INTEGRATION AS A MEANS OF ORGANIZING THE EDUCATIONAL PROCESS IN A PRESCHOOL INSTITUTION

INTEGRATION AS A MEANS OF ORGANIZING THE EDUCATIONAL PROCESS IN A PRESCHOOL INSTITUTION

Hello, dear colleagues, allow me to present to your attention the topic for the “Public Lecture”: INTEGRATION
AS A MEANS OF ORGANIZING THE EDUCATIONAL PROCESS IN A PRESCHOOL INSTITUTION
Preschool age is characterized by many psychologists as containing great unrealized opportunities in knowledge of the world around us. Educational activities help to reveal them. In the classroom, in joint and independent activities, initiative, creativity, mental abilities, and cognitive interests are successfully developed, which contributes to the process of active acquisition of knowledge. This is only possible if the activity is integrated.

Integration means restoration, replenishment, unification of parts into a whole. An integrated lesson is a specially organized lesson, the goal of which can be achieved only by combining knowledge from different educational fields, allowing students to achieve a holistic perception of the issue under study, which has a practical orientation.

By building the educational process on the principle of integration of educational areas, we solve such problems as:

• Formation of deeper, more versatile knowledge in children; a holistic view of the world. The world surrounding children is known by them in its diversity and unity;
• Integration promotes the formation of generalized ideas, knowledge and skills, increases the effectiveness of the upbringing and development of children, encourages them to actively understand the surrounding reality, comprehend and find cause-and-effect relationships, develop logic, thinking, and communication abilities.

In accordance with the Federal State Educational Standard for Educational Education, the main educational program is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas and is based on a comprehensive thematic principle of constructing the educational process, which provides the preschooler with a holistic perception of the world around him.

The content of psychological and pedagogical work on children's mastery of educational fields is focused on the development of children's physical, intellectual and personal qualities. The tasks of psychological and pedagogical work on the formation of physical, intellectual and personal qualities of children are solved integrated in the course of mastering all educational areas, along with tasks reflecting the specifics of each educational area, with mandatory psychological support.

The first system-forming factor in preschool education is educational areas. The Federal State Educational Standard identifies 5 educational areas that should not be implemented in the educational activities of kindergartens in their pure form; their implementation presupposes harmonious interpenetration and complementarity.

Each educational area is aimed at developing some activity:

• “Physical development” - motor activity;
• “Social and communicative development” - gaming activity;
• “Cognitive development” - cognitive and research activities;
• “Speech development” - communicative activity;
• “Artistic and aesthetic development” is a productive activity.

The second system-forming factor is their integration on the basis of calendar-thematic planning: the choice of a specific topic also determines the selection of educational areas for it that will comprehensively reveal its content to the child.

Taking into account the Federal State Educational Standard, we determine that educational activities are carried out in the process of organizing various types of children's activities, as well as during regime moments, in the independent activities of children and in interaction with the families of pupils.

Integration of content allows you to create a model for organizing the pedagogical process, where the child comprehends basic categories (part, whole, etc.) from different points of view, in different educational fields. In pedagogical science, integration is considered as the leading form of organizing the content of education.

The principle of integration has a psychological basis associated with the age characteristics of preschoolers: “grasping” the whole before the parts allows the child to see objects integrally. An integrated approach makes it possible to develop in unity the cognitive, emotional and practical spheres of the child’s personality. An integrated approach to educational activities corresponds to one of the main requirements of preschool didactics: education should be small in volume, but capacious.

The essence of an integrated approach to educational activities is the combination of knowledge from different fields on an equal basis, complementing each other. At the same time, during the lesson, teachers have the opportunity to solve several problems from various areas of the program, and children master the content through the main types of children's activities: cognitive-research, labor, artistic-creative, communicative, motor. Within the framework of an integrated approach, children consider this or that phenomenon or event from different angles, highlighting and studying different aspects: social, including moral and ethical; emotional and sensual, including musical, artistic and aesthetic; logical-mathematical; natural sciences

For example, when planning and conducting educational activities on cognitive and speech development, I, as a teacher, use methods such as:

• surprise, game moments;
• examination, observation, comparison, examination;
• comparative analysis, comparison, partial search activity
• problematic questions that stimulate the manifestation of a kind of joint “discovery” with the teacher, helping the child find the answer;
• a variety of speech didactic games to activate the vocabulary. The form of the GCD is non-standard, interesting, it can be exciting trips, educational and virtual excursions, interesting meetings.

In connection with the implementation of the federal state standard, play becomes the content and form of organization of children’s lives. I include play moments, situations and techniques in all types of children’s activities and communication. I fill children’s daily lives with interesting activities, games, problems, ideas, include each child in meaningful activities, and contribute to the realization of children’s interests and life activity.

Teaching children structure as an exciting problem-based game activity that ensures the child’s subjective position and the constant growth of his independence and creativity. In constructing the pedagogical process, I mainly use a visual and practical method and a way of organizing activities: observations, excursions, elementary experiments, experimentation, game problem situations, etc.

As a teacher, I use all the variety of forms of working with children to solve pedagogical problems, but at every moment I think through specific organizational situations. The qualitative result of educational activities depends not only on the program, but primarily on the personality of the teacher, who creates an emotionally rich environment for the child to master a particular area of ​​knowledge (regime moments, independent children's activities). I solve problems related to the formation of physical, intellectual and personal qualities of children in the course of mastering all educational areas in an integrated manner.

The use of the project method in preschool organizations is one of the methods of integrated education for preschoolers.

A project is a set of actions specially organized by an adult and carried out by children, culminating in the creation of creative works.

