Organization of object-based play and independent activities of children. Features of organizing independent activities of children in the third year of life Algorithm for independent activities of children in preschools

Children preschool age in accordance with the requirements of the Federal State Educational Standard.

“If our children,” wrote N. G. Chernyshevsky, “want to be truly educated people, they must acquire education through independent studies.”

K. D. Ushinsky attached great importance to independent work. He believed that a teacher should not only give children knowledge, but also guide their mental activity. Preschoolers should, if possible, work independently, and the teacher should supervise this independent work and provide material for it.”

What is independence? Independence - independence, freedom from external influences, coercion, from outside support and assistance. Independence - the ability to act independently, make judgments, have initiative, and determination. Such definitions are given to us by “ Dictionary Russian language". In pedagogy, this is one of the volitional spheres of the individual. This is the ability not to be influenced by various factors, to act on the basis of one’s views and motives.

Independent activity is work that is performed without the direct participation of the teacher, but according to his instructions, at a time specially provided for this, while the child consciously strives to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical (or both) actions. The independent work of a preschooler is a consequence of the correct integration of teaching and upbringing into a holistic educational process.

The problem of formation in children independent activity was and remains one of the most relevant in pedagogy.

The task of forming an active, independent, creative personality must be solved from preschool age. The development of independence in preschool age is associated with the child’s mastery of various types of activities in which he acquires the opportunity to demonstrate his subjective position. The independence of children unfolds from independence of a reproductive nature to independence with elements of creativity, with a steady increase in the role of children's consciousness, self-control and self-esteem in the implementation of activities.

Each activity has a unique impact on the development of different components of independence. Thus, the game contributes to the development of activity and initiative, in labor activity favorable opportunities are provided for the formation of purposefulness and awareness of actions, perseverance in achieving results; in productive activities, the child’s independence from adults and the desire to find adequate means of self-expression are formed.

The Federal State Educational Standard is also aimed at solving the problem”…. formation of independence and responsibility of the child..."

In the logic of the Federal State Educational Standard, for the successful implementation of the Program, psychological and pedagogical conditions must be provided, where it is necessary to support the initiative and independence of children in activities specific to them (game, research, project, cognitive, etc.;)

Support for children's individuality and initiative should be provided through:

Creating conditions for children to freely choose participants joint activities;

Creating conditions for children to make decisions, express their feelings and thoughts

In order to build independent activities of children, it is necessary to use in educational activities forms and methods of working with children that correspond to their age and individual characteristics, to build educational activities based on interaction between adults and children, focused on the interests and capabilities of each child and taking into account the social situation of his development. A necessary condition will be support from adults for positive, friendly attitude children to each other and the interaction of children with each other in different types of activities, i.e. establishing rules of interaction in different situations. Development of children's communication abilities, allowing them to resolve conflict situations with peers, development of children's skills to work in a peer group.

The ability for children to choose materials, types of activities, participants in joint activities and communication.

Respect by adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own capabilities and abilities.

Support for parents (legal representatives) in raising children, involving families in direct educational activities.

Analyzing the results of the activities of the teaching staff of BMKDOU kindergarten No. 25, attending joint teachers' councils on continuity with school No. 21, the problem of developing independence in children was identified.

In order to study children’s mastery of independent activities in a group and on site preschool monitoring “Independent activity as one of the indicators of the level of development of children” was carried out. Analyzing the results obtained, it should be noted:

78% of children are able to play independently.

Distribute and come up with plots for games – 45%

Find a way out on your own problem situations and conflicts without resorting to the help of an adult – 48%

At the same time, the analysis showed that children experience difficulties in creative games, in which they more often follow the example of another child.

The voiced problems in organizing independent activities were translated into targets at the completion stage preschool education:

Unable to take initiative in the game;

Not able to take initiative in cognitive and research activities;

Not always able to choose one’s occupation and participants in joint activities;

Does not have a developed imagination;

Does not speak well enough;

Incapable of volitional efforts.

