The role of fairy tales in working with children preschool age it is very difficult to overestimate the Tale is used by teachers in the natural, literary, theatrical, musical activities.
The use of fairy tales for the formation of elementary mathematical concepts in children, the development of visual-effective, visual-figurative, verbal-logical thinking is extremely effective.
The purpose of the article: to analyze the methodological aspects of the formation of elementary mathematical representations in children by means of a fairy tale
Graphic dictations for preschoolers broaden their horizons, increase lexicon, teach to navigate in a notebook, introduce various ways of depicting objects. For ease of use, the materials are located on separate sheets that can be printed.
As you know, the game is the main activity of preschool children. IN preschool pedagogy games are considered not only as a means of educational work, but also as an independent form of organizing the life and activities of children. In teaching preschoolers to count, games play a significant role. They are systematically applied in the process of classes, as well as independent activities. In addition, they are held during children's leisure hours.
When teaching children to count, games are used in a certain connection with didactic exercises. The fact is that at the educational stage, when new knowledge is presented to children, a greater regulation of the actions of each child is required in comparison with the subsequent stage - the consolidation of knowledge and skills. It is didactic exercises that make it possible to provide the greatest regulation of children's actions.
One of the important and complex tasks of speech development is the acquisition by children of the ability to compose stories on their own. The ability to tell is formed in a child gradually, during the entire stay in a preschool institution, subject to systematic training. And since in didactics learning to compose stories is based mainly on visual material - first of all, on pictures, illustrations, thanks to which knowledge is enriched, the creative thinking and speech, then it is this material that is most valuable in working with preschoolers.
Oriented to tell by illustrations of familiar works, children learn to correctly perceive the artist's intention, understand what is depicted, notice the first and second plans, logically and consistently express their thoughts.
Work on the generalization of pedagogical experience. Topic: "Patriotic education of preschoolers."
Performed: Kuturova Marina Viktorovna, teacher of MBDOU "CRR - kindergarten No. 172"Ivanovo
Purpose: Dear colleagues, I bring to your attention a work on the generalization of pedagogical experience on the topic: "Patriotic education of preschoolers." This material may be useful to educators.
Target:
Tasks:
1. Formation of a sense of attachment to your home, kindergarten, friends in kindergarten, your loved ones.2. Developing a sense of love native land, his small homeland on the basis of attachment to native nature, culture and traditions.
Patriotism - love for the Motherland, devotion to it, responsibility and pride for it, the desire to work for its benefit, to protect and increase its wealth - these feelings and character traits begin to form already at preschool age. It is impossible to cultivate self-esteem, self-confidence, and, consequently, a full-fledged personality without respect for the history and culture of one's Fatherland, for its state symbols. One cannot be a patriot without feeling a personal connection with the Motherland, without knowing how our ancestors, our grandfathers and fathers loved and cherished it. There is no doubt that as a result of purposeful educational, systematic work, elements of citizenship and patriotism can be formed in children already in kindergarten.
With the experience of such work in kindergarten, I suggest you get acquainted.
One of the tasks, along with the preservation and strengthening of the health of children, I consider the upbringing moral qualities little person. Patriotic education is an integral part of moral education. A true patriot must be healthy both physically and morally. That's why education healthy lifestyle life is closely connected with patriotic education, education of active citizenship. It is no coincidence that folk wisdom says: "A healthy mind in a healthy body." In the process of forming a sense of patriotism at preschool age, it is important to give children basic knowledge about the Motherland, ideas about our country, people, customs, history, culture. But at the same time, in my opinion, it is necessary to understand that the origins of patriotism are born in the human heart. That is why the period of preschool childhood, due to the direct mental and emotional reactions inherent in it, due to the openness of the soul that has not yet been lost, is most important for the formation of feelings of patriotism.
