for positive relationships with other children.
The organization of joint activities between adults and children should extend both to routine moments and to all direct general educational activities.
When it comes to the joint activity of an adult and children in the process of direct educational activities and routine moments, it is necessary to remember the main theses of organizing partnership activities between an adult and children, which N. A. Korotkova points out: the teacher’s involvement in activities on an equal basis with children; voluntary participation of preschoolers in activities (without mental and disciplinary coercion); free communication and movement of children during activities (subject to the organization of the workspace); open time end of activity (everyone works at their own pace).”
Cooperation, thanks to which mutual understanding, sympathy and harmony develop, so necessary in the formation of an ecological culture, can most effectively manifest itself in the repeated joint activities of the teacher and children, united by the achievement of a common goal. Characteristic features of joint activities are:
· contact between its participants, ensuring the exchange of actions and information;
· understanding by all participants of the meaning of the activity and its final result;
· the presence of a leader who organizes joint activities and distributes responsibilities in accordance with the capabilities of its participants;
· the emergence and manifestation of interpersonal relationships in the process of activity, the nature and coloring of which influence the achievement of the final result.
