Preschool children are always involved in some kind of activity. They run, play, look at pictures and books, want to wash dishes like mom, or knock with a hammer like dad... The activities of preschoolers are varied, and all of them are vital. Thus, three interrelated processes occur in childhood: the development of the cognitive sphere, the development of activities and the formation of personality.
Why is involvement in activities important for a preschooler?
Various types of activities provide an opportunity for preschool children to actively explore the world around them, try their hand at it, and gain first experience.
Children's activity is understood as a process formed by need and specific actions. Ideally, what is still important is the result, compared with the initial desire (it turned out what you were striving for or not). But preschool children are not always result-oriented; they benefit from direct actions in which they are interested.
The special value of the activity lies in the fact that there is a two-way process. As a preschooler develops, he learns to perform more complex actions, and by engaging in activities, he is immersed in conditions that stimulate his development.
Conditions are created for the speech development of preschool children through various types of activities. Whatever the child does, he accompanies his activity with words. With the help of speech, children reveal the reasons for their behavior and express the goals of their actions: “I’m building a house,” “I’ll comb my dolls,” etc.
A variety of types and forms of activities in preschool age
A preschooler gradually masters those types of activities that are feasible for him at a certain age stage. In early childhood it is necessary to master actions with objects. Then comes the turn of play, creativity and mental actions aimed at solving the problem.
Each age period is characterized by the predominance of certain types of activities over others. The dominant type is the most influential, so it is singled out as the leading activity.
The child's involvement in the activity is carried out in different ways. Interest and attempts to do something can arise spontaneously under the influence of a momentary desire, or when the baby observes others and seeks to imitate. Also, children's activities can be organized by an adult and correspond to a specific goal to develop useful skills.
The child is especially inclined to certain activities. Perhaps he has a knack for drawing or music, design or logical thinking. Appropriate activities will help develop the preschooler’s natural abilities.
A preschooler can enthusiastically build a house out of blocks or draw on his own, but he is also attracted to group activities. The collective form provides other possibilities. The child sees what his peers are doing, notices what actions are approved, and in his mind he develops role models.
Productive activities
Through individual activities, the child creates a real product that can be shown to others or evaluated. In these cases, preschool children occur.
These primarily include drawing, designing, and making appliqués.
The peculiarities of productive activity lie in the fact that, by depicting or modeling, a preschooler receives multifaceted material for the development of perception. He needs to figure out the size and shape of the object, figure out how to display them on a sheet or in a model. The child develops color perception and detailed viewing techniques.
Play activity
Most of the time the preschooler is busy playing. The game develops and appears at this age. Over the period from 3 to 7 years, play activity changes greatly and is enriched with new forms and content.
A three-year-old can play alone, captivated by the subject. Interest in how peers play arises somewhat later. Younger preschoolers begin to imitate each other, show off their toys, they can simply run around together, and for them this is already a game.
The most common in preschool childhood are mobile and. Outdoor games, such as hide and seek or catch-up, are aimed at developing motor abilities.
They have strict rules - otherwise there will be no game. It is interesting that until the age of 4, a child does not understand why he is running away or hiding, but he follows the rule. Even such simple activities involve the formation of ideas about rules and norms.
Role-playing play is especially important for a preschooler. Acting according to the rules of the role, the child develops imagination, masters the norms of communication, and learns to control his behavior.
Prepares the preschooler for the next type of application of his strength - artistic productive activity.
Creative activity
The artistic or creative activity of a preschooler develops in accordance with the principle “from simple to more complex.” In children's creativity, much depends on the extent to which the child has the means and ways to transform everything that he sees, hears and feels into images and models.
There are very few such methods and means at the disposal of a younger preschooler. By the age of 6-7, a preschooler learns a lot: to draw and cut out of paper, to imagine images before translating them into a drawing or model, to retain the idea of a conceived composition and consistently create it. , in turn, is represented by several types.
Fine art
The child's activities include drawing, modeling, and making appliqués. Classes are useful at any age, since children are often attracted by the process itself, rather than the result. It doesn’t matter that the baby only produces chaotic lines and circles. In these inept actions, the hand and technique of drawing movements, visual perception are developed, and a sense of color and harmonious color combinations is formed.
By practicing drawing, a preschooler masters the space of the sheet. At the age of 5, he will no longer draw everything in a row on one sheet, but will begin to demand a new one - one for the Snowman, and the other for the meadow with flowers. The child comes to understand that creating a drawing requires compliance with a single composition.
Making appliqués gives the child his first ideas about symmetry. Symmetry becomes a discovery for a preschooler when snowflakes, leaves and other elements of an applicative plot are cut out of a folded sheet of paper.
After this practice, children develop the ability to see symmetry in the world around them.
Construction
The constructive activity of a preschooler is the construction of various buildings and the creation of models from Lego parts and other plastic or wooden sets. Paper construction also belongs to this type.
In practical actions, the preschooler reveals existing patterns. There is an awareness of what shapes and sizes the parts should have in order for them to fit together. By experimenting, children come to understand that when building a tower, they need to make the base wider so that it is more stable - this is how the concept of stability and balance is formed.
Develops the ability to perceive the subject as a whole. A preschooler learns to plan several steps ahead and then implement his plans. In such activities, constructive thinking develops.
Music and dance activities
Musical activity is rarely mentioned in the context of preschooler development. At the same time, it is an actively present and important topic in the child's life. Children begin to respond to music early, and their perception of musical sounds and rhythm is formed.
Preschoolers of any age enjoy performing dance moves to music. An ear for music also develops.
Dance classes have a significant impact on the motor and general development of the child. He remembers and performs movements in a given order, learns to distribute attention between direct execution of movements and observation of the coach or dance partners. At the same time, the ability to perceive a visual-motor image develops. As the preschooler masters dance movements, he can be creative and create his own dance.
Cognitive research activities
The cognitive activity of a preschooler contributes to the development of mental activity and thinking. Such activity can manifest itself in practical and mental forms. In the case when a child carries out simple experiments, cognitive research activity takes place.
A preschooler does not engage in experimentation for fun. He encounters a property of an object that was previously unknown to him and strives to understand this property and discover the argumentation. The child checks how a paper boat floats and what happens when the paper is completely saturated with water. Experiments with what can be thrown higher - a ball or a balloon.
In such activities, the preschooler discovers the essential signs of objects and phenomena. He cannot explain them, and then a chain of questions follows for an adult. intensifies and pushes to new experiences. The value of children's research activity lies in the fact that it is a way of understanding the world around them.
Labor activity
A preschooler wants to be like mom or dad. He watches what adults do and wants to try his hand at it too. At this time, the child is driven by a strong interest and desire to be on an equal footing.
The child is fascinated by the process, not the result. He wants to knead the dough with his mother and water the flowers in the flowerbed next to his father. The preschooler declares that he will help. It’s not a problem that the “helper” ends up covered in flour, or pours water from the watering can on himself. Being involved in a useful cause is important.
The main rule that parents should follow in this regard: do not get irritated! The child shows independence and fulfills his needs. In addition, he absorbs the manners of adults, and the parental reaction will become a model of behavior for him in the future.
The child expects a positive assessment, praise, approval of his actions. A child’s sense of pride in his achievements manifests itself already at the age of 3 years, as soon as he discovered his own self. It is very important to praise the child and entrust him with a task that is feasible for him.
Of particular value from the point of view of a younger preschooler is that he becomes a collaborator with an adult and acts in a real situation, not a game one. An older preschooler has other priorities. He takes on work with pleasure if he understands its importance. Whatever the motive for engaging in activities, the preschooler gradually develops work skills.
Educational activities
In older preschool age, children become interested in more serious “adult” skills - reading, counting. Cognitive motives are formed. All these are prerequisites for the child to be ready to learn new things and solve more complex problems. Games and creative activities prepare the preschooler for learning activities.
The first skills are taught to a preschooler in a didactic game. Didactic games are games that are specially invented by adults so that children gain new knowledge and develop skills.
First, in a playful way, but over time, preschoolers, even without a play context, listen with interest to educational material, read and perform simple counting operations.
As for educational activities, preschoolers should not be overloaded with new knowledge. It is much more important to prepare children for the fact that schooling requires arbitrariness of cognitive processes. And for this it is necessary to play games with children for attention, for the development of voluntary perception and memory.