Relevance of the topic:
The child begins to learn about the Motherland - through his family, his closest environment. It is very important that children understand as early as possible that the great Motherland is Russia, Russian Federation, she is one of all those who were born in her open spaces, fell in love with her, who make efforts to make her even more beautiful, richer, to become a mighty power. And each of us should be able to be useful to her. And for this you need to know and be able to do a lot; from childhood to do such things that would be for the good of your home, kindergarten, cities, and in the future - for the benefit of the whole country.
Target:
Organization of an effective system of work on the formation of a sense of patriotism and active citizenship in children of senior preschool age.
Development of the foundations of the beginning of moral and patriotic education through communication with the history of the native land, acquaintance with the past and present.
Tasks:
1. Formation of a sense of attachment to your home, kindergarten, friends in kindergarten, your loved ones.
2. Formation of a feeling of love for one's native land, one's small homeland on the basis of familiarization with one's native nature, culture and traditions.
3. Formation of ideas about Russia as a native country, about Moscow as the capital of Russia.
In my work I use various technologies:
gaming,
information,
communicative,
problematic,
developmental education,
advisory,
visual,
design,
ICT.
In the work on moral and patriotic education, we give a special place to works of children's fiction, Russian folk games, oral folk art, folk arts and crafts.
The content of the work in the areas includes:
The formation of the concept of a family in a child, the connection of times, the compilation of a pedigree.
Acquaintance with the native city: significant objects, nature, traditions.
Introduction to professions.
Acquaintance with state symbols cities and other countries.
Acquaintance with Russia, the symbols of Russia, the most significant historical events people.
Acquaintance with the heroes of fairy tales and their exploits.
Acquaintance with the concept of patriotism, heroism and their manifestations.
Acquaintance with oral folk art: nursery rhymes, holidays and rituals, folk arts and crafts.
Conclusion:
In my opinion, an important and necessary condition for success in pedagogical activity- love for his profession, children. You need to love children for what they are, children will gratefully respond to love and faith in them.
In my opinion, the life of children in kindergarten should be organized in such a way that every day and hour reveals something new to them, develops their minds, forms the foundations of their personality, brings success, and then the work of the teacher will be successful and fruitful.
Diagnostics.
Based on the results of the diagnostics, the children mastered the knowledge acquired in the classroom and in Everyday life on moral and patriotic education.
They show an active interest in the past and present of their people, their family, hometown, village. They know some information about history, sights, famous people.
They have an idea about the natural resources of the region.
Show interest in the country in which they live.
They express a positive attitude to the world, to their city, village, friendship, to all living things.
Become attentive to the emotional state of others, show sympathy, actively express readiness to help.
Exercise basic self-control. Upryantseva Natalya Viktorovna teacher of MDOU kindergarten No. 4 "Birch" with. Aleksandrovskoe
Material Description: I offer you information from the experience of working with children of senior preschool age. This material will be useful for teachers of senior groups. Methodological development will help develop theatrical abilities in children.