The project method describes a set of actions of a child and methods (techniques) for a teacher to organize these actions, that is, it is a pedagogical technology. Using this method in the educational process helps you learn to work in a team, and develop your own algorithm of actions to achieve your goal. The choice of a specific project topic also determines the selection of educational areas for it that will comprehensively reveal its content to the child. For example, the project “Green onions for all ailments”, “March 8 – Mother’s Day”, implemented by me in the group.

For preschoolers, educational work is based on material that is close and understandable to children, maximally covering the range of phenomena that they encounter.

The peculiarity of organizing an integrated process in a preschool educational institution is that all of the listed forms cannot exist in their pure form; the choice of a specific topic also presupposes their integration. The study of some topics takes place as a project activity.

For example, the theme “Day of Defenders of the Fatherland” determines the choice of such educational areas as “Social and communicative development”, “Cognitive development”, “Speech development”, “Artistic and aesthetic development”, “Physical development”, as well as types of activities: artistic- creative, gaming, reading, cognitive-research, motor. During the week, children are read works about the Russian army, look at reproductions of paintings about the army, an exhibition and a collage about the army are being prepared, I show presentations on military topics, and introduce them to military professions. During educational classes they talk about the army, get acquainted with the types of troops, military uniforms, equipment, play various speech games, make up a story based on a series of paintings, make a gift for dad - an applique postcard, listen to musical works dedicated to the army (military march), the United The organizational form can be a complex educational and musical themed lesson (entertainment), a sports festival held together with parents (fathers).

The technology for integrating organized educational activities may be different, but in any case it is necessary to demonstrate the creative activity of the teacher. This is one of the important conditions for its implementation for the development of children's abilities, taking into account the thematic event with the implementation of the national regional component.

The educational process in preschool education is characterized by an increase in the volume of intensity of educational and cognitive activity; additional subjects are introduced into the curriculum, which inevitably leads to a decrease in the already insufficient level of physical and emotional development. There is a need to provide pedagogical conditions that allow flexible implementation of various types of activities into a single educational process.

Integrated classes correspond to one of the main requirements of preschool didactics: education should be small in volume, but capacious.

Such classes, within the framework of one topic, solve different problems in the development of children and are based on different types of activities.

Integrated classes allow the child to realize his creative abilities, enrich his vocabulary in an interesting, playful way, develop communication skills, cognitive interest and activity.

The integrated approach is core and reflects the implementation of the ideas of interrelation and interaction in any of the components of the pedagogical process in accordance with certain goals and objectives of education and development, which leads to an increase in the level of its integrity. An integrated approach to preschool education consists of: implementing the priority goals and objectives of education and personal development based on the formation of holistic ideas about the world around us; implementation of not only substantive, but also formal goals and objectives of education and development; strengthening the connections between the content components of different sections of the program (interspecific integration) and within sections (intraspecific integration); interaction of methods and techniques of education and training (methodological integration); synthesis of types of children's activities; the introduction of integrated forms of training organization: integrated classes, lesson cycles, thematic days, etc., with a complex structure.

Integrated education of children in preschool educational institutions, in its essence, is personality-oriented, since it shifts the emphasis from the formation of knowledge, skills and abilities to solving developmental and educational problems. At the same time, knowledge, skills and abilities act as a means of education and development. The personal approach in integrated learning is implemented in the following provisions: the content of learning is filled with vital cognitive material, cognitive tasks, the desire to solve which encourages you to learn something new; congruence of the teacher’s personality, that is, the ability to behave in accordance with his feelings and thoughts, to show his true self, to be who he is, which relieves the state of tension and psychological defense in children, allows him to be himself and fully realize his capabilities; acceptance and understanding of the child, of course, a positive attitude towards him, leading to the creation of a favorable psychological climate; reliance on the self-actualization of the individual, encouragement to identify and manifest his internal potential in the learning process, and to personal growth.

The cultural approach to integrated learning is manifested in the formation of the foundations of the child’s value-based attitude to the world around him, to himself; in mastering elementary culturally appropriate methods of activity; in the formation of interpersonal relationships that correspond to the norms of the culture of communication with adults and other children.

The axiological approach to integrated education of preschoolers reflects the formation of a value-based attitude towards the world around them, based on an understanding of the holistic picture of the world, and involves comprehension, cognition and construction of a holistic image of the world around them based on values; familiarization with a holistic system of values ​​in order to develop values-attitudes, values-norms (toward people around them, to oneself, to various types of activities, to works of art, to the work of adults, etc.), values-quality (kindness, sympathy, discipline, etc.).

The activity-based approach to integrated learning consists in the manifestation of the following features: the main emphasis is on organizing various types of children’s activities; the teacher acts as an organizer of the pedagogical process, and not only as a transmitter of a certain amount of knowledge; cognitive material is used as a means of mastering activities, and not as a goal of learning.

The epistemological approach in integrated education considers the child’s cognitive attitude to reality as a necessary side of the entire system of his relations to the world around him and is characterized by the following features: the formation of holistic ideas (a holistic picture of the world); the value attitude towards the world and the foundations of the worldview are formed through the development of interrelated knowledge about the surrounding life; the formation of holistic ideas about objects and phenomena of the surrounding world occurs more successfully in the process of preschoolers mastering clearly presented logical connections between objects, objects and their parts; the need to check the quality of knowledge through its consolidation and application in cognitive activity; ensuring the unity of the sensual and rational in the process of cognitive activity of preschool children; the use of search methods in cognitive activity as a way of acquiring knowledge; creating a creative basis for the child to acquire knowledge, skills and abilities in accordance with his capabilities and needs.