In an effort to fully develop a child, adults need to remember that all types of children’s activities bring them benefit. It is important for a preschooler to play and draw, design and perform feasible household chores. Parents should provide the child with the opportunity to exercise independence, be patient with children’s experimentation, and actively participate in joint activities.
Children's activities
The child’s active interaction with the outside world, during which the ontogenetic formation of his psyche occurs. In the course of activity, by adjusting it to different, including socially modeled, conditions, it is enriched and fundamentally new components of its structure arise. Changes in the structure of a child’s activity are also determined by the development of his psyche. Genetically, the earliest independent activity is objective activity. It begins with mastering actions with objects - such as grasping, manipulation - actual object actions, involving the use of objects for their intended purpose and in the manner assigned to them in human experience. Particularly intensive development of object-related actions occurs in the second year of life, which is associated with mastering walking. Somewhat later, on the basis of objective activities, other types of activities are formed, in particular, play activities. Within the framework of a role-playing game, which is the leading activity at preschool age, mastery of elements of adult activity and interpersonal relationships occurs. Subsequently, the following are formed:
1 ) labor activity - in which skills that are complex in their structure are practiced;
2 ) productive activity - which is an essential factor in the development of cognitive processes;
3 ) visual activity - in which there is a correlation between intellectual and affective processes.
Dictionary of a practical psychologist. - M.: AST, Harvest. S. Yu. Golovin. 1998.
CHILDREN'S ACTIVITIES
(English) child activity). Development activities has a decisive influence on the formation and V ontogeny. In the process of D., mental processes are improved, forms of knowledge of the surrounding reality are enriched, social experience. A change in the child's mental health leads to the development of the child's psyche, which, in turn, creates the prerequisites for the further formation of the child's mental health.
First D. d. - object-manipulative. Its development is preceded by a long period of mastery actions with objects - grasping, non-specific and specific manipulations and, finally, actual objective actions - using objects according to their functional purpose, in the way assigned to them in human experience. The rapid development of objective actions begins in the child in the 2nd year of life. It is associated with mastering independent movement - walking.
In connection with the emergence of object-manipulative activity, the child’s attitude towards the objects around him and the type of orientation in the objective world changes. Instead of asking “What is this?” When faced with a new object, the child has the question “What can be done with this?” Interest in the objective world is expanding enormously. With a free choice of objects and toys, the child strives to involve the greatest number of them in his activities. At the same time, the time of action with each object (toy) increases, and a variety of actions appears. Object-manipulative activity becomes leading V early age(cm. ).
In the depths of object-manipulative activity, the prerequisites for other types of D.D. are formed - gaming, productive, labor elements.
In the process of training and upbringing, by the end of preschool age, the cognitive activity.
Addition: It is important to note that all the types of D. identified above, at least in their initial forms, necessarily have the character joint activities child with an adult. They do not arise and develop purely spontaneously, but are organized and implemented first by adults together with children. Only gradually do conditions arise for the relative autonomization (individualization) of certain mature forms of D. d. Therefore, it cannot be. in principle, opposing the activity approach to development ( A.N.Leontyev etc.) and communicative approach L.WITH.Vygotsky. Both approaches are ideally compatible, partly complementary, and generally presuppose each other, i.e. neither Vygotsky thought of communication outside of communication, nor Leontiev thought of communication outside of communication. The difference between them is as deep as between the phrases communicative-activity and activity-communicative approaches (B.M.)
Large psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .
See what “children’s activities” are in other dictionaries:
- carrying out an analysis of the most effective types of activity of preschool children, necessary for planning the educational work of a kindergarten;
- planning work results to achieve the goals and objectives of the Federal State Educational Standard for preschool education;
- development of a subject-spatial and developmental environment that meets the age and psychophysical needs of children;
- searching for new forms and ways of organizing leisure time for preschool children.
- Younger preschoolers develop spatial thinking through the transformation of objects (building structures from construction sets, playing with transforming robots, transforming machines), satisfy their research interest, expanding their understanding of natural phenomena, animals and plants, and geometric figures. By carrying out cognitive and research activities, children develop their speech apparatus, fine and gross motor skills.
- In middle preschool age, it is important for educators to encourage in every possible way the research and search work of children, which is carried out through grouping, sorting and comparing various phenomena and objects, expanding mathematical skills and knowledge, and forming basic ideas about the history and culture of Russia.
- Starting from senior preschool age, children become involved in planning research activities, learn to draw conclusions, generalize and systematize information, bring what is planned to the end, and distribute responsibilities among peers to complete assigned tasks. In the process of work, students expand their vocabulary, learn the simplest mathematical operations (add and subtract, determine greater and lesser).
- In the preparatory group of the kindergarten, in the process of conducting classes, preschoolers expand their knowledge about peoples and countries, planet Earth, their homeland, the animal and plant world, and consolidate the knowledge acquired during preschool childhood. Additionally, children are introduced to key events and professions for the country and the history of the state, and everything is done to develop the skills that preschool graduates will need at school.
- Drawing (with crayons, paints, pencils or other visual means). Children develop abstract and creative thinking, and their hands prepare for writing, if they systematically draw on a special board, paper, asphalt or canvas.
- Modeling is the best method of working on fine motor skills. The use of plastic materials (clay, kinetic sand or plasticine) optimizes the coordination of children’s movements, develops perseverance, awareness of the proportions and position of bodies in space, attention to detail, and spatial thinking.
- Applications and crafts made from natural and improvised materials and fabrics contribute to children’s creative self-expression and rethinking of individual events, phenomena and objects.
- in the first junior group, the work activity of preschoolers consists of the ability to dress and undress independently, wash hands after a walk and before eating, use the potty, use a spoon and fork;
- in the second junior group, kindergarten students expand the range of available skills and abilities, learn to provide all possible assistance to teachers and nannies;
- in the middle group, preschoolers 4-5 years old learn to evaluate their abilities and the amount of work, achieve their goals, bringing the work they start to the end, which instills the ability to self-regulation (at the same time, it is strategically important for educators to encourage children’s work initiative and their desire to help);
- older preschoolers must monitor the condition and location of personal belongings, toys, school supplies and other things;
- In the preparatory group, preschoolers should be able to easily care for their clothes and shoes according to the teacher’s instructions.
- In younger groups, preschoolers need to master ball exercises (throwing and rolling), continuous running for 30 seconds, jumping in place, performing imitation exercises (for example, deer running or grasshopper jumping), outdoor games and the ability to climb the first slats of the wall bars.
- In the middle group of kindergarten, pupils perform exercises to train balance, strength, coordination of movements, develop basic motor skills, running, jumping.
- Older preschoolers expand their range of motion and range of motor skills through a combination of various exercises. Hardening procedures are carried out under the supervision of the teacher, and competitive moments, sports games and relay races are used in leisure forms of activity.
- In the preparatory group, along with various types of educational activities in preschool educational institutions according to the Federal State Educational Standard, round dancing and sports games are used, during which various muscle groups are developed, simple and complex forms of activity are practiced, and agility, strength, and endurance are trained.
- Conversations are a method that allows you to actualize the attention of preschoolers, facilitating the transition to communicative, cognitive-research, labor or musical and artistic activities. Educators practice creating a file of conversations, which can later be used during the implementation of the educational process with children of different ages.
- Riddles are a fascinating way to influence students, which does not require significant time investment in the classroom, but introduces elements of an entertaining and competitive nature. Making a wish provides a simple transition from creativity, labor or productive activity to, for example, educational activity.
- Poems serve as a stimulating factor in the transition to labor and physical activity, carrying out simple assignments, and implementing research, cognitive, visual and play activities.
- Fairy tales help motivate children to be active in education or work; they explain the nature of things, the world around them and the peculiarities of relationships in it in simple and accessible words. Fantasy fairy tales are appropriate in the process of implementing almost all types of activities in preschool educational institutions according to the Federal State Educational Standard.
- Visualization tools (pictures, posters, diagrams) set preschoolers up for productive, cognitive-research, communicative, musical and artistic activity.
- Strict thoughtfulness, clarity of structure with laconic inclusion of each individual component. Integration provides for the need to slightly reduce the volume of each of the types of children's activities in preschool educational institutions according to the Federal State Educational Standard to ensure an overall indicator of the effectiveness of educational work.
- A clear, easily traceable relationship between individual components, which is achieved only with careful study of the material.
- Significant information content, accessibility of information, the explanation of which is carried out within the established time frame.
- a game;
- drawing;
- design.