Information from the work experience "Development of theatrical activities with children of senior preschool age"
Theater in kindergarten- on the one hand, it is a game, an accessible, interesting and emotionally pleasant activity for the child, and on the other hand, it is a powerful means of correction and comprehensive development of the baby. Interacting with other characters, the child learns to coordinate his actions with the actions of his partners, learns to feel his dialogue partner, listen and hear him, feelings and emotions are enriched, the child worries about the heroes of the fairy tale, “lives” their life. Theater reveals inner world child, relieves the burden of "tightness", liberates the most shy children. Thus, theatrical activity helps the formation of a more stable emotional-volitional sphere in children - will, endurance and self-control are formed; the child learns to control his emotions, regulate behavior depending on the current action. In the process of working out the dialogues of the characters, the dictionary is activated, the sound pronunciation, intonation and expressiveness of speech are improved, the children learn to build dialogues and use them in different situations. Thus, we can say that theatrical activity allows you to comprehensively overcome problems in the development of children's speech. On the stage, the child has to focus attention and hold it for a relatively long time, which contributes to the development of arbitrariness of attention, the ability to concentrate on a particular episode. With the development of attention, children get the opportunity to direct their consciousness to the main features of the plot. literary work, on the character traits of the characters. No less important is the formation of arbitrary memory at preschool age. Children remember the text, their role, the sequence of actions, they know when it is their turn to enter into a dialogue. The child learns to set himself a mimic task and look for ways to implement it. Children's knowledge of the theater as a form of art deepens, their horizons expand, children's ideas about the surrounding reality, which contributes to the development of the child's cognitive sphere. Through theatrical and gaming activities, the child learns to see the beautiful in life, the ethical and moral foundations of consciousness are laid. The special value of theatrical activity is that it involves the integration of several educational areas, and this is a necessary condition for the organization of the educational process in the context of the introduction of federal state educational standards. According to the new Federal State Educational Standards, educational tasks are most effectively solved when the teacher purposefully uses an integrative approach in organizing the educational process. Theatrical activity integrates the following educational areas: cognitive development, children's knowledge of the theater as a form of art deepens, their horizons expand. Speech development, there is a development of all aspects of speech. The dictionary is activated, sound pronunciation is improved, children learn to build dialogues."Reading fiction". Through acquaintance with works of art of various genres, children are introduced to verbal art, the development of literary speech, the development of artistic perception and aesthetic taste. Artistic aesthetic development. In the process of making attributes, elements of costumes for the fairy tale chosen for acting out together with children, children develop productive activities of children, develop children's creativity, attachment to fine arts. Through listening and discussing folk, classical, children's music, singing together, playing musical instruments, children develop musical abilities, the ability to emotionally perceive music, and become familiar with the art of music. Children are included in the system social relations through their characters. They “live” the life of their character, “try on” his character, learn to evaluate the actions of heroes artwork. But in order for a preschool child to show theatrical creativity, it is necessary to enrich him life experience bright artistic impressions, to give the necessary knowledge and skills. To do this, I did the following:
In the group, I equipped a theater corner, as well as a “quiet corner” where a child can be alone and rehearse a role or look at illustrations for theatricalization. In the zone of theatrical activity, I placed different types of puppet theater - finger, b-ba-bo, as well as masks, props, dolls, scenery. In addition, she periodically updated the material, focusing on the interests of different children. This created the conditions for personalized communication with each child. Since the development of curiosity and research interest is based on the creation of a range of opportunities for modeling, research and experimentation, in the theatrical activity zone I placed various natural and waste materials, fabrics, costumes, for mummers. Taking into account the gender-role characteristics of children, equipment and materials were placed in the theatrical activity zone that meet the interests of both boys and girls.
Theatrical classes perform both cognitive, educational and developmental functions. Therefore, through their content, form and methods, I sought to achieve three main goals: - the development of speech and skills in theatrical and performing activities; - the creation of an atmosphere of creativity; - the social and emotional development of children. The content of my studies was not only acquaintance with the text of any literary work or fairy tale, but also with gestures, facial expressions, movements, costumes. The most important methodological principle was the practical action of each child. When reading or telling something, I tried to express the sincerity and genuineness of my feelings for what I read or told. But in no case did she try to impose her assessments, relationships. On the contrary, she gave the children the opportunity to speak out, to show emotional activity, tried not to suppress the timid child, turning him only into a spectator. I tried to prevent the fear of a mistake in children, so that the child was afraid to go on the “stage”. Therefore, inviting the child to "play" or "show" something, I proceeded from the real possibilities of specific children. In order to more vividly reveal their abilities and talents in theatrical activities, children must acquire many skills and abilities. To relieve muscle tension, I used the following exercises: “Greet each other for both hands in turn”, “Find your friend with your eyes”, “Do not mix up the movements”; games: "Cabbage", "Rearrange for growth." Finger game training: “Morning”, “Boy - finger, where have you been?”, “Drummers”, “Soldiers”, “We are masters”, “Woodpecker”, “Washing clothes”, “We will threaten”, “I play”, "Goodbye" helps develop fine motor skills.