An integrated approach is a special case of an integrated approach, and is manifested in integrated learning as the use of interrelated types of art and types of children's artistic and aesthetic activities, taking into account the principles: the relationship of the arts in the community - to create the unity of the figurative and artistic nature of art; taking into account the specifics of each type of art; the principle of the relationship between the sensory and the logical (based on the interaction of various analyzers); the principle of taking into account the characteristics of the impact of different types of arts separately; the principle of creative activity (the child’s transition from the reproductive to the creative level; the motive is interest in a certain type of art, the basis of activity is artistic and aesthetic knowledge, emotional sensitivity, developed imagination, the ability to aesthetically evaluate life phenomena).

The polyartistic approach involves a form of introducing students to art, allowing them to understand the origins of different types of artistic activity and acquire basic concepts and skills from the field of each art. Integrated education for preschool children is based on the following pedagogical and methodological principles of this approach: spiritual elevation; live communication with the sensory basis of art and artistic activities; polyartistic approach to organizing classes in individual types of art; sensory saturation and clarification of children's ideas; reliance on children's creativity and the development of various types of artistic creativity.

The second group of approaches on which the concept of integrated learning is based determines the structural features of its construction: systemic, structural-functional and technological approaches.

Integrated education is based on the provisions of the systems approach about the need to develop systemic knowledge in preschoolers, that only in this capacity they acquire a personally significant character and are effective in the development and upbringing of the child.

The structural-functional approach, resulting from the systems approach, allows us to consider integrated learning as a whole, in which each component is defined as functional through its correlation with the other through significant connections and dependencies.

The leading trends in integrated education reflect the general trends of modern education - world, national, regional, and include specific areas characteristic of integrated education for preschool children: humanization, humanitarization, democratization, variability of content, intensification and integration of the content of preschool education, the transition from informative to active teaching methods (strengthening the activity basis of learning), epistemological, axiological, cultural directions. These trends manifest themselves in preschool education in general, and in integrated education they acquire certain specifics. They allow us to analyze the contradictions of integrated education for preschool children. The main contradiction of the pedagogical process, resolved by integrated learning, lies between: the need to form holistic ideas, a holistic picture of the world and the fragmentation of the formation of ideas in single-type classes.

The first group of contradictions (external) is associated with the relationship between the child’s personality (his individuality) and society and includes a number of contradictions between: the sociocultural conditioning of the learning process and the child’s individual personal experience; increasing the volume of scientific knowledge and content of preschool education.

The second group of contradictions contains internal contradictions of the pedagogical process. One of them lies between: the humanistic personality-oriented paradigm of modern preschool education and its focus on knowledge; the need to solve developmental and educational tasks in the classroom and the limited possibility of traditional one-type classes built on a knowledge-oriented basis; the need to form in a child holistic interconnected ideas about the world around him and their fragmentation in traditional education; the need to build pedagogical interaction between teacher and child in learning on a subject-subject basis and the predominantly subject-object nature of learning in single-type classes; increasing the content of knowledge and traditional forms of organizing training; the need to ensure the holistic unity of the sensual and rational in the cognitive activity of preschool children and the one-sidedness of its reflection in educational work; the need to develop the skills to apply knowledge in practical activities and the limited possibilities for implementing the activity approach in traditional subject-oriented education.

The identified trends and contradictions make it possible to substantiate the following principles of integrated education for preschool children: humanization of education, developmental and educational education, sociocultural conformity (conformity with nature and cultural conformity), scientific character and connection of education with life, systematicity and consistency, intensification of the content of cognitive activity, consciousness and activity of children in the assimilation and application of knowledge, visibility, accessibility, strength, flexibility and variability of learning, the unity of the processes of socialization and individualization of the individual, the creation of positive motivation and a favorable emotional climate in learning.

The system of trends and principles of integrated education of children in preschool educational institutions determined the construction of its theoretical model, which includes a system of interconnected and interdependent components, subordinate to the logic of the pedagogical process: personal, goal-oriented, content-based, operational-activity. The personal component of the integrated learning model includes the total subject of the pedagogical process, which represents, first of all, the dominant subjective position of the teacher and the child in the learning process.

The target component of the integrated learning model includes two interrelated components: content and formal goals. Traditional student-centered learning implements only meaningful goals, in which didactic (educational) goals are a priority, while in integrated learning the leading place is occupied by developmental and educational goals. The substantive goals of integrated education for preschoolers include: the formation of a holistic picture of the world (priority goal); ensuring more effective formation of knowledge, skills and abilities for each section of the program included in the enlarged, condensed content of integrated training; strengthening the activity basis for mastering the content of education; stimulating the development of the cognitive sphere (cognitive activity, needs, interests, etc.); ensuring the unity of the sensory and rational in educational and cognitive activities; stimulating creativity; strengthening the educational orientation of the learning process (humanization, ecologization, etc.).

The formal goals of integrated education include the following: reducing the educational load on the child while maintaining the quality of education; redistribution of priorities (educational and developmental goals are dominant); compliance with the norms for the duration of training sessions while condensing the content; avoiding duplication of educational content; performing a health-preserving function.