Based on the results of monitoring, the problems created, the continuity between preschool educational institutions and non-profit educational institutions was studied, and also in connection with the requirements of the Federal State Educational Standard, we chose methodological topic(school No. 21. is working on the topic “Organization of independent activities”)

Topic: Development of independence, abilities and creative potential of each child.

Goal: Creation of psychological - pedagogical conditions to support children’s initiative and independence in activities specific to them.

Tasks for teachers:

Master modern pedagogical technologies, promoting the development of independence and creativity;

Master the forms and methods that contribute to the creation of the emotional well-being of children;

Improve the subject-development environment;

Develop forms of interaction with parents.

Tasks for children:

Show initiative in various activities;

Be able to choose the type of occupation and participants in joint activities;

Resolve conflicts;

Develop imagination;

Good command of oral speech;

Develop volitional efforts.

Work to solve the assigned problems was carried out with all participants educational process:

 with teachers;

 with children;

 with parents.

The following methodological activities were carried out for teachers:

theoretical seminar: “Creating conditions in groups for independent activities of preschool children”;

round table: “The role of play as a leading activity”;

consultations: “The role of the teacher in the formation of the foundations of independence of a preschooler”, “The importance of didactic games in the independent activities of children”, “Development of curiosity and independence of children through experimentation”, “Interaction of teachers - necessary condition successful work on the formation of independence.”

Methodological meetings: “Development and approval of the Regulations on independent activity”, “Requirements for the creation of a subject-development environment”.

Seminar-workshop - “Creating a collection of games used by teachers in the educational process, taking into account the targets of the Federal State Educational Standard for Educational Education”

The teachers have chosen topics for self-education:

Nurturing independence in preschoolers in cognitive activity.

Nurturing independence in children of senior preschool age in role-playing games.

Formation of coherent speech in children through familiarization with fiction.

Development of cognitive activity in children through experimental activities.

Psychological features of the formation of self-esteem in children of senior preschool age.

Our institution does not have a teacher-psychologist, and the courses “Psychological and pedagogical support for the development of preschool children with emotional problems” helped us a lot. personal sphere in accordance with the requirements of the Federal State Educational Standard"

In order to help children with problems of emotional well-being, seminars with teachers and parents are planned on the following topics:

Psychological and pedagogical support hyperactive child, aggressive child.

Psychological – pedagogical support for shy, withdrawn, anxious children.

Accompanying an autistic child.

Special cases of difficulties and problems in the development of preschoolers: children's laziness, children's lies, children's theft.

According to the Regulations on Independent Activities of Children, educational work with children to form the foundations of independence is implemented in three areas:

Direct educational activities

The teacher decides educational objectives by sections of the program being implemented, expands children’s understanding, enriches their experience, and develops various skills and abilities. Within this direction, the teacher determines a didactic task, sets it for the children, and directs the activities of each child to achieve results.

Cooperative activity.

The teacher specifies the content that ensures the achievement of set goals in various types of children's activities: communicative (conversations, stories, discussions, etc.), gaming (didactic, board-printed, developmental, verbal, outdoor and other games), cognitive, research (experiments, experimentation, observations), labor (assignments, duty, manual labor, work in nature), artistic (theatrical performance, drawing, appliqué, artistic design, music, etc.). Joint activities contain educational material aimed at the child mastering ways of understanding the world around him, making choices, transforming, and generalizing. The activity takes place in the form of benevolent cooperation between an adult and children.

Independent activity

It involves creating conditions for the child to creatively implement acquired knowledge and skills and generalize his own experience. Mastering cultural means specific to each age in joint activities with an adult allows the child, within the framework of independent activities, to be free to choose his own actions and independently organize his activities.

This sequence of teacher actions ensures the construction of a holistic educational process aimed at increasing the child’s subjective position in all types of activities.

A necessary condition for children’s independent activity is the subject-spatial environment.