- gaming;
- educational;
- social.
Activities Children's- active interaction of the child with the outside world, during which the ontogenetic formation of his psyche occurs. When implementing an activity, by adjusting it to the frame... Psychological Dictionary
Children's activities- the main form of activity of the child and the main source of mental development in the process of ontogenesis. The need for active activity is one of the main needs of a child. In childhood, it acquires several “faces”, and in children... ...
Children's productive activities- the child’s activity with the aim of obtaining a product (construction, drawing, appliqué, molded crafts, etc.) that has certain specified qualities. Its main types are constructive and visual activities. P.d.d.… … Encyclopedic Dictionary of Psychology and Pedagogy
Children's object activities- activities aimed at mastering socially developed ways of using various “cultural objects”: tools, toys, clothing, furniture, etc. According to the concept of leading activity, P. d. is such in the early... ... Encyclopedic Dictionary of Psychology and Pedagogy
Etymology. Comes from the Greek. psyche soul, logos teaching. Category. Section of psychology. Specificity. Dedicated to the study of the patterns of mental development of a child. The main subject of analysis are the driving causes and conditions... ... Great psychological encyclopedia
Characteristics of play activities of preschool children.
In modern pedagogical theory, play is considered as the leading activity of a preschool child.
Leading position of the game:
1. Satisfies his basic needs:
The desire for independence, active participation in the life of adults (while playing, the child acts independently, freely expressing his desires, ideas, feelings. In the game, the child can do everything: sail on a ship, fly into space, etc. Thus, the baby, as K. pointed out. D. Ushinsky, “trying his strength”, living the life that awaits him in the future.
- the need for knowledge of the world around him (games provide the opportunity to learn new things, reflect on what has already been included in his experience, express his attitude to what is the content of the game).
- need for active movements (outdoor games, role-playing games, building materials)
- communication needs (children enter into various relationships when playing).
2. In the depths of the game, other types of activities (work, learning) arise and develop.
As the game develops, the child masters the components inherent in any activity: he learns to set a goal, plan, and achieve results. Then he transfers these skills to other types of activities, primarily to work.
At one time, A. S. Makarenko expressed the idea that a good game is similar to good work: they are related by responsibility for achieving a goal, effort of thought, joy of creativity, culture of activity. In addition, according to A. S. Makarenko, the game prepares children for the neuropsychic costs that work requires. This means that the game develops arbitrariness of behavior. Due to the need to follow the rules, children become more organized, learn to evaluate themselves and their capabilities, acquire dexterity, dexterity and much more, which facilitates the formation of strong work skills.
3. The game contributes to the formation of the child’s new formations, his mental processes, including imagination.
One of the first to connect the development of play with the characteristics of children's imagination was K. D. Ushinsky. He drew attention to the educational value of images of the imagination: the child sincerely believes in them, therefore, while playing, he experiences strong, genuine feelings.
A sign of a game, as L. S. Vygotsky noted, is the presence of an imaginary or imaginary situation.
Another important property of imagination, which develops in play, but without which educational activities cannot take place, was pointed out by V.V. Davydov. This is the ability to transfer the functions of one object to another that does not have these functions (a cube becomes soap, an iron, bread, a car that drives along a table-road and hums). Thanks to this ability, children use substitute objects and symbolic actions in play (“washed hands” from an imaginary tap). The widespread use of substitute objects in the game will in the future allow the child to master other types of substitution, such as models, diagrams, symbols and signs, which will be required in learning.
Game activity, as proven by A.V. Zaporozhets, V.V. Davydov, N.Ya. Mikhailenko, is not invented by the child, but is given to him by an adult who teaches the child to play, introduces him to socially established methods of play actions (how to use a toy, substitute objects, other means of embodying the image; perform conventional actions, build a plot, obey the rules, etc. .).
Stages of development of gaming activity.
In the development of gaming activity, there are 2 main phases or stages.
The first stage (3-5 years) is characterized by the reproduction of the logic of people’s real actions; The content of the game is objective actions.
At the second stage (5-7 years), real relationships between people are modeled, and the content of the game becomes social relationships, the social meaning of an adult’s activity.
D.B. Elkonin also identified individual components of games characteristic of preschool age.
Game components include:
Game conditions.
Each game has its own playing conditions - the children, dolls, and other toys and objects participating in it. Selection and combination of them significantly changes the game in early preschool age. The game at this time mainly consists of monotonously repeated actions, reminiscent of manipulations with objects. For example, if the play conditions include another person (a doll or a child), then a three-year-old child can play “cooking dinner” by manipulating plates and cubes. The child plays cooking dinner even if he later forgets to feed the doll sitting next to him. But if you take away a doll from a child that prompts him to this plot, he continues to manipulate the cubes, arranging them by size or shape, explaining that he is playing “with cubes,” “it’s so simple.” Lunch disappeared from his thoughts along with the change in playing conditions);
The plot is the sphere of reality that is reflected in the game. At first, the child is limited to the family and therefore his games are connected mainly with family and everyday problems. Then, as he masters new areas of life, he begins to use more complex plots - industrial, military, etc. The forms of games based on old stories, say, “mother-daughter” games, are also becoming more diverse. In addition, the game with the same plot gradually becomes more stable and longer. If at 3-4 years old a child can devote only 10-15 minutes to it, and then he needs to switch to something else, then at 4-5 years old one game can already last 40-50 minutes. Older preschoolers are able to play the same thing for several hours in a row, and some games last for several days.
Those moments in the activities and relationships of adults that are reproduced by the child constitute the content of the game. The content of games for younger preschoolers is an imitation of the objective activities of adults. Children “cut bread”, “wash the dishes”, they are absorbed in the very process of performing actions and sometimes forget about the result - why and for whom they did it. Therefore, having “prepared lunch”, the child can then go “for a walk” with his doll without feeding her. The actions of different children are not consistent with each other, duplication and sudden changes of roles during the game are possible.
For middle preschoolers, the main thing is the relationships between people; they perform play actions not for the sake of the actions themselves, but for the sake of the relationships behind them. Therefore, a 5-year-old child will never forget to place the “sliced” bread in front of the dolls and will never confuse the sequence of actions - first lunch, then washing the dishes, and not vice versa. Children included in the general system of relationships distribute roles among themselves before the game begins.
For older preschoolers, it is important to obey the rules arising from the role, and the correctness of these rules is strictly controlled by them. Game actions gradually lose their original meaning. Actual objective actions are reduced and generalized, and sometimes completely replaced by speech (“Well, I washed their hands. Let’s sit down at the table!”).
Game functions.
Play is the leading activity in preschool age; it has a significant impact on the development of the child. First of all, in play, children learn to fully communicating with each other. Younger preschoolers do not yet know how to truly communicate with peers. This is how, for example, the game of railroad is played in the junior group of a kindergarten. The teacher helps the children make a long row of chairs, and the passengers take their seats. Two boys who wanted to be a driver sit on the outer chairs at both ends of the “train”, honk, puff and “drive” the train in different directions. This situation does not confuse either drivers or passengers and does not make them want to discuss anything. According to D.B. Elkonina, younger preschoolers “play side by side, not together.”
Gradually, communication between children becomes more intense and productive. In middle and older preschool age, children, despite their inherent egocentrism, agree with each other, distributing roles in advance or during the game itself. Discussion of issues related to roles and control over the implementation of the rules of the game becomes possible due to the inclusion of children in common activities.
The game contributes to the development of not only communication with peers, but also voluntary behavior of the child. Arbitrariness of behavior manifests itself initially in subordination to game rules, and then in other types of activities. For arbitrariness of behavior to occur, a pattern of behavior that the child follows and control over compliance with the rules are necessary. In the game, the model is the image of another person, whose behavior the child copies. Self-control only appears towards the end of preschool age, so initially the child needs external control - from his playmates. Children control each other first, and then each of them controls themselves. External control gradually falls out of the process of behavior management, and the image begins to regulate the child’s behavior directly.
The game develops motivational-need sphere of the child. New motives for activity and goals associated with them arise. In addition, the game facilitates the transition from motives that have the form of affectively colored immediate desires to motives-intentions that stand on the verge of consciousness. When playing with peers, it is easier for a child to renounce his fleeting desires. His behavior is controlled by other children, he is obliged to follow certain rules arising from his role, and has no right either to change the general pattern of the role or to be distracted from the game by something extraneous.