To teach children the means of speech expressiveness, I used articulatory gymnastics: “Mom shreds cabbage”, “Snake sting”, “Horse”, “Brushing teeth”, “Starting a motorcycle”. She suggested that the children pronounce the most familiar words with different intonations: “take”, “bring”, “help”, “hello” (friendly, casually, asking, demanding). Attracted the attention of children to how you can change the meaning of the phrase by rearranging logical stress(each time to a different word): “Bring me a toy”, “Mom has gone to work.” I also used tasks - exercises “Different moods”, “I am happy when ...”, “I am sad when ...”. children to finish Short stories» For example:
1. The boy returned home from a walk, his mother meets him and says: “I have news for you.” What news can mom have?
2. The boy says to himself quietly: “How scary!” What could he be afraid of?
3. What can one pencil think about while lying in a box of pencils?
For a more vivid image creation, children need to master expressive plasticity and facial expressions.
For the development of plastic expressiveness, I offered the children:
1. Walk over the pebbles through the stream on behalf of any character (fairy tale, story, cartoon) of their choice.
2. On behalf of any character, sneak up on a sleeping animal (hare, bear, wolf).
3. Depict a walk of three bears, but in such a way that all the bears behave and act differently.
When children performed these exercises, I made sure that the children themselves noticed the differences in the performance of their friends and sought to find their own movements, facial expressions.
The children especially liked the exercises for the development of expressive facial expressions:
1. Salted tea.
2. Eat a lemon.
3. Angry grandfather.
4. The light bulb went out, lit up.
5. Dirty paper.
6. Warm - cold.
7. Angry at the fighter.
8. Offended.
9. I feel sad.
10. Show how a cat begs for sausage.
And I also offered the children to play small scenes, where it is necessary to emphasize the peculiarities of the situation with facial expressions. For example, depict how a boy was presented with a new car or how a child was frightened of a bear. The development of the creative activity of children was facilitated not only by classes in theatrical activities, but also individual work with every child.
I built my classes according to the scheme:
- introduction to the topic, creating an emotional mood;
- theatrical activity (in various forms), where the teacher and each child have the opportunity to realize their creative potential; - an emotional conclusion that ensures the success of theatrical activity.
To develop self-confidence and social behavior skills, I tried to organize theatrical activities of children in such a way that each child had the opportunity to express themselves in some role. To do this, I used a variety of techniques: - the choice of roles by children at will;
- assignment to the roles of the most timid, shy children; - distribution of roles on cards;
- playing roles in pairs.
Children are always ready to play fairy tales. This is their way of knowing the world. In a creative atmosphere, the child develops faster, more fully. He, entering the fairy tale, gets the role of one of its heroes, involuntarily absorbs into himself that attitude to the world, which gives strength and steadfastness in the future life. Theatrical activity makes it possible to form the experience of social behavioral skills, since each fairy tale has a moral orientation. As a result, the child learns the world with his mind and heart and expresses his attitude towards good and evil. Favorite characters become role models. Also in my practice I widely use such a form as the production of attributes for a future production, children draw, cut out what is needed.
Since the development of theatrical activities of children and the accumulation of emotional and sensory experience by them is a long work, the participation of parents was required. For them, I conducted consultations, gave advice and recommendations. I updated the material in the corner for parents, trying to find interesting and accessible games, tasks, exercises that they could use at home on their own. She also organized exhibitions of games, exercises, tasks for the development of motor skills, the development of speech, intonational expressiveness, imagination, thinking, memory. For parents, thematic evenings "Christmas", "What gives us autumn?" were organized, in the preparation of which they took Active participation(production of costumes, masks, scenery).
Fundamentals of dramatization and acting skills were fixed and revealed at music lessons, in independent theatrical activities, at holidays and entertainment.