The target component, in turn, determines the originality of the content component of the theoretical model of integrated learning. The content component includes spiritual values ​​(ethical, aesthetic ideas), methods of activity and holistic ideas about the surrounding world (about man, society, living and inanimate nature). The content is characterized by different directions, levels, and structural features. The first direction is determined by interdisciplinary (interspecific) integration, which is expressed in the synthesis of the content of different sections of the program in the presence of natural connections between its components. On the basis of interdisciplinary integration, almost all sections of any program can be combined, however, there are some restrictions. The second direction is expressed by intrasubject (intraspecific) relationships between content components within each section of the program. Provided that the subsections are thematically common within one lesson, integrated content emerges that is characterized by greater integrity. The third direction synthesizes the first two and is determined by both interspecific and intraspecific connections of content components.

Directions of integration are implemented at various levels. The first level - the level of interdisciplinary connections - corresponds to the solution of such didactic tasks as updating children's knowledge, their generalization and systematization. The main source of integration is the general structural elements of educational content, the transfer of which can be carried out in the direction of any subjects. In relation to the content of preschool education, this level is characterized as the establishment of relationships between individual classes, both in one section of the program, and between classes in different sections of the program. The level of interdisciplinary connections is low, and integration connections are weak.

The second level - the level of didactic synthesis - is higher in relation to the first. It is characterized not only by meaningful integration of the content of program sections, but also by the procedural synthesis determined by it, which presupposes the emergence of integrated forms of educational organization (integrated lesson, integrated cycle of lessons). The dominant didactic task in this case is the study of cognitive material on an integrative basis. Integrated content at this level has greater information density, reflects not only the parts and details of the whole, but the relationships between them, and gives a more holistic view of the subject, object or phenomenon of the surrounding world. At the same time, the level of didactic synthesis is the most difficult for designing classes and developing their methodology.

The third - the highest - level of integrity, culminating in the formation of a new section of the program, a new subject area. Currently, the implementation of this level has predetermined the emergence of a large number of varieties of integrated classes in the development of fine arts and environmental education. At the level of integrity, complete content and process integration takes place.

The content of integrated learning is complexly structured. Unlike classic single-type classes, the structure of which reflects the content of one section of the program, the structure of integrated classes includes two or more components from different sections of the program. Structural analysis showed that the components of the content of integrated classes are connected by certain methods of integration. We call the method of integration an objective characteristic of the structure of an integrated lesson, which, on the one hand, reflects the type of relationship between the components of the structure, and on the other, determines the strength of the interaction of these components. Analysis of the relationships between the components of the structure when studying the content of integrated classes made it possible to identify two main types: relations of equality and relations of inequality. Moreover, inequality may be accompanied by varying degrees of subordination of some components to others. In total, six basic options or integration methods are identified.

1. “Gluing” is observed in cases when all components of the lesson content are united by one topic, but are not interconnected by the methods of children’s activities (they are different) and are implemented sequentially one after another, without priorities. The formal goals of integrated learning with this method are practically not fulfilled.

2. “Symbiosis” is characterized by an equal relationship between the components of the content, while they have an “integrative core” - a common idea for all components, an artistic image, etc., but there are also relatively independent parts of the content that decide their own educational objectives.

3. “Blurring” is a method of integration that characterizes integrated classes with the strongest interpenetration of content components, when the boundaries between them are “blurred” and they form homogeneous content.

4. “Subordination” is a method of integration that involves the subordination of one (auxiliary) component to another (main, leading). In such a lesson there is an “integrative core” with content common to all components, which allows solving educational, developmental and educational tasks not on each component of the content separately, but on their combination, but the auxiliary component also solves its own, relatively independent goals and objectives.

5. “Relay coupling” is a method of integration in which one component (main) is implemented by means of another (auxiliary). This method assumes a strong interpenetration of content components.

6. “Withdrawal” is a method of integration when one component - the main one - absorbs another - the secondary one - in some part of the lesson. Integrated classes built on this method resemble ordinary traditional classes, since the main, leading component absorbs completely auxiliary ones and subordinates them to the implementation of their goals and objectives.

In order to overcome the different quality of content components and create integrity, integrating factors of a general and subject nature are introduced. An integrating factor is a component of the pedagogical process that serves as the basis for combining different quality content into a single whole and strengthening its developmental and educational orientation.

Integrated lesson cycles can be designed in different ways: a lesson cycle can consist of traditional lessons, which are arranged in a certain sequence in accordance with the level of interdisciplinary connections (for example, classes on familiarization with fiction and visual arts), and the cycle can also consist entirely of integrated classes or include traditional classes in combination with integrated ones as generalizing ones.

An integrated (thematic) day presupposes such an organization of cognitive activity during the entire time of preschoolers’ stay in kindergarten, in which any specific topic is cross-cutting and is reflected not only in the content of classes (in this case, classes can be of the same type in structure), but also in the content of outdoor, role-playing and other games, observations on walks and in other routine moments.

In the process of researching the integrated education of preschool children, a complex of psychological and pedagogical conditions is implemented.

The first condition - the feasibility of introducing integrated classes into the pedagogical process, is determined by the functions of integrated forms of education (V.S. Bezrukova, I.D. Zverev, V.S. Maksimova, Yu.S. Tyunnikov, etc.). Since substantive and formal functions are implemented in integrated learning, it is necessary to take into account both of them in interrelation.

The second condition is the development of integrated classes, mainly two-component ones, based on the theory of integrated learning, taking into account the main features of integrated classes:

— ensuring the integrity of the content of the lesson by its mandatory integration on a thematic basis through appropriate integrating factors;

— establishing natural, clearly presented connections between content components;

— ensuring the unity of the rational and emotional in educational and cognitive activities;

— ensuring the fulfillment of the substantive and formal goals of integrated learning in their unity;

— highlighting the “integrative core” in the content, ensuring its “densification”;

— providing an activity basis for mastering integrated content;

— ensuring subject-subject interaction between teacher and child.