The game promotes development of the child’s cognitive sphere. In developed role-playing games with its intricate plots and complex roles, children develop their creative imagination.
In general, the child’s position in the game radically changes. While playing, he acquires the ability to change one position to another, coordinate different points of view.
Thus, the features of the game as an activity:
Display and active-speech character, specific motives (the main motive is the child’s experience in the game of aspects of reality that are significant for him, interest in actions with objects, events, relationships between people. The motive can be the desire for communication, joint activities, cognitive interest. However, as L.S. Vygotsky noted, a child plays without realizing the motives of his activity);
The game contains an imaginary situation and its components (roles, plot, imaginary phenomenon);
Games have rules (hidden, arising from the role, plot, and open, clearly expressed);
Active imagination; repetition of play and play action (due to the desire to imitate, the child repeats the same actions and words many times, and such repetition is necessary for mental development. It is on repetition that many outdoor games are built);
Independence (this feature is especially evident in creative games, where children independently choose a plot, develop it, and determine the rules);
Creative character, which allows children to show initiative and imagination in constructing a plot, in choosing content, in creating a play environment, in choosing visual means to perform roles;
Emotional richness (play is impossible without a feeling of joy, satisfaction, evokes aesthetic emotions, etc.).
Characteristics of children's cognitive and research activities.
Under cognitive activity Preschool children should understand the activity that arises regarding cognition and in its process. It is expressed in the interested acceptance of information, in the desire to clarify and deepen one’s knowledge, in the independent search for answers to questions of interest, in the use of comparison by analogy and in contrast, in the ability and desire to ask questions, in the manifestation of elements of creativity, in the ability to assimilate the method of cognition and apply it to another material.
The result of educational research activities are knowledge. Children at this age are already able to systematize and group objects of living and inanimate nature, both by external features and by habitat. Changes in objects and the transition of matter from one state to another are of particular interest to children of this age. The child’s questions reveal an inquisitive mind, observation, and confidence in the adult as a source of interesting new information (knowledge) and explanations.
Preschoolers are natural explorers. And this is confirmed by their curiosity, constant desire to experiment, desire to independently find a solution to a problem situation. The teacher’s task is not to suppress this activity, but, on the contrary, to actively help.
This activity originates in early childhood, at first representing a simple, seemingly aimless (processual) experimentation with things, during which perception is differentiated, the simplest categorization of objects by color, shape, purpose arises, sensory standards and simple instrumental actions are mastered.
During the period of preschool childhood, the “island” of cognitive and research activity is accompanied by play and productive activity, intertwined with them in the form of indicative actions, testing the possibilities of any new material.
By the senior preschool age, cognitive-research activity is isolated into a special activity of the child with its own cognitive motives, a conscious intention to understand how things work, learn new things about the world, and streamline one’s ideas about any area of life.
The cognitive-research activity of an older preschooler in its natural form manifests itself in the form of so-called children’s experimentation with objects and in the form of verbal exploration of questions asked to an adult (why, why, how?)
If we consider the structure of children's research, it is easy to notice that it, just like research conducted by an adult scientist, inevitably includes following specific steps:
Identification and formulation of the problem (choice of research topic);
Proposing a hypothesis;
Search and offer possible solutions;
Collection of material;
Generalization of the obtained data.
Poddyakov N.N. identifies experimentation as the main type of indicative research (search) activity. The more varied and intense the search activity, the more new information the child receives, the faster and more fully he develops.
He identifies two main types of indicative research activities.
First. The activity in the activity comes entirely from the child. At first, the child, as it were, disinterestedly tries out different objects, then acts as a full-fledged subject, independently constructing his activity: setting a goal, looking for ways and means of achieving it, etc. In this case, the child satisfies his needs, his interests, his will.
Second. The activity is organized by an adult, he identifies the essential elements of the situation, and teaches children a certain algorithm of actions. Thus, children receive the results that were determined in advance for them.
The following are identified as the main developmental functions of cognitive and research activity at the stage of senior preschool age:
development of the child’s cognitive initiative (curiosity)
· the child’s mastery of fundamental cultural forms of ordering experience: cause-and-effect, generic (classification), spatial and temporal relationships;
· the child’s mastery of fundamental cultural forms of ordering experience (schematization, symbolization of connections and relationships between objects and phenomena of the surrounding world);
·development of perception, thinking, speech (verbal analysis-reasoning) in the process of active actions to search for connections between things and phenomena;
· broadening children's horizons by taking them beyond immediate practical experience into a broader spatial and temporal perspective (mastering ideas about the natural and social world, elementary geographical and historical concepts).
The experimental research model of cognitive activity uses the following logic of methods:
· questions from the teacher that encourage children to pose a problem (for example, remember the story by L.N. Tolstoy “The jackdaw wanted to drink...” What situation did the jackdaw find itself in?);
· schematic modeling of the experiment (creation of a flow chart);
·questions that help clarify the situation and understand the meaning of the experiment, its content or natural pattern;
· a method that stimulates children to communicate: “Ask your friend about something, what does he think about it?”;
·the “first try” method of applying the results of one’s own research activities, the essence of which is for the child to determine the personal and value meaning of the actions he has performed.
Characteristics of the labor activity of preschool children.
The concept and features of the work activity of preschool children
In the large encyclopedic dictionary work is defined as the expedient, material, social, instrumental activity of people aimed at meeting the needs of the individual and society.
Labor activity- this is an activity aimed at developing in children general labor skills and abilities, psychological readiness for work, the formation of a responsible attitude towards work and its products, and a conscious choice of profession.
Labor activity of preschool children is the most important means of education. The entire process of raising children in kindergarten can and should be organized so that they learn to understand the benefits and necessity of work for themselves and for the team. Treating work with love and seeing joy in it is a necessary condition for the manifestation of a person’s creativity and talents.
The work activity of preschool children is educational in nature- that’s how adults look at him. Labor activity satisfies the child’s need for self-affirmation, knowledge of his own capabilities, and brings him closer to adults - this is how the child himself perceives this activity.
In their work activities, preschoolers master a variety of skills and abilities necessary in everyday life: in self-service, in household activities. Improving skills and abilities does not only mean that the child begins to do without the help of adults. He develops independence, the ability to overcome difficulties, and the ability to exert volition. This brings him joy and makes him want to master new skills.
Tasks of work activity
Preschool pedagogy identifies the following main tasks of children’s work activity:
Familiarization with the work of adults and instilling respect for it;
Training in simple labor skills;
Fostering interest in work, hard work and independence;
Fostering socially oriented motives for work, the ability to work in a team and for a team.
Social functions of labor activity
Considering work activity from the point of view of the influence it has on the social life of a preschooler, we can distinguish seven special functions of work:
1. The socio-economic (reproductive) function consists of the influence of preschool children on familiar objects and elements of the natural environment with the aim of transforming them into new objects to meet the needs of the collective. The implementation of this function allows one to reproduce standard material or symbolic (ideal) conditions of their future social life.
2. The productive (creative, creative) function of work activity consists of that part of work activity that satisfies the preschooler’s needs for creativity and self-expression. The result of this function of labor activity is the creation of fundamentally new or unknown combinations of pre-existing objects and technologies.
3. The social-structuring (integrative) function of labor activity lies in the differentiation and cooperation of the efforts of preschool children participating in the labor process. As a result of the implementation of this function, on the one hand, specialized types of labor are assigned to preschoolers participating in work activities; on the other hand, special social connections are established between preschoolers, mediated by the exchange of results of their joint work activities. Thus, two sides of joint labor activity - division and cooperation - give rise to a special social structure that unites preschoolers into a team, along with other types of social connections.
4. The social-controlling function of work activity is due to the fact that activity organized in the interests of the team represents a certain social institution, i.e. a complex system of social relations between preschool children, regulated through values, norms of behavior, standards of activity and rules. Therefore, all preschoolers participating in work activities are subject to an appropriate system for monitoring the quality of the duties they perform.
5. The socializing function of work activity manifests itself at the individual and personal level. Thanks to participation in it, the composition of social roles, behavioral patterns, social norms and values of preschoolers is significantly expanded and enriched. They become more active and full participants in public life. It is thanks to their work activity that most preschoolers experience a feeling of “need” and importance in the team.
6. The social developmental function of work activity is manifested in the results of the impact of the content of work activity on preschoolers. It is known that the content of work activity, as the means of labor improve, due to the creative nature of man, tends to become more complex and continuously updated. Preschoolers are motivated to increase their level of knowledge and expand the range of their skills, which encourages them to acquire new knowledge.