Requirements for formatting and presentation
pedagogical work experience
System upgrade preschool education, granting the right to choose variable programs, methods of education and training, the development of author's programs and methods require teachers to constantly improve themselves.
Unified qualification directory of positions of educators 2009 makes demands "aimed at increasing the effectiveness of their work, labor activity, business initiative and competence, the fullest use of their professional and creative potential" .
For a modern teacher you need to be competitive, be able to prove the level of your qualifications and professional growth.
Administrative regulations for the provision of the Ministry of Education and Science Chelyabinsk region state service for the certification of teachers of regional state and municipal educational institutions determines the procedure for certification of teachers for the first and highest qualification category.
The level of professional and pedagogical qualification is determined on the basis of expert evaluation of the products of professional and pedagogical activity.
Expert assessmentquality of real actionsis carried out through the observation of the actions of the teacher at the level of a block of everyday learning situations, combined learning topic, methodical theme.
Expert assessmentquality of methodological developmentsin the form of educational materials, descriptions various organizational forms, methods, techniques and teaching aids, created by the teacher in the system of methodical and scientific-methodical work, is carried out through work with documentation. Thus, it is carried outindirectlydetermination of the level of theoretical, methodological, psychological, pedagogical and other basic knowledge of the teacher used in the implementation of actions and the creation of products.
self-education– the most important factor raise professional level teachers. This is a purposeful cognitive activity, controlled by the personality itself.
Each teacher is obliged during the academic year or another sufficiently long period to deal in depth with either a problem in the solution of which he feels certain difficulties, or one that arouses the greatest interest.
Self-education as a permanent activity of a teacher includes
- research work on a specific problem;
- visiting libraries, studying scientific, methodological and educational literature;
- acquaintance with the work of their colleagues, exchange of views on the organization of the pedagogical process, methods of raising and educating children;
- development and approbation of a system of work on a specific section of the program of education and training;
- creating your own teaching aids, attributes for children's games, etc.
The result of self-education can be the design of advanced pedagogical experience of educators.
Volobueva L.M. highlightsthree main approaches to the interpretation of advanced pedagogical experience:
- As an example of good work, giving high results compared to other teachers.
- As an activity in which experimental work is implemented, the conclusions scientific research and as a result, fundamentally new results are achieved.
- As innovation with its creative findings, the discovery of new, original knowledge.
Korepanova M.V. offers the following PPO forms:
- pedagogical diaries;
- abstracts or summaries of speeches at meetings, etc.;
- articles in pedagogical publications;
- report;
- brochure;
- monograph;
- methodological development of plans, etc., which contain ways for the teacher to solve specific educational problems.
The structure of the description of work experience and the requirements for its design.
Title page – 1st page of the qualifying work. The full name of the educational institution is indicated at the top of the page; in the center - the title of the abstract, which should be specific, reflect the essence of the work. Vague formulations are not allowed, for example: “Analysis of some issues ...”, “On the question of ...”, “Materials ...”. Below on the right - full name, position protecting work experience; in the lower part in the center - the place and year of the work.
Introduction - a very important part of the work, where the relevance of the chosen topic is justified. Coverage of relevance should be laconic, it is enough to show the main thing - the essence of the problem situation, from which the relevance of the topic will be visible. The problem is often identified with the question, i.e. with the position to be resolved. It is believed that a problem is an exact question, only the most important and complex.
From the formulation of the problem, it is necessary to move on to the formulation of the goal, to indicate the specific tasks that have to be solved in accordance with the goal. This is done in the form of an enumeration (explore…, describe…, establish, identify… etc.).
The formulation of problems should be done as carefully as possible, since the description of their solution should be the content of the chapters of the abstract. This is also important because the headings of such chapters are born precisely from the formulation of the tasks of the qualifying work.
Theoretical justification- in this part, an analysis of the scientific and pedagogical literature is given, reflecting the state of the chosen problem. The choice of literary sources should be justified. Theoretical provisions should help substantiate the prerequisites for their implementation in practice.