The third pedagogical condition - the relationship of integrated classes with classes of other types - is determined by the requirement for the integrity of the pedagogical process of preschool education and the implementation of integrated learning not only at the level of didactic synthesis, but also at the level of interdisciplinary connections, providing for the coordination of classes of different types and types (M.N. Berulava ).

The effective (reflective) component of integrated learning included analysis and evaluation of the results of cognitive activity. The teacher not only evaluates the children’s activities against the background of a general positive assessment, but also evaluates his own activities in organizing psychological and pedagogical conditions. Children evaluate the activities of their peers, and in older preschool age they are capable of basic self-esteem. A feature of the effective component in integrated learning is the assessment of the integrated result (all types of cognitive activity that took place in the structure of the lesson) or the synthesized result.

In a preschool institution, various areas of child development can be integrated:

— familiarization with the outside world and speech development;

- getting to know the world around you and reading fiction;

— formation of natural science concepts and reading fiction;

— formation of environmental culture and reading fiction;

— formation of ecological culture and musical development;

- visual arts and reading fiction;

- visual arts, reading fiction and musical development;

— formation of elementary mathematical concepts and constructive activities;

— formation of elementary mathematical concepts and artistic work;

— formation of elementary mathematical concepts and familiarization with Russian culture;

— familiarization with Russian culture and musical development;

— familiarization with Russian culture and visual arts;

— formation of valeological knowledge and physical development;

— development of the emotional sphere and musical development [1].

These directions involve the integration of educational content in order to solve the problems of intellectual, artistic, creative and social-personal development of preschool children.

Integrated classes allow preschoolers to develop the ability to simultaneously comprehend and “feel” the qualities and properties of the objects being studied. A wide range of means of cognition (figurative and conceptual) in their interaction presupposes both the presence of aesthetic content in mental activity and the presence of intellectual components in artistic activity. This is an indispensable condition for the normal functioning of the mental and emotional spheres of the human psyche in their unity and a condition for the implementation of productive human activity.

In order to correctly select the content of knowledge for its further integration, it is important to take into account that knowledge, in addition to having a general basis, must:

- expand and enrich children’s existing ideas;

- be needed during subsequent schooling;

- be accessible and draw on personal experience;

- connect with everyday life;

- involve children in solving problem-search tasks formulated on the basis of the child’s personal experience, and activate his cognitive interests, the desire to acquire new knowledge;

- stimulate mental activity (processes of analysis, synthesis, comparison, generalization and classification);

— increase the level of self-control, self-organization and self-esteem.

An important condition for integration is the search for a basis for unification. The basis of artistic and aesthetic integration is the image created by children in different types of artistic and creative activities: in literature, the means of expression is the word (figurative representations, epithets, comparisons, metaphor, rhythm; in theatrical activities, the expressive means of dramatization are movements, gestures, facial expressions, voice , intonation, poses; in the visual arts - drawing (shape, size, color, composition, rhythm), modeling (shape, volume, proportions, ratio of objects in the overall composition by size), appliqué (shape, color, composition); in music - melody, rhythm, harmony, intonation [2].

The basis of natural science integration are categories of various natures (quality, quantity, cause, effect, time, space, living, inanimate and others).

The content of education for preschoolers should be structured in such a way that it covers both the areas of reality that are familiar to them (the means and methods of cognition are drawn from there), and new ones, far from the usual in their unusualness, arousing the keen interest of children (problem situations, new tasks are used).

Thus, the integrative approach, based on the integrity of the child’s perception of the world around him, acts as the leading principle of designing the content of preschool education and makes it possible to provide conditions for organizing cognition within the framework of a holistic process, where the child masters basic categories from different points of view in different educational spheres.

Integrated classes encourage preschoolers to actively explore the surrounding reality, find and understand cause-and-effect relationships, develop logic, thinking, communication abilities and speech.

The form of integrated classes is non-standard and interesting. The use of various types of work during the lesson maintains the students’ attention at a high level, which allows us to talk about the sufficient effectiveness of the lessons. Integrated classes relieve fatigue and overstrain of pupils by switching to a variety of activities, significantly increase cognitive interest and motivation for learning, develop imagination, attention, and memory. An integrated lesson also involves the mandatory development of students’ creative activity. Integrated classes have the greatest effect when they are conducted within the system [3].

There are 4 levels of integration:

1. Intensification of cognitive interest and the process of developing general academic skills in an integrated course

2. Combining concepts in the information sphere of educational subjects.

3. Comparative and generalizing study of the material.

4. Independent comparison of facts, establishment of connections and patterns between phenomena and events, application of jointly developed educational skills.

The integrated approach to organized educational activities, which has become widespread in recent years, is most often one of the forms of knowledge generalization. It can be carried out on the basis of intra-subject, inter-subject and inter-system integration: combined two-, three- and four-unit.

Based on the integrative approach, a deeper form of interconnection and interpenetration of the different contents of children’s upbringing and education is assumed. Such a connection provides a deeper and more versatile knowledge of objects and phenomena of reality, the formation of associations and their activation in the process of educational activities.

The pedagogical basis of such activity is interdisciplinary associations, which are the highest level of mental activity. They unite different systems of knowledge, generalize them, and make it possible to understand a phenomenon or process in its diversity. At the level of these associations, general concepts arise. The formation of intersystem associations makes it possible to use knowledge from different fields and establish relationships at the intersection of knowledge [4].

Interdisciplinary connections for the formation of elementary mathematical concepts are presented in the form of Figure 1.