7. The social-stratification (disintegrative) function of labor activity is a derivative of the social-structuring one. It is due to the fact that the results of different types of work activities of preschoolers are rewarded and assessed differently. Accordingly, some types of work activities are recognized as more, and others - less important and prestigious. Thus, work activity performs the function of some kind of ranking. At the same time, the effect of a certain competition for receiving the most significant praise appears between preschoolers.
Tools for preschoolers' work activities
The means of labor activity of preschool children should ensure the formation of fairly complete ideas about the content of the work of adults, about the worker, his attitude to work, about the importance of work in the life of society; assistance in teaching children the labor skills available to them and organizing various types of work in order to develop in them a positive attitude towards work and establish friendly relationships with peers during their activities. Such means are:
Familiarization with the work of adults;
Training in labor skills, organization and planning of activities;
Organization of children's work in a content accessible to them.
Types of work activities of preschoolers
The work activities of children in kindergarten are varied. This allows them to maintain their interest in work and provide them with a comprehensive education. There are four main types of child labor: self-care, domestic labor, outdoor labor and manual labor.
Self-care is aimed at caring for oneself (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational significance of this type of work activity lies, first of all, in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-care begins to be recognized as a responsibility.
Household work of preschoolers is necessary in the daily life of a kindergarten, although its results are not so noticeable in comparison with other types of their labor activity. This type of work activity is aimed at maintaining cleanliness and order in the premises and area, helping adults in organizing routine processes. Children learn to notice any violation of order in a group room or area and, on their own initiative, eliminate it. Household work is aimed at serving the team and therefore contains great opportunities for developing a caring attitude towards peers.
Labor in nature involves the participation of children in caring for plants and animals, growing plants in a corner of nature, in a vegetable garden, in a flower garden. This type of work activity is of particular importance for the development of observation, nurturing a caring attitude towards all living things, and love for one’s native nature. It helps the teacher solve the problems of children’s physical development, improving movements, increasing endurance, and developing the ability for physical effort.
Manual labor develops children's constructive abilities, useful practical skills and orientation, creates interest in work, willingness to do it, cope with it, the ability to evaluate one's capabilities, and the desire to do the job as best as possible (stronger, more stable, more graceful, more accurate).
Forms of organizing the labor activity of preschool children
The labor activity of preschool children in kindergarten is organized in three main forms: in the form of assignments, duty, and collective work.
Assignments are tasks that the teacher occasionally gives to one or more children, taking into account their age and individual capabilities, experience, as well as educational tasks.
Instructions can be short-term or long-term, individual or general, simple (containing one simple specific action) or more complex, including a whole chain of sequential actions.
Carrying out work assignments helps children develop an interest in work and a sense of responsibility for the assigned task. The child must concentrate his attention, show strong will in order to complete the task and inform the teacher about the completion of the assignment.
In younger groups, the instructions are individual, specific and simple, containing one or two actions (lay out spoons on the table, bring a watering can, remove dresses from the doll for washing, etc.). Such elementary tasks involve children in activities aimed at benefiting the team, in conditions where they are not yet able to organize work on their own.
In the middle group, the teacher instructs the children to wash doll clothes, wash toys, sweep paths, and rake sand into a pile on their own. These tasks are more complex, because they contain not only several actions, but also elements of self-organization (prepare a place for work, determine its sequence, etc.).
In the older group, individual assignments are organized in those types of work in which children have insufficiently developed skills, or when they are taught new skills. Individual assignments are also given to children who need additional training or particularly careful supervision (when the child is inattentive and often distracted), i.e. if necessary, individualize methods of influence.
In a school preparatory group, when carrying out general assignments, children must demonstrate the necessary self-organization skills, and therefore the teacher is more demanding of them, moving from explanation to control and reminder.
Duty duty is a form of organizing children’s work, which involves the child’s mandatory performance of work aimed at serving the team. Children are alternately included in different types of duty, which ensures systematic participation in work. The appointment and change of duty officers occurs daily. Duties have great educational value. They place the child under conditions of obligatory fulfillment of certain tasks necessary for the team. This allows children to develop responsibility to the team, caring, and an understanding of the necessity of their work for everyone.
In the younger group, in the process of running errands, children acquired the skills necessary to set the table and became more independent when doing work. This allows the middle group to introduce canteen duty at the beginning of the year. There is one person on duty at each table every day. In the second half of the year, duties are introduced to prepare for classes. In older groups, duty in a corner of nature is introduced. The duty officers change daily, each of the children systematically participates in all types of duty.
The most complex form of organizing children's work is collective work. It is widely used in the senior and preparatory groups of kindergarten, when skills become more stable and the results of work have practical and social significance. Children already have sufficient experience in participating in various types of duty and in carrying out various assignments. Increased capabilities allow the teacher to solve more complex problems of work: he teaches children to negotiate upcoming work, work at the right pace, and complete a task within a certain time frame. In the older group, the teacher uses such a form of uniting children as common work, when children receive a common task for everyone and when, at the end of the work, a general result is summed up.
In the preparatory group, joint work takes on special importance when children become dependent on each other in the process of work. Joint work gives the teacher the opportunity to cultivate positive forms of communication between children: the ability to politely address each other with requests, agree on joint actions, and help each other.
Characteristics of productive activity of preschool children.
Productive activity in preschool education refers to the activities of children under the guidance of an adult, as a result of which a certain product appears. Productive activities include design, drawing, modeling, appliqué, theatrical activities, etc.
Productive activities are very significant for a preschooler; they contribute to the comprehensive development of his personality, the development of cognitive processes (imagination, thinking, memory, perception), and reveal their creative potential.
Classes in various types of artistic activities and construction create the basis for full and meaningful communication between children and adults and peers.
Productive activity, modeling objects of the surrounding world, leads to the creation of a real product, in which the idea of an object, phenomenon, situation receives material embodiment in a drawing, design, or exchange of images.
The product created during productive activity reflects the child’s understanding of the world around him and his emotional attitude towards it, which allows us to consider productive activity as a means of diagnosing the cognitive and personal development of a preschooler.
It is important to note that in the process of productive activity, cognitive activity and social motivation are formed.
Prerequisites for productive activities The child’s need for independence and activity, imitation of an adult, mastering objective actions, and the formation of coordination of hand and eye movements are highlighted.
Drawing, sculpting, appliqué, design help to reveal the child’s individuality, and the positive emotions they feel during creative inspiration are the driving force that heals the child’s psyche, helps children cope with various difficulties and negative life circumstances, which allows them to use productive activities in correctional – therapeutic purposes. Therefore, teachers distract children from sad and sad thoughts and events, relieve tension, anxiety, and fears. The question of using productive activity in the work of teachers and psychologists is currently relevant today.
Productive activity closely related to knowledge of the surrounding life. Initially, this is a direct acquaintance with the properties of materials (paper, pencils, paints, plasticine, etc.), knowledge of the connection between actions and the result obtained. In the future, the child continues to acquire knowledge about surrounding objects, materials and equipment, but his interest in the material will be determined by the desire to convey his thoughts and impressions of the world around him in pictorial form.
Productive activity closely related to the decision tasks of moral education. This connection is carried out through the content of children’s work, which reinforces a certain attitude towards the surrounding reality, and through the development in children of observation, activity, independence, the ability to listen and carry out tasks, and bring the work started to completion.
In the process of productive activity, such important personality qualities are formed: as activity, independence, initiative, which are the main components of creative activity. The child learns to be active in observation, doing work, showing independence and initiative in thinking through content, selecting material, and using a variety of means of artistic expression. Equally important is the cultivation of purposefulness in work and the ability to bring it to the end.
Productive activity is of great importance in solving aesthetic problems education, since by its nature it is an artistic activity. It is important to cultivate in children an aesthetic attitude towards the environment, the ability to see and feel beauty, and develop artistic taste and creative abilities. A preschooler is attracted to everything bright, sounding, and moving. This attraction combines both cognitive interests and an aesthetic attitude towards the object, which is manifested both in evaluative phenomena and in the activities of children.
During productive activities, children learn to use materials carefully, keep them clean and tidy, and use only the necessary materials in a certain sequence. All these points contribute to successful learning activities in all lessons, especially in labor lessons.
Characteristics of communicative activity of preschool children.