The teachers of the institution have created an environment that provides the opportunity for children to organize independent games and activities:

creating conditions for children’s independent activities through organization role-playing games, theatrical activities, director's games, dramatization games;

creating conditions for experimental activities of pre-school children;

creating conditions for artistic and speech activity;

decor sports corners in groups;

IN kindergarten with the hands of employees and with the help of parents, the centers were designed: socially - communicative development, gaming, cognitive development, theater and mummers, experimentation, nature center, design, artistic - aesthetic development, center of water and sand, labor activity.

In groups, various schemes, operational maps, algorithms and tables, models are developed that promote the formation of independence, planning skills, and the development of children’s thinking.

Each group organizes exhibitions of children's creativity.

In interaction with parents of pupils, they use various forms works:

design of information stands, exhibitions in groups with recommendations;

holding general and group meetings, individual consultations, conversations;

reminders and booklets “Game is a child’s source of joy”, “Toys for children from 2 to 3 years old”, “How to organize children’s play in the family”.

involving parents in participation in thematic weeks;

communication with parents through the Site.

The solution to the problem of formation of independence is facilitated by the organization of a joint collective creative activity all participants in the educational process. Our institution operates sample program“Success”, where this is provided for in the calendar planning.

The team of BMKDOU No. 25 strives to ensure the integrity and unity of activities, as it believes prerequisite becoming independent. The “Success” program allows you to integrate independent activity with other forms of work during the day (walk, regime moments, group, subgroup, joint activity)

We offer the presentation “Organization of independent activities in sensitive moments”

Expected results of the work

Organization of independent children's activities based on interests.(from work experience) In the logic of Federal State Standards to the structure of the basic general education program of preschool education, independent activity is one of the main forms of organizing the educational process along with joint activities. The main general education program of our preschool institution states daily organization of children’s life and activities, where time is determined daily routine for independent activity preschoolers 4-5 years old, which takes – 3 hours 15 min . (during the morning appointment, before and between classes, while walking, after sleep, in the evening).

(during morning appointment– 10 minutes, for a break during NOD – 5 minutes, for the first walk – 45 minutes, after lunch – 15 minutes, for activities, mastered at the level independence (work, play, construction) - 45 minutes, second walk - 45 minutes, walk before going home - 30 minutes.

"Independent activities of children"– one of the main models for organizing the educational process of preschool children:

1) free activity of pupils in the conditions of a subject-specific developmental educational environment created by teachers, ensuring that each child chooses activities according to his interests and allows him to interact with peers or act independently, individually;

2) activities of pupils organized by the teacher, aimed at solving problems related to the interests of other people (the emotional well-being of other people, helping others in everyday life, etc.).

At the beginning of the year, during a series of observations of children’s independent activities, I studied their play preferences in using the centers - corners of the group, and recorded the location of all the children in the group.

Based on the analysis, I identified spatial zones where children preferred to engage in independent activities.

Based on the results of diagnostic observations for the successful organization of independent children's activities based on interests, I set task:

To improve the subject-development environment, ensuring that each child chooses activities based on his interests, which allows him to act with peers or act independently.

In the process of independent activity, it is important to ensure a variety of types of children's activities with various toys, aids, games, attributes, materials, i.e., the equipment of the subject-development environment in accordance with age.

Taking into account the Federal State Educational Standard, the organization of the developmental environment in the group is structured in such a way as to provide the opportunity to most effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity.

Considering that the main place in the “Childhood” program (authors: V. I. Loginova, T. I. Babaeva, N. A. Notkina, etc.) is occupied by the organization of independent and joint activities, I devote Special attention creating conditions using various techniques and methods that help develop children's interests and abilities, stimulate activity and independence, and contribute to the development of a subject position in activities.

So that in independent activities children show interest in theatrical activities, I showed , how differently a fairy tale can be presented. First, the children listened to it, then looked at the illustrations, then staged it in tabletop theater. Subsequently, these techniques are completely independently used in independent activities.

The theatrical corner was replenished with modern soft toys. All children love to play with soft toys in independent activities.

Children have a sufficient number of books at their disposal in the book corner. In order for children to show interest in the book corner in their independent activities, I organize an exhibition of books (respectively thematic months), as well as through such techniques as reading, looking at and discussing, repairing, I interest them.