Figure 1.2.1 Interdisciplinary connections of organized educational activities for the formation of elementary mathematical concepts.

For example, the integration of “Formation of elementary mathematical concepts” and “Construction” allows students to acquire mathematical knowledge in full and acquire skills, apply them in the manufacture of models according to their described or specified properties, and make changes to the design or its elements.

Another example is the development of pedagogically appropriate interactions between the sections “Formation of elementary mathematical concepts” and “Fiction” as one of the necessary conditions for the development of the literary word and oral creativity of schoolchildren.

Integration of the content of the courses “Formation of elementary mathematical concepts” and “Fundamentals of Ecology” is essential for children of this age to learn the most general and fundamental laws of nature, on the basis of which in the future the basis for the formation of their worldview will be created. Environmental education and training in the process of studying mathematics can roughly be carried out in the following directions:

— solving problems of environmental content with the aim of deep understanding by students of individual environmental concepts, contributing to the formation of their environmental thinking;

— more conscious mastery of basic mathematical methods for processing statistical materials by students collected during excursions, practical and independent work [5].

The positive aspects of this lesson are:

1. Compact and concise.

2. Logical interdependence, interconnectedness of the material of an integrated subject at each stage.

3. Large information capacity of the educational material used in.

4. The actual unification of subject knowledge systems about a given object, phenomenon;

5. Gain in time spent on mastering the material.

6. Students develop general educational skills and abilities to a greater extent, as well as rational skills in academic work

However, the main disadvantages will be:

- the main goal in organized educational activities based on an integrative approach is very difficult to correctly determine;

— only a limited number of training courses can be integrated;

— the difficulty of presenting an integrated course in a way that is understandable and interesting for children of this age [6].

The teacher is required to carefully work through all stages, introduce certain visual aids, clearly formulate questions that exclude monosyllabic answers, set specific tasks and analyze their implementation, etc.

Despite the fact that recently scientists and teachers have begun to pay more attention to the introduction of an integrative approach into the educational process, nevertheless, the solution to this problem needs further development. The following prospects for applying the integration of multicomponent content of preschool education can be identified:

— intensification of the educational process by integrating the content of preschool education;

— creation of new integrated courses and ensuring continuity in their teaching;

— creation of integrated programs for small preschool institutions;

— creation of an integrated technology for individual training.

Bibliography

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4. Nosova E.A., Nepomnyashchaya R.L. Logic and mathematics for preschoolers. M., 2000.-267 p.

5. Leushina L.M. Formation of elementary mathematical concepts in preschool children. - M.: Education, 1974.-368 p.

6. Kozlova S.A., Kulikova T.A. Preschool pedagogy. - M.: NORM, 2000.-345 p.

MAGAZINE Preschooler.RF

Beschetnova Tatyana Viktorovna Teacher, MBDOU "Insarsky kindergarten "Solnyshko" Republic of Mordovia Prepared by: teacher of the senior group Beschetnova T.V. Insar 2013 Dear Colleagues! Preschool age is a bright, unique page in the life of every person. It is during this period that the process of socialization begins, the child’s connection with the leading spheres of existence is established: the world of people, nature, the objective world. There is an introduction to culture, to universal human values. The foundation of health is laid. Preschool childhood is the time of initial personality formation. Formation of the foundations of self-awareness and individuality of the child. Thus, educators are faced with questions: how to make the process of forming a child’s personality creative and exciting, how to achieve success in shaping the development of a preschooler’s personality. One of the answers to these questions is the integration of educational activities. Integration is the unification of various elements or parts into one whole. The whole always has more advantages and opportunities than the individual elements, and integration is carried out precisely with the aim of taking advantage of these advantages. Integration is one of the most important and promising methodological directions in the development of modern education. Actually, “integration” means the combination of several academic subjects into one, in which scientific concepts are connected by a common meaning and teaching methods. Integration can take place in the following areas - music + cognition (mathematics), - communication (speech, literacy) + cognition (mathematics) + music, - communication (speech) + music + artistic creativity (drawing) + fiction, - cognition ( mathematics, familiarization with the environment) + labor, - cognition (mathematics) + visual activity, - health + physical education (motor activity) + cognition, fiction, music and others. - cognition (experimental research, familiarization with the environment) + artistic creativity + communication (communication, speech)