In modern Russian society, the problem of human communication comes to the fore, i.e. interaction through communication, where it, in turn, plays an important role as a means of personal development. The formation of personality begins at birth through the process of communication between the child and close adults (these are parents, brothers, sisters, and other family members). The introduction of children to social norms occurs in preschool age, when the child acquires basic social knowledge and acquires certain values necessary for him in later life.
Let us note that according to the introduced standard of preschool education, it is assumed that the communicative and personal educational area will be highlighted. The organization of communicative activities should promote constructive communication and interaction with adults and peers, mastery of oral speech as the main means of communication.
Child's ability to communicate is one of the criteria for the effectiveness of the educational process in preschool educational institutions. Communication acts as a form of open action in the upbringing of preschool children, therefore the success of fruitful interaction between a child and an adult will depend on how well the preschooler’s communicative activity is developed.
Let us turn to the definition of the concept of communicative activity. Communication activities, as noted by M.I. Lisin, this is the interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result. Communication activities is one of the most important ways of obtaining information about the outside world and a way of forming a child’s personality, its cognitive and emotional spheres.
According to the views of domestic psychologists (L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, M.I. Lisina, D.B. Elkonin, etc.), communicative activity acts as one of the main conditions for the development of a child , the most important factor in the formation of his personality, and finally, the leading type of human activity aimed at knowing and evaluating oneself through other people.
Communication activity is developing, according to M.I. Lisina, in several stages.
1. First of all, this is the establishment of a relationship between a child and an adult, where the adult is the bearer of activity standards and a role model.
2. At the next stage, the adult no longer acts as a carrier of samples, but as an equal partner in joint activities.
3. At the third stage, relations of equal partners in joint activities are established between the children.
4. At the fourth stage, the child in collective activity acts as a bearer of samples and standards of activity. This position makes it possible to realize the child’s most active attitude towards the activity being mastered and to solve the well-known problem of transforming what is “known” into what is “really operating.”
5. The last stage in the development of communicative activity, on the one hand, allows the child to use the learned material not in a formulaic way, but creatively, contributes to the development of the positions of the subject of the activity, helps to see the meaning of objects and phenomena; on the other hand, by setting norms and patterns of activity to comrades, demonstrating ways of performing it, the child learns to control and evaluate others, and then himself, which is extremely important in terms of the formation of psychological readiness for schooling.
As already noted, regulatory documents of preschool education are focused on the development of communicative activities of preschoolers. Let us highlight those social and psychological characteristics of the child’s personality that teachers and psychologists should focus on in the process of implementing the educational process.
So, completing the stage of preschool education, the child must be:
Initiative and independent in communication;
Confident in their abilities, open to the outside world, have a positive attitude towards themselves and others, have a sense of self-esteem;
Be able to interact with peers and adults, participate in joint games.
Among the goals are the ability to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, try to resolve conflicts, as well as the ability to express one’s thoughts and desires well.
It is worth noting that the developed communicative skills of a preschool child will ensure his successful adaptation among his peers and will allow him to improve communicative competence in the process of educational activities during the transition to a new stage of education. The development of communicative activity, as well as the child’s ability to actively participate in it, is a necessary condition for the success of educational activities, the most important direction of social and personal development.
Characteristics of children's perception of fiction.
Perception of fiction is considered as an active volitional process, which does not involve passive contemplation, but activity, which is embodied in internal assistance, empathy with the characters, in the imaginary transference of “events” to oneself, in mental action, resulting in the effect of personal presence, personal participation.
The perception of fiction by preschool children is not reduced to a passive statement of certain aspects of reality, even very important and significant ones. The child enters into the circumstances depicted, mentally takes part in the actions of the characters, experiences their joys and sorrows. This kind of activity extremely expands the sphere of a child’s spiritual life and is important for his mental and moral development.
Listening to works of art along with creative games, is of utmost importance for the formation of this new type of internal mental activity, without which no creative activity is possible. A clear plot and a dramatized depiction of events help the child to enter the circle of imaginary circumstances and begin to mentally cooperate with the heroes of the work.
During preschool age, the development of an attitude towards a work of art goes from the child’s direct naive participation in the depicted events to more complex forms of aesthetic perception, which, for a correct assessment of a phenomenon, require the ability to take a position outside them, looking at them as if from the outside.
So, the preschooler is not egocentric in perceiving a work of art. Gradually, he learns to take the position of a hero, mentally support him, rejoice at his successes and be upset by his failures. The formation of this internal activity in preschool age allows the child not only to understand phenomena that he does not directly perceive, but also to relate from the outside to events in which he did not directly participate, which is crucial for subsequent mental development.
Artistic perception child throughout preschool age develops and improves. L. M. Gurovich, based on a generalization of scientific data and his own research, considers age-related characteristics of perception preschoolers literary work, highlighting two periods in their aesthetic development:
From two to five years, when the child does not clearly separate life from art,
And after five years, when art, including the art of words, becomes valuable in itself for the child).
Let us briefly dwell on the age-related characteristics of perception.
For children junior preschool age characteristic:
The dependence of text understanding on the child’s personal experience;
Establishing easily recognizable connections when events follow each other;
The focus is on the main character, children most often do not understand his experiences and motives for his actions;
The emotional attitude towards the characters is brightly colored; there is a craving for a rhythmically organized style of speech.
IN middle preschool age Some changes occur in the understanding and comprehension of the text, which is associated with the expansion of the child’s life and literary experience. Children establish simple causal connections in the plot and, in general, correctly evaluate the actions of the characters. In the fifth year, a reaction to the word appears, interest in it, the desire to repeatedly reproduce it, play with it, and comprehend it.
According to K.I. Chukovsky, a new stage of the child’s literary development begins, a keen interest arises in the content of the work, in comprehending its inner meaning.
IN senior preschool age children begin to become aware of events that did not occur in their personal experience; they are interested not only in the actions of the hero, but also in the motives of actions, experiences, and feelings. They are able to sometimes pick up on subtext. An emotional attitude towards the characters arises on the basis of the child’s comprehension of the entire conflict of the work and taking into account all the characteristics of the hero. Children develop the ability to perceive text in the unity of content and form. The understanding of the literary hero becomes more complex, and some features of the form of the work are realized (stable turns of phrase in a fairy tale, rhythm, rhyme).
Studies note that in a 4-5 year old child the mechanism for forming a holistic image of the semantic content of the perceived text begins to fully function.
Aged 6 – 7 years understanding mechanism the content side of a coherent text, distinguished by its clarity, has already been fully formed.
L.M. Gurovich noted that in the process of developing artistic perception, children develop an understanding of the expressive means of a work of art, which leads to a more adequate, complete, deep perception of it. It is important to form in children a correct assessment of the characters in a work of art. Conversations can provide effective assistance in this regard, especially using problematic questions. They lead the child to understand the “second”, true face of the characters, previously hidden from them, the motives of their behavior, and to independently re-evaluate them (in the case of an initial inadequate assessment). A preschooler's perception of works of art will be deeper if he learns to see the elementary means of expressiveness used by the author to characterize the depicted reality (color, color combinations, shape, composition, etc.).
Thus, the ability to perceive a work of art, to realize, along with the content, elements of artistic expression, does not come to the child by itself: it must be developed and educated from a very early age. With targeted pedagogical guidance, it is possible to ensure the perception of a work of art and the child’s awareness of both its content and the means of artistic expression.
In pedagogy, activity is usually understood as initiative in the implementation of certain actions aimed at realizing one’s will, knowledge of the world, understanding of surrounding objects and phenomena, creative and contemplative perception. The main types of activities in preschool educational institutions according to the Federal State Educational Standard are distinguished in connection with:
Main activities in preschool educational institutions according to Federal State Educational Standards
Thanks to a properly organized developmental subject-spatial environment, preschoolers systematically expand their horizons of knowledge, skills and abilities, and their activity, which manifests itself in various types of activities, consistently increases. Since the current legislation classifies five educational areas, which correspond to 5 types of activities according to the Federal State Educational Standard in preschool educational institutions (cognitive, physical, speech, social-communicative and artistic-aesthetic), in kindergartens the development of pupils is organized according to these normative guidelines. The content of educational areas is determined in accordance with the program content and age characteristics of children, and therefore is implemented not only through classes, but also through leisure forms of activity.