Practical part- here it is necessary to show the formation of the experience itself, describe it in motion, identify the difficulties and obstacles that arise on its way to the goal, ways to overcome them. Particular attention should be paid to the description and analysis of the new, original.
Conclusion - it is important to reflect the achieved results. This part shows the advantages of the working methodology, draws conclusions on its results (both positive and negative points are noted). In accordance with the conclusions, prospects for further work are formulated.
Literature - in the list of references are indicated
The full and exact title of the book without quotes, put a full stop;
After a dash, place of publication (M. - Moscow, full names of other cities);
Year of publication without the word "year".
Applications, where materials are posted that clarify the text of work experience, some data, examples, etc. Applications are grouped and numbered, for example: "Appendix 1".
The main task of generalizing the PPO is to reveal the ways, techniques by which the teacher found an effective solution to professionally significant problems of a problematic nature, it is important to determine why it is better to act in this way and how this affects the development of the child.
Used Books:
- Unified qualification directory of positions of managers, specialists and employees. Section "Qualification characteristics of the positions of educational workers", according to 1.3 Appendix to the Order of the Ministry of Health and social development RF dated 14.08.2009, No. 593
- Administrative regulations for the provision by the Ministry of Education and Science of the Chelyabinsk Region of the state service for the certification of teachers of regional state and municipal educational institutions. Approved by the Decree of the Government of the Chelyabinsk region of 16.09.2011,
No. 318-P
- Golitsina N.S. Certification of teachers of a preschool educational institution. M., 2006.
- Korepanova M.V., Lipchanskaya I.A. Certification of pedagogical and leading employees of preschool educational institutions. M., 2005.
- Certification of managers and teachers of preschool educational institutions: guidelines and materials / Ed.-comp. T.S. Komarova et al. M., 2006.
- Volobueva L.A. The work of the senior educator of the preschool educational institution with teachers.
Description of the teacher's work experience
MBDOU "Kindergarten No. 3", Biysk
Mezentseva Natalia Anatolyevna
In its activities to implement the main general education program in all areas of development of children in each age period, has achieved stable positive indicators of mastering the basic educational program by pupils in accordance with the federal state standard preschool education. The results of pedagogical monitoring of children's achievement of planned and final results development Educational program for two academic years confirm the positive dynamics of the development of the physical, intellectual and personal qualities of children. In 2012 - 2013 academic year these qualities are formed at a high (sufficient) level in 35% of children middle group; in 2013 - 2014 academic year, 65% of children senior group, which indicates the successful development by children of the requirements of the main general educational program of preschool education.
I organize the subject-spatial environment in accordance with the federal state standard and the requirements for the creation of a subject development environment, ensuring the implementation of the main general educational program of preschool education, taking into account the principle of integration of educational areas. Materials and equipment for one educational field used by children in the implementation of other areas. The group created a play and study area. Enriched and expanded cognitive-speech, health-saving, gaming environment through the creation of centers: speech, mathematics, art activity center, theater and music, physical culture, fiction center, equipped a mini-laboratory for experimental activities, etc. She filled them with materials and equipment that create an optimally saturated holistic, multifunctional transforming environment and ensure the implementation of the main general educational program in the joint activities of an adult and children and independent activities of children not only within the framework of directly educational activities, but also during regime moments. I provide children with such materials and equipment, the use of which does not endanger their physical and mental health.
The directions of my activity are realized through the application pedagogical technologies, the main ones are:
Personally-oriented technology is implemented through psychological support, organization educational process on the basis of deep respect for the personality of the child, taking into account the characteristics of his individual development, attitude towards him as a conscious, full participant in the educational process.
Person-oriented interaction is the basis for all subsequent technologies and contributes to the formation of all the integrative qualities of a portrait of a kindergarten graduate;
Health-saving technology is implemented through the organization dynamic pauses, outdoor and sports games, relaxation, gymnastics: finger, for the eyes, breathing, invigorating; physical education classes, healthy lifestyle classes, etc.