Thus, integration is one of the most favorable forms of development of the creative abilities of preschool children. Activities of an integrated nature arouse interest, help relieve stress and fatigue by switching them to a variety of activities. Within the framework of the principle of integration, children consider this or that phenomenon or event from different sides, highlighting different aspects: 1) social, including moral and aesthetic; 2) emotionally - sensitive, including musical; 3) artistic - aesthetic; 4) logic – mathematical; 5) naturally – scientific. Integrated classes are difficult, of course, but in general they give good positive results in the child’s mastery of educational areas. An important feature of the integrated lesson is the change of dynamic poses and types of children's activities. Using the principle of integration in the classroom develops the potential of the students themselves, encourages them to actively understand the surrounding reality, comprehend and find cause-and-effect relationships, develop logic, thinking, and communication abilities. Why did we choose this particular form? The form of the classes is non-standard and interesting. The use of various types of activities during the lesson maintains the students’ attention at a high level, which allows us to speak about the sufficient effectiveness of the lessons. Classes using the principle of integration reveal significant pedagogical opportunities, significantly increase cognitive interest, and serve the development of imagination, attention, thinking, speech and memory. Thus, integration provides an opportunity for self-realization, self-expression, creativity for both teacher and student. It is important to note that the methodology for conducting a lesson using an integrated approach differs significantly from the methodology for conducting a regular lesson. During the learning process in such classes, various methods and techniques are used. The most effective of them are the following: - comparative analysis, comparison, search; - problematic issues; - speech games, heuristic activities, joint discoveries, vocabulary activation. At each lesson we set the following goals: - clarity, compactness, conciseness of educational material; - thoughtfulness and logical interconnection of the material being studied; - interdependence, interconnectedness of the material of the integrated subjects at each stage of the lesson; -large informative capacity of the educational material used in the lesson; - systematic and accessible presentation of the material; - the need to comply with the time frame of the lesson. The success of the lesson as a whole depends on a positive attitude towards the child, on the manifestation of sincere interest in the child’s actions, on emotional support. You cannot show irritation, you cannot speak in an orderly tone. Thus, in order to achieve a positive result, the teacher sets himself tasks that must teach the child. Develop attention, memory, logical thinking, resourcefulness, imagination, creativity. From all that has been said, the conclusion follows: Switching to a variety of activities helps to keep children’s attention, which increases the effectiveness of the lesson and relieves fatigue and overexertion. Combining various areas of knowledge in one lesson allows preschoolers to save time for play, walks, and independent activities. The integrated learning system also promotes effective interaction between all kindergarten specialists and their cooperation with parents, thereby forming a child-adult community.

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Integration of physical education and health work with various types of children's activities in preschool educational institutions

Gulyas N.N., Galkina L.A., Smogunova G.V. Integration of physical education and health work with different types of children’s activities in preschool educational institutions // Sovushka. 2022. N2 (16). URL: https://kssovushka.ru/zhurnal/16/ (access date: 01/13/2022).

Order No. 382541

“Taking care of health is the most important work of an educator. Their spiritual life, worldview, mental development, strength of knowledge, and faith in their own strength depend on the cheerfulness and vigor of children.”

V.A. Sukhomlinsky

Preschool age is a crucial period of life when the foundations of physical, mental and personal development are laid. It is at this age that it is important to develop healthy lifestyle skills in children and the need for systematic physical education. In accordance with the Federal State Educational Standard, one of the main directions of the comprehensive development of preschool children is physical development, which includes the educational areas “Physical Education” and “Health”, therefore, the main argument in strengthening the health of preschool children remains the value of health as the main indicator of human well-being, which makes it mandatory inclusion of the educational field “Physical Development” in the general educational programs of preschool education. A new problem arises for preschool educational institutions: it is important not just to conduct classes on health-saving technologies, but to create a unified process of interaction between teacher and students, where different educational areas are harmoniously intertwined. Ultimately, every child will receive an understanding of human health as the main value that he needs for a full life. The Federal State Educational Standard for Preschool Education identifies a number of principles that the program of a preschool educational institution must comply with. One of the most important is the principle of integration of educational areas in accordance with their specificity and capabilities. Preschool age is characterized by many psychologists as containing great unrealized opportunities in understanding the world around us. Educational activities help to reveal them. In classes in joint and independent activities, independence, creativity, mental abilities, and educational interests are successfully developed, which contributes to the process of active acquisition of knowledge. The integration process is the unification into a single whole of previously disparate components and elements of the system on the basis of interdependence and complementarity. The principle of integration of educational areas acts as a fundamental principle of the work of the preschool department. The relevance of this approach is explained by a number of reasons:

• The world surrounding children is known by them in its diversity and unity, and often sections of the preschool educational program aimed at studying individual phenomena of this unity do not give an idea of ​​​​the whole phenomenon, breaking it up into isolated fragments.
• The use of an integrated approach develops the potential of the students themselves, encourages them to actively understand the surrounding reality, comprehend and find cause-and-effect relationships, develop logic, thinking, and communication abilities.
• The form of conducting classes is non-standard. The use of various types of activities during the lesson maintains the students’ attention at a high level, which allows us to speak about the sufficient effectiveness of the lessons. Educational activities using integration reveal significant pedagogical opportunities, significantly increase cognitive interest, and serve the development of imagination, attention, thinking, speech and memory.
• The integrative form provides an opportunity for self-realization, self-expression, creativity of the teacher, and the disclosure of his abilities.

Forms of implementation of the principle of integration:

1. Integration at the level of content and tasks of psychological and pedagogical work.
2. Integration by means of organizing the educational process
3. Integration of children's activities.

The essence of the integrated approach is the combination of knowledge from different fields on an equal basis, complementing each other. At the same time, during the lesson, teachers have the opportunity to solve several problems from various areas of development, and children master the content of various sections of the program in parallel, which saves time for organizing play and independent activities.

The organization of work in preschool educational institutions on the physical education of children generally meets modern requirements for the organization and volume of motor activity of preschoolers. A variety of organizational forms of children’s motor activity are used: physical education classes, morning exercises, after-bed exercises, physical education sessions, outdoor games, sports events and leisure activities.

According to the principle of integration, the physical development of children is carried out not only in the process of specific physical education and sports games, exercises, activities, but also in the organization of all types of children's activities through physical education, didactic games with elements of movement, outdoor games with elements of speech development, mathematics, design and etc. When organizing the educational process, we try to ensure that children are required to have optimal motor activity in all types of children’s activities (not just answering a question, but answering and passing the ball, etc.). This approach not only stimulates physical development, but also contributes to a more successful solution of other educational tasks. When implementing educational areas in all age groups, educators use finger games; eye exercises; gymnastics (relaxation); hand massagers (nuts, sticks); Thematic classes are held: “We love sports”, “We walk”, “Sun, air and water are our best friends!” and etc.