In the methodological literature and among preschool teachers, ignorance of the main types of activities of children is often encountered, provoked by the difference in classifications established by the federal standard (9 types of activities) and the number of educational areas (5 areas). Such a discrepancy arises because for a long time the activity of preschoolers corresponded to the areas of education, and according to the adopted Federal State Educational Standard for Education, construction and manual labor, self-service and labor activity, perception of folklore and fiction were added to the usual gaming, communicative, cognitive-research activities, fine arts and music. Thus, the age needs of preschool children correspond to 9 main types of activities in preschool educational institutions according to the Federal State Educational Standard, ensuring comprehensive development and familiarization with general cultural values.
Since among the existing classifications of activities, the most significant for implementation are determined by the approximate educational program and may differ in form and content, the key ones should be discussed in more detail.
Playful types of children's activities in preschool educational institutions according to the Federal State Educational Standard
Play is not only one of the key forms of activity for preschool children, but also a means of learning about the world. That is why play activity with a didactic component is of strategic importance for age-related development, since this is the only way children learn to copy the behavior of adults, which ensures optimal psycho-emotional growth. The plots and complexity of the rules of play activities depend on the age characteristics of children: the youngest mostly repeat simple actions after adults (talking on the phone, imitating gestures, work activity of representatives of different professions, actions and sounds of animals), but as they grow up, kindergarten students move on to play games models with a more complex plot and rules, and in older preschool age they will be able to independently create game plots and distribute roles in them among their peers (school or store games, daughters and mothers).
The primary importance of play activities in kindergarten is dictated not only by the requirements of the Federal State Educational Standard and the Convention on the Protection of Children's Rights, but also by the educational role of games that contribute to the emergence of comprehensively developed individuals. Game activities in preschool educational institutions according to the Federal State Educational Standard have a positive effect on the development of initiative, humanism, curiosity, tolerance and activity in preschool children. To achieve pedagogical educational goals, play activity must correspond to the age of the children.
Play activities in kindergarten are organized for different purposes depending on the age groups of the pupils:
| Age group | Features of gaming activities |
| First junior group | Children learn to play without interfering with each other, using a single group space or playground. At this stage of growing up, educators help enrich children’s emotional experience, expand children’s ideas about the world around them, existing objects and phenomena, and explain the possibilities of transferring functions with an object (for example, you can ride both a bear cub and a doll in one car, you can feed both a bunny and a doll with one spoon). boy). In early childhood, the prerequisites for role-playing games are laid. |
| Second junior group | The plot variety of games is expanded due to personal experience (kids play in a kindergarten, hospital or store), and involvement in collective forms of activity is practiced. Children aged 3-4 years should be able to choose roles according to their own preferences and interests, try to imitate the movements, sounds and behavior of animals and birds, literary and fairy-tale characters, practice classifying objects and play equipment according to various principles (by color, shape, size) . |
| Middle group | At this age, children more actively perform play functions within the framework of established rules, available props and assigned roles. It is important for teachers to stimulate the activity of students by performing various tasks, training tactile skills, motor skills, and mastering the rules of popular didactic and role-playing games. |
| Senior group | Children practice group forms of gaming activity within the framework of an adequate competitive component: they discuss the rules of the game, coordinate actions, distribute roles, and in case of controversial situations, they find compromises. The teacher in the older group often advises and observes, playing a secondary rather than a leading role in the game. It encourages children to take initiative and creatively comprehend role-playing games, folklore and literary works. |
| Preparatory group | Game activity becomes more complex, game equipment is used less frequently, which allows children to use creative thinking and imagination. The didactic component of leisure activities is gradually expanding; children, with the support of the teacher, are introduced to labor and artistic activities when they make decorations and tools for games. |
Demonstrating the limitless educational and developmental abilities of games, educators use intellectual, didactic, role-playing, sports, active, search, experimental, finger and other games. Theatrical games are a separate type of activity in preschool educational institutions, integrated with artistic and communicative ones, thereby ensuring the development of emotional intelligence, creative rethinking of game plots and the surrounding reality, and expansion of sensory experience.
Cognitive and research activities in preschool educational institutions according to the Federal State Educational Standard
Among all children's activities according to the Federal State Educational Standard in preschool educational institutions, the innate curiosity of preschoolers is realized by research activity. It reflects the psychophysiological needs characteristic of preschoolers and the desire to understand reality through the study of phenomena and objects of the surrounding world. As children grow up, they develop sensory abilities and basic mathematical concepts, expand their understanding of the world, and become more productive in their activities. In this regard, cognitive and research activities in different groups are implemented differently:
In the context of organizing educational research work, activities such as observing natural phenomena, experiments, working with natural and visual materials, watching cartoons, videos and educational television programs, modeling, collecting, search projects and other techniques have proven their effectiveness.
Communicative children's activities in preschool educational institutions according to the Federal State Educational Standard
The level of their interaction with teachers and peers depends on the degree of development of preschool children’s speech skills. Since children face constant difficulties in the process of mastering the means of their native speech, communicative activities in preschool educational institutions according to the Federal State Educational Standard, integrated with other forms of activity, form the basis of the educational process. The speech competencies of kindergarten students are developed everywhere in routine moments and direct educational activities, but the child’s initiative, his readiness to develop and master new knowledge also becomes fundamental, and therefore it is important for educators to stimulate the communicative activity of children. The latter in a kindergarten is realized through listening to fairy tales, memorizing poems, retelling literary works, playing theatrical performances and other forms.
The implementation of speech activity differs depending on the age category of children:
| Age group | Features of speech activity |
| First junior group | At this stage, the formation of a sound culture of speech in children, the development of a passive vocabulary, which will create the prerequisites for communication with adults and peers without raising their voices, is of key importance. As a result, preschool children will be able to express their thoughts and emotions without shouting in a calm tone. |
| Second junior group | During collective play activities, preschoolers train their articulatory apparatus, expand their vocabulary and active scale. Children learn new expressions, including forms of addressing elders, teachers and household members. |
| Middle group | An important task of this stage of childhood is the ability of children to listen, compose coherent statements, and express their own thoughts. During the learning process, children are taught self-control skills and fine motor skills are developed. |
| Senior group | The development of speech competencies is carried out in the course of dialogic and monologue speech. In the process, tolerance, a friendly attitude towards others, and high moral, ethical and moral qualities are formed. Speech activity is carried out in the context of national, civil and gender identity. |
| Preparatory group | On the eve of entering school, children learn to construct coherent statements on a given topic, expand their vocabulary by memorizing literary and folklore works, learning terms, antonyms and synonyms for words they know. At the same time, intonation training is carried out. |
To develop children's communicative activity, educators use listening to fairy tales, poems, tongue twisters, organize performances with elements of dialogic speech, outdoor games, quizzes, poetry reading competitions, and tasks for reproducing various words and stories.
Productive activities in preschool educational institutions
The practice of using productive activities in kindergarten ensures that children develop perseverance, endurance, attentiveness, patience, analytical work skills, structural assessment of the capabilities of objects, and a systematic approach to the surrounding reality. Such forms of activity lay the foundation for the successful creative self-realization of children. Productive activity relies on reproducing what has been seen before with a creative component and adding unique elements.
Most often, productive activity in a kindergarten is realized through construction: younger preschoolers create the simplest structures from cubes, highlighting individual parts of the building, completing or rebuilding them, equipping structures with free space inside. In middle preschool age, pupils expand their ideas about the size, shape and texture of objects, and therefore learn to create buildings according to the teacher’s verbal instructions, and not their own ideas and visual examples. To build structures, children use the simplest structures, for which they unite in groups to build even more voluminous figures. At older preschool age, children can complete tasks of any complexity, design a building of a given theme or form, and can implement productive activities in preschool educational institutions according to the Federal State Educational Standard independently according to instructions.
However, the range of productive activities in kindergarten is not limited to construction, and therefore educators also use other forms of children’s activity, among which a special place is occupied by:
Thematic exhibitions of children's works, decorating premises and events for holidays with the results of students' creativity opens up children's awareness of the significance of artistic work, providing ample opportunities for self-realization. Unfortunately, recently children are increasingly losing interest in traditional types of productive activities, and therefore educators need to find new, more modern forms of activity that should be included in the educational process. The practice of Russian and foreign kindergartens proves that children are enthusiastically involved in scrapbooking, original design techniques (embossing, contouring), create illustrations from magazine clippings with interest, and learn the basics of weaving, which opens up limitless opportunities for introducing practical activities into the pedagogical process of preschool educational institutions.