I believe that it is important to provide children with independence in their work activities. My personal example attracts children to independent work activities.

In accordance with Federal government requirements mathematical development preschoolers are carried out through the joint educational activities of the teacher and children, as well as through the independent cognitive and play activities of the children themselves. In order for independent cognitive and gaming math activity was effective, I create a special subject-development environment. For example, I offer colored counting sticks, games for composing a whole from parts; to recreate figures from special sets from which children love to lay out various figures.

According to the comprehensive thematic planning of the educational process, when organizing children’s independent activities, I arouse children’s interest by introducing new attribute. For example: the theme of the week is “Road Safety”, a traffic light was introduced. The children and I looked at them and learned poems. Both girls and boys prefer to play in the free independent activity safety corner.

In the corner of fine arts, introducing material of various properties

For artistic creativity(pencils, brushes, paints, wax crayons, themed coloring books) I motivate children to create independent art.

When organizing independent activities, children most actively use objects and toys presented in the construction and doll corners. Girls play with the greatest interest with small dolls, boys - with sets consisting of small figures of soldiers and robots.

When organizing independent children's activities based on interests using various techniques, I try to encourage children's independent actions, control the quality of actions performed, children's behavior, and if necessary, I offer another type of activity.

Thus, the child’s development environment, which provides various types of his activity (mental, play, physical, etc.), becomes the basis for independent children’s activity, a condition for a unique form of self-education of a preschooler. At the same time, curiosity and creative imagination, mental and artistic ability, communication skills (communication skills), personality development occurs.

Organization of independent activities of preschool children in accordance with the Federal State Educational Standard.

(speech at the district education center for educators, prepared by educator L.I. Yurova)

In accordance with FGT and Federal State Educational Standards, educational tasks must be solved

During regime moments,

in the joint activities of children with the teacher (including in the classroom),

in children's independent activities

in joint activities with the family.

One of the main forms in the process of education and upbringing of children in kindergarten is the independent activity of children. Before moving on to the issue of organizing this independent activity in conditions of the preschool educational institution, I will talk about what needs to be understood by independence.

About the concept of “independence” in scientific literature

In the scientific pedagogical literature there are different points of view on the definition of the concept of “independence”

1. This is the ability not to be influenced by various factors, to act on the basis of one’s views and beliefs.

2. This general characteristics regulation (management) by the individual of his activities, relationships and behavior.

3. This is a gradually developing quality, a high degree of which is characterized by the desire to solve problems of activity without the help of other people, the ability to set a goal for an activity, carry out basic planning, implement what was planned and get a result adequate to the goal, as well as contribute to the manifestation of initiative and creativity in solving emerging problems.

Scientific research suggests that, under conditions of optimal upbringing and training, children can achieve a certain level of development of independence in different types activities: gaming, communicative, motor, cognitive-research, productive (drawing, modeling, artistic work), labor, musical. WITH independent activities of children– one of the main models for organizing the educational process of preschool children:

1) free activity of pupils in the conditions of a subject-specific developmental educational environment created by teachers, ensuring that each child chooses an activity based on his interests and allows him to interact with peers or act individually;

2) activities of pupils organized by the teacher, aimed at solving problems related to the interests of other people (the emotional well-being of other people, helping others in everyday life, etc.).

The scheme for the development of any type of activity in accordance with the concept of L. S. Vygodsky is as follows: first it is carried out in joint activities with adults, then in joint activities with peers and, finally, it becomes an independent activity of the child. In this case, a special role is assigned to the teacher.

The teacher must create a diverse gaming environment (we are talking about a subject-development environment in a preschool educational institution), which should provide the child with cognitive activity, must correspond to his interests and be developmental in nature. The environment should provide children with the opportunity to act individually or together with peers, without imposing mandatory joint activities.

The teacher can get involved in the activities of children in cases of conflict situations that require the intervention of an adult, or, if necessary, help a particular child join a peer group.

The subject-development environment should be organized in such a way that every child has the opportunity to do what he loves. Such an environment must meet the individual and age characteristics of children and their leading activity – play.