Health-saving technology contributes to the formation of a positive socio-psychological climate in a group of children, can be used in the course of direct educational activities and independently as Team work teacher and children;
Game technology is implemented through such methods as: games with rules, outdoor games, games - dramatization, plot - role-playing games, director's games, fairy tale therapy, creation problem situations with elements of self-esteem.
Game technology requires proper organization of space, preliminary work with children on initial stage implementation, a set of psychological and pedagogical methods and techniques;
4. Project activity in educational educational process The preschool educational institution has the character of cooperation, in which children and teachers of the preschool educational institution take part, as well as parents and other family members. Parents can be not only sources of information, real help and support the child and the teacher in the process of working on the project, but also become direct participants in the educational process, enrich their pedagogical experience, experience a sense of satisfaction from their successes and the successes of the child;
5. I use information and communication technologies (ICT) to improve the efficiency of the educational process.
Methodical theme: “Development cognitive activity preschool children in the process of children's experimentation.
In the light of recent changes in education, she revised the content of the work on this issue.
At present, the process of qualitative renewal of education is actively taking place in the country, its cultural, developmental, and personal potential is being strengthened. Modern society needs an active personality capable of cognitive and activity self-realization, to the manifestation of research activity and creativity in solving vital problems. The fundamental foundations of such a personality must be laid already in preschool childhood.
Preschool education is designed to ensure the self-development and self-realization of the child, to promote the development of research activity and initiative of the preschooler. Scientific search for effective means of developing the research activity of preschoolers - presents actual problem requiring theoretical and practical solutions. Research activity contributes to the formation of the preschooler's subjective position in the knowledge of the world around him, thereby ensuring readiness for school. It should be emphasized that it is precisely at the senior preschool age that important prerequisites are created for the purposeful development of the research activity of children: the developing possibilities of thinking, the formation cognitive interests, development of productive and creative activity, expanding the interaction of older preschoolers with the outside world, the formation of elementary planning and forecasting, hypotheticality. All this creates a real basis for the development of the research skills of the older preschooler and the improvement of his research activity. Among the possible means of developing the research activity of preschoolers, children's experimentation deserves special attention. Developing as an activity aimed at cognition and transformation of objects of the surrounding reality, children's experimentation contributes to the expansion of horizons, enrichment of the experience of independent activity, and self-development of the child.
However, so far there has not been holistic concept development of research activity of older preschoolers in experimentation, revealing the essence of research activity, its structure and pedagogical foundations, ensuring the dynamics of its formation in the educational process of a modern preschool institution. This fact significantly complicates the realization of the age potential of the research activity of a preschooler. This is confirmed by an analysis of practice, which shows that not always in children's experimentation there is an increase in research activity and the child's desire to move on to solving more complex, interesting problems. Often, despite the presence of preschool institutions"experimentation zones", children's experimentation is formal, situational in nature, in preschoolers there is low level research activity.
As a result, the developing possibilities of children's experimentation remain unrealized in the practice of a preschool educational institution. In fact, the significant problem of interaction between the kindergarten and the family in the development of experimentation and research activity at the senior preschool age did not receive sufficient reflection. All this indicates that the questions effective use experimentation as a pedagogical means of developing the research activity of older preschoolers has not yet been fully resolved.
There is a contradiction between the need to form the research activity of older preschoolers in the real practice of preschool education and the insufficient development of the content and methodological foundations for the development of the research activity of preschoolers in conditions of various experimentation.
Insufficient development of the problem of developing the research activity of older preschoolers in experimentation and its undeniable relevance for the theory and practice of modern preschool education served as the basis for choosing a methodological topic.
The effectiveness of the work on the methodological topic:
Organized by:
an enriched subject-developing environment aimed at the development of independent experimentation, corresponding to the principles of comfort, variability, functionality, taking into account the interests and preferences of preschoolers.