In the process of educational activities on physical development, together with educators, we pay attention to the simultaneous solution of problems in other educational areas:

OO “Social and communicative development”: creating pedagogical situations and situations of moral choice in physical education classes, developing moral qualities, encouraging manifestations of courage, resourcefulness, mutual assistance, endurance, etc., encouraging children to self-esteem and evaluate the actions and behavior of their peers; developing safe behavior skills in outdoor and sports games when using equipment.

OO "Cognitive Development": activation of children's thinking (through independent choice of games, equipment, counting balls, etc., special exercises for orientation in space, outdoor games and exercises that consolidate knowledge about the environment (imitation of animal movements, adult labor, building structures for outdoor games and exercises (from soft blocks, sports equipment, viewing and discussion of educational books, films about sports, athletes, healthy lifestyles; children’s participation in arranging and cleaning physical education equipment and equipment.

OO “Speech Development”: pronouncing actions and names of exercises, encouraging children’s speech activity in the process of physical activity, discussing the benefits of hardening and physical education. It is known that the higher the child’s motor activity, the more intensively his speech develops. In turn, the formation of movements occurs with the participation of speech. Physical exercises help strengthen strength and morale, develop coordination and precision of movements, help get rid of stiffness or, conversely, disinhibition of movements, and help develop discipline and composure. This serves as a prerequisite for better functioning of the speech organs and has a positive effect on the development of correct speech skills

OO “Artistic and Aesthetic Development”: games and exercises based on the texts of poems, nursery rhymes, counting rhymes; story-based physical education classes on the themes of read fairy tales; attracting the attention of preschoolers to the aesthetic side of the appearance of children and the teacher, decorating the room; the use of basic physical education aids made by children in physical education classes: flags, pictures, throwing targets, drawing chalk markings for outdoor games; rhythmic gymnastics, games and exercises accompanied by music, singing; staging sports dances; holding sports games and competitions with musical accompaniment; development of artistic abilities in outdoor games of an imitation nature. An important feature of the integrated lesson is the change of dynamic poses and types of children's activities. During the lesson, it is expected to use a variety of children's activities that can be integrated with each other.

The integration of physical education and music creates a positive emotional background for classes, helps children remember movements, and expressively convey their character. In music classes, the music director uses valeological chants that give children a positive mood throughout the day, listening to music and learning song lyrics is combined with play massage or finger play, breathing exercises, elements of sound therapy, and health exercises for the prevention of throat diseases are used. Musical and rhythmic exercises contribute to the formation of: the musculoskeletal system, good posture, plasticity, flexibility and stretching, the ability to move in harmony with the music. To prevent deviations of the musculoskeletal system during music lessons, before performing movements, children should be taught to correctly take the starting position, and during the performance of musical exercises, dances, games, observe coordination of movements of the arms and legs, and monitor posture. Singing is the main means of musical education. Children love to sing and sing willingly. Subject to hygienic conditions, that is, when conducting classes in a ventilated, clean room, singing contributes to the development and strengthening of the lungs and the entire vocal apparatus. According to doctors, singing is the best form of breathing exercises. In the preschool educational institution, in close cooperation with the families of pupils, special correctional work is carried out aimed at strengthening the health of children. With properly organized physical education, it is possible not only to improve health, but also to correct existing motor impairments and prevent the formation of incorrect motor stereotypes. Physical education in our kindergarten is an important part of the overall system of education and training of children with general speech underdevelopment.

Based on this, we can draw some conclusions:

1. Integrated classes contribute to the formation of a holistic picture of the world, since an object or phenomenon is considered from several sides: theoretical, practical, applied.
2. Children develop cognitive interest, and classes are highly effective.
3. The transition from one type of activity to another allows you to involve each child in an active process.
4. Integration of educational areas contributes to closer contact of all teachers and specialists.
5. Integrated classes arouse interest and help relieve stress, overload and fatigue by switching them to a variety of activities. Such activities contribute to closer contact between teachers and students

As a result, the preschool institution sets itself the task not to develop integrated classes through a synthesis of educational areas, but to offer a holistic integrative process of interaction between an adult and a child on a specific topic within one day, in which various educational areas will be harmoniously combined for a holistic perception of the world around them. The teachers and I build all the work on physical education and health improvement of children in kindergarten with the widespread use of play activities, and all motor and play activities of the child are considered the basis of his physical development, learning, health improvement and education. Thus, the integration of the educational area “Physical Education” with other educational areas in work on health protection as the leading principle of organizing activities in our kindergarten is aimed at achieving one goal - the formation of a healthy lifestyle. Such a combination of activities allows us to achieve an increase in children’s level of responsibility in relation to their health, provides a deeper knowledge of their body, fosters the need to lead a healthy lifestyle, the formation of a common culture, the development of qualities and the formation of prerequisites for educational activities that ensure the social success of the child in the future .

Literature:

1. Bezrukova V.S. Integration processes in pedagogical theory and practice. Ekaterinburg, 1994.
2. Dybina O.V. Integration of educational areas in the pedagogical process of preschool educational institutions. M., 2012.
3. Ivanov V.G. The theory of educational integration. Ufa, 2005. 128 p.
4. Komarova T.S., Zatsepina M.B. Integration in the educational work of kindergarten: a manual for teachers of preschool institutions. M.: MOSAIC SYNTHESIS, 2010.
5. Mayer A.A. Integration of the main components of preschool education. M., 2012.
6. Pavlenko I.N. Integrated approach to teaching preschool children // Preschool educational institution management. 2005. No. 5. P. 99-102.