At the same time, it should contribute to the development of creative abilities, awaken imagination, activity, teach communication, and vividly express one’s feelings.

Play in kindergarten should be organized, firstly, as a joint game between the teacher and the children, where the adult acts as a playing partner and at the same time as a carrier of the specific “language” of the game. The natural emotional behavior of the teacher, who accepts any children’s plans, guarantees freedom and ease, the child’s enjoyment of the game, and contributes to the desire in children to master the methods of play themselves. Secondly, at all age stages, play should be preserved as a free independent activity of children, where they use all the play tools available to them, freely unite and interact with each other, where the world of childhood is ensured to a certain extent, independent of adults.

Along with play, free play occupies a significant place in a child’s life. productive activity children (constructive, visual, etc.) Just like in the game, the child’s development opportunities are enriched here.

To organize independent artistic activity, a child must have developedartistic experience that a child acquires in class. Systematic training allows you to gradually accumulate and increase the volume of skills and abilities, and already on their own initiative, children can express themselves in various types of artistic activities: musical, artistic speech, visual, theatrical and gaming.

First of all, I structure teaching in art classes in such a way that children act not only according to direct instructions and my demonstration, but also without help. If a child learns to independently complete educational tasks, then he will be able to act in the same way outside of class: organize dramatization games, at will sing, draw.

In class, the teacher shows how a fairy tale can be presented in different ways. First, the children listen to it, then look at the illustrations and use them to make up a fairy tale, then they dramatize it in a tabletop theater or sketch the characters and use figures to display them on a flannelgraph. Subsequently, they use these techniques completely independently - in their free time, they look at illustrations, retell fairy tales, and dramatize them. Books, pictures, homemade books, and children's works on literary subjects are of great importance in the group.

Children have a sufficient number of books at their disposal (in the children's bookcase). Along with books, there are several thematic folders with pictures, photographs, children's drawings and albums for children to look at freely. To interest each child in my work, I use various forms of working with children in the book corner. Which I plan daily in a calendar-thematic plan (reading, looking at and discussing books, participating in the analysis and systematization of books and pictures, repairing, etc.).
Once a month I organize a book exhibition in the group. The first one is at the beginning school year- it is advisable to dedicate the children’s favorite books. I try to ensure that every child’s desire is satisfied. Subsequent exhibitions can be thematic: books about nature, about our Motherland, about technology, fairy tales, etc. Every Thursday in our group there is an advertisement for a book that parents read to their children at home. Children bring the book to the group and tell all the children what it is about. The group also operates a center for musical and theatrical activities for theatrical games. Everything is located in this center necessary equipment- screen and sets various types puppet theater, theatrical costumes, board-printed games, musical instruments, record player. One of the most striking forms of independent artistic activity is a game. It may vary depending on the content of the activity. So, children pick up little books in order to play in the library, store; made from paper, sculpted from plasticine, dough, toys to decorate the dollhouse room for family play. Sometimes I encourage the kids to come up with and draw decorative patterns for fabric. This serves as an impetus for the development of a store game in which children “buy” these fabrics.
All materials used for independent artistic activities are constantly updated and varied.

Another pedagogical condition is the influence of holidays and entertainment. The child receives a lot of impressions during the holidays from the sound of music, songs, colorful decoration of the room, costumes, and expressive intonations of the artistic word. He becomes familiar with social phenomena reflected in an artistic and figurative form, and this becomes an indirect incentive that makes him want to convey his impressions and experiences in another artistic form: drawing, play, dance. An important condition What ensures the development of children's artistic independent activity is connection with the family. Everything that a child sees and hears at home does not go unnoticed. Adults sing, dance, draw, decorate rooms, go to the theater, cinema, and watch TV. The child, observing and taking part in this, receives artistic impressions. Arriving at kindergarten, he shares them with his peers, the teacher, and expresses his attitude to what he saw in the games.

In accordance with Federal state requirements, the mathematical development of preschool children is carried out through the joint educational activities of the teacher and children, as