For this problem, I have developed a training and methodological kit, which includes:
promising - thematic planning on the development of cognitive activity of preschool children in the process of children's experimentation; practical instructions on the organization of search and cognitive activity; a series of experiments with objects of inanimate nature.
Made by:
"research apron" and cards. These simple devices allow you to guide the research work of the child; tables with research algorithms; journal of studies, diaries of observations for fixing the results of experiments and experiments.
Designed by:
Card file of scientific games for preschoolers; Card file of experiences and experiments.
propagandize this work among parents:
Visual information in the parent corner. Consultation on the topic: "The role of the family in the development of cognitive activity of preschoolers." Memo "What is impossible and what needs to be done to maintain children's interest in cognitive experimentation." Recommendations: "Spend with the children at home."
Joint leisure "Discovery Club" parents, educators and children demonstrate experiments, solve problematic tasks.
Guided by the principle of consistency in the educational process, she determined the stages of complicating the search and cognitive activity of preschoolers.
The following topics became the object of children's experimentation:
"What's under our feet?"; "Sorceress water"; "Invisible Air" "Magic Electricity"; "Wonderful Attraction"; "Magic of light and color".
During joint experimentation with children, they set a goal, together with them determined the stages of work, and drew conclusions. In the course of the activity, children were taught to single out a sequence of actions, reflect them in speech when answering questions like: What did we do? What did we get? Why? We recorded the children's assumptions, helped them to schematically reflect the course and results of the experiment. The assumptions and results of the experiment were compared, conclusions were drawn on leading questions: What were you thinking? What happened? Why? They taught the children to find similarities and differences between objects. At the end of a series of experiments, they discussed with the children which of them learned something new, sketched a diagram general experiment. In the process of experimentation, the children became convinced of the need to accept and set a goal, analyze an object or phenomenon, highlight essential features and parties, compare various facts, make assumptions and come to a conclusion, fix the stages of actions and results graphically.
Children actively participated in the proposed experiments, willingly acted independently with objects, revealing their features. They showed a desire to experiment at home: to explore various household items, their effect, which was found out in conversations with parents and children. Some children, together with their parents, sketched the course and results of experiments carried out at home in their notebooks. Then, together with all the children, they discussed their work.
She repeatedly shared her experience of work on this topic with teachers of MBDOU d / s No. 3, cities, regions, countries:
At the methodical exhibition "Formation of readiness of subjects of education for the transition to the Federal State Educational Standard" in the Biysky educational district, at the All-Russian Research and Production Complex, she made a presentation. Published scientific and methodological works in the collection of materials of the II International Correspondence Scientific and Practical Conference. Methodical developments on educational portal teachers "Network portal of educators" - /http://nsportal.ru/lopatina-natalya-anatolevna/.
My pupils and I take part in various competitions, exhibitions held at the level of MBDOU d / s No. 3, as well as at the municipal, regional, federal levels:
city "Clever and smart girls". "Drawing competition dedicated to healthy lifestyle." “Conference of preschool children “Connoisseurs of nature”. All-Russian competition research projects And creative works"We are the heirs of the science city." "I am a researcher" in the nomination "Natural science". All-Russian competition for children research work And creative projects"Children of war". All-Russian competition of arts and crafts "Talantokha". I am a laureate of the All-Russian competition "Pedagogical Innovations" in the nomination "Child in a high-tech society". Laureate of the VII All-Russian creative competition in the nomination "Pedagogical projects". Winner of the city competition "Spring of Victory" in the nomination "The best methodological development of GCD abstracts" Participant of the city competition among teachers "Sorceress Game!". Winner in the nomination "I give my heart to children" of the city competition "Educator of the Year".
Awarded with an Honorary Diploma for many years of conscientious work, achievement high results, devotion to the profession, professionalism.
I take an active part in the life of MBDOU d / s No. 3 and I am the chairman of the trade union organization of the preschool educational institution.
Thank you for your attention!