Labor activities in preschool educational institutions according to the Federal State Educational Standard
In order for children from a very young age to be able to independently satisfy their basic physiological needs, to be more respectful of their own and others’ work, and to systematically improve their health, the practice of instilling labor skills is important. That is why kindergartens practice various types of work activities, which have a positive effect on the development of preschool children’s sense of responsibility and independence, and a conscious approach to productive activities.
Children are introduced to basic labor consistently, taking into account the age and physiological capabilities of preschoolers, and therefore:
In special moments, during walks, classes and events, and on duty, under the supervision of a teacher, children carry out basic types of work activity. To do this, teachers involve children in caring for flowers and plants on the site, collecting natural materials and making decorative items from them, which are later used to decorate the group space, creating bird feeders, cleaning leaves or snow, and other simple developmental tasks.
Musical and artistic activities of children in preschool educational institutions according to the Federal State Educational Standard
Preschoolers of all ages are actively introduced to the world of music, which contributes to the development of aesthetic perception of the world, the emotional sphere, performing abilities, rhythm, and therefore creates opportunities for the comprehensive development of the child’s personality. Teachers in classes and during walks, and music directors in music classes actively introduce children to various musical works, which develops their sense of beauty and musical taste.
Since speech and music have a similar intonation nature, regular performance practice promotes the development of communication skills, mastery of tempo, pitch, and strength of speech, and serves as the prevention of speech dysfunctions and disorders. Among the 9 types of activities in preschool educational institutions according to the Federal State Educational Standard, music occupies one of the key positions, since this form of activity is integrated with other educational areas, including the study of folk art and artistic expression. Children of all ages listen to fairy tales, poems, folklore works, and participate in creative imagination and performances. At this stage, it is important for educators to contribute in every possible way to instilling a love for the artistic word, folk and academic musical works, the concepts of morality and ethical standards, and the basics of critical thinking.
The personal initiative and contribution of the teacher largely determine the pedagogical work on the perception of artistic and musical creativity by children, since it depends on the teacher and music director of the preschool educational institution whether children will be able to become familiar with the beautiful through acquaintance with music and literature, and whether they will feel the need to continue studying the world art. In the context of this, integrative types of creativity are of key importance, combining various forms of activity, for example, theatrical and musical-didactic games, staging and improvisation, staging dance numbers or works of art with musical and song accompaniment, etc.
Children's types of motor activity according to the Federal State Educational Standard in preschool educational institutions
The need for movement is inherent in the physiology of children, however, due to the massive spread of modern technologies and changes in the principles of organizing family leisure, the physical activity of preschool children is not fully satisfied. That is why in kindergarten teachers and physical education instructors strive to maximally fill routine and leisure time with various forms of activity, which will improve the health of children, lay the foundations for a healthy lifestyle and a conscious attitude towards their health. Regular improvement of the physical abilities of preschoolers is the key to the harmonious development of the growing organism.
The organization of physical activity is carried out taking into account the age of the pupils and their physiological capabilities:
Among all forms of physical activity, the most effective are drill and outdoor games, round dances, dance exercises, exercises, morning exercises, the basics of hiking, cycling, sledding and scootering.
How to motivate children to implement various types of educational activities in preschool educational institutions according to the Federal State Educational Standard?
In preschool education, the correct distribution of the educational load on children is of key importance. The unstable attention of preschoolers, which is caused by physiological and age factors, provokes natural difficulties in the process of implementing educational activities during the transition from one type of children's activity to another.
Experienced teachers, who are not accustomed to relying on uncontrollable factors, have developed a set of techniques that make it easy to motivate children to change the type of activity. Most often they use:
The connecting link in the process of transition to another type of activity can be play, which is most typical for preschool children and meets their age needs. It is precisely this that can be used as the main integration tool if there is a need to ensure comprehensive preparation of children for multi-component educational work with maximum involvement.
Receive a standard diploma
The training program “Organization and quality control of educational activities in preschool educational institutions” will help you learn more about the legal regulation of the educational activities of preschool educational institutions, the development of the basic educational program for preschool education and receive methodological recommendations from experts.
Integration of activities in preschool educational institutions according to Federal State Educational Standards
The key trend in recent years in the field of preschool education has been an increase in the volume of educational workload, which makes it important to integrate the main activities in preschool educational institutions according to the Federal State Educational Standard. Children from an early age are faced with the need to master a significant amount of information, and for most parents, it seems an absolute norm to organize meaningful leisure time for their beloved children in early childhood development schools, foreign language courses, dance and sports studios. As a result, a large number of students demonstrate low concentration of attention, which significantly complicates the implementation of program content. Preschool pedagogical practice needs new organizational solutions, and in light of this, the integration of various types of activities of children becomes the optimal organizational solution.
Integrated educational activities, regardless of the form of their organization - in the form of classes or unregulated activities - are subject to a number of requirements, which include:
The successful organization of integrated classes in kindergarten determines the abandonment of traditional methods of interaction between the teacher and children in favor of conducting search, research, heuristic activities, sequential analysis, and searching for answers to problematic questions. The teacher’s task is to teach children to study all the characteristic features of a particular object or phenomenon, which contributes to the consistent implementation of all types of activities provided for by the Federal State Educational Standard for Educational Education and the satisfaction of age-related psychophysical needs.
It is important to note that all types of children’s activities are characterized by progressive development within five stages: free experimentation, the emergence of difficulties, work together with an adult (skill formation), activity together or next to peers (skill training), amateur activities with the inclusion of a creative element (consolidation skill and its subsequent expansion). Each of these stages is important, but the key remains the process of interaction between the child and the adult, and within the framework of integrative activities the maximum amount of time is devoted to it. Practice shows that such a pedagogical model contributes to the rapid enrichment of the personal experience of preschoolers, and therefore its inclusion in the organization of the educational process is considered appropriate.
Take the test on the topic "Organization and quality control of educational activities in preschool educational institutions"
Only a third of your colleagues pass this test without errors
The development of a child in preschool age is one of the main moments in the formation of personality.
During this period, the basic personality qualities are formed.
Features of development of preschoolers by age
In preschool age, a child is faced with a rapid expansion of the boundaries of his world and relationships between people. He acquires social responsibilities and masters new types of activities.
The baby awakens the desire for independence and participation in adult life. As a result, the child begins to become interested in games in which he copies the actions of adults. They also gain a certain independence, but it is constantly gently controlled by their parents.
Jr
The period lasts from 3 to 4 years. At this age, the first personal crisis occurs, in which the baby begins to defend the concept of “I myself.”
There are three main types of activities:
Note! The child has sufficient consistency of motives and desires. Behavior begins to become somewhat consistent with certain rules and selected patterns.
Average
Period from 4 to 5 years. There is an increasing need not only within the family circle, but also with peers to build social connections and mechanisms. Against this background, cognitive skills increase and the main manifestation of character is formed.
The child defends his independence, ceasing to strictly observe the rules set by adults. Speech becomes the main means of communication and building social connections. The child’s creative abilities are activated and become more pronounced.
Senior
The period from 5 to 7 years, during which, in addition to the final formation of basic character traits, the ability to hide them if necessary appears, although not perfect.
The child’s vocabulary expands sharply and becomes figurative.
Important! Children need the support of relatives to whom they are strongly attached, and whose words are perceived as pure truth. Because of this, parents should choose the right words when communicating with their baby.
The child already accurately separates primary and secondary needs and chooses what is most valuable to him. Interest in teamwork and acquiring new knowledge is actively being developed.
What a preschooler should know and leading activities
The main activities of preschool children are:
By the end of the preschool period, the child should have certain knowledge. Children already easily navigate in space, easily adapt when surrounded by strangers, can determine the time both by arrows and on a scoreboard with numbers, and distinguish objects by size and depth.
Also, the preschooler must know his exact address with the nearest public transport stops and the rules of behavior on the street if he is left alone. Before school, kids can already draw their own conclusions from what they heard or saw.
Diagnostics of development
Diagnosis of the development of a preschool child includes determining his social development, as well as the degree of personality development.
For this purpose, test play methods and an art test are used, in which the drawing made by the child is evaluated.
Conversational tests are required to determine the child’s ability to fully and coherently describe objects, phenomena or feelings.
Testing to determine the development of a preschooler is required primarily before school.
The preschool period of children's development is the most active in terms of the volume of skills and knowledge acquired, the number of new activities and needs. Until the age of 7, the foundation of personality is laid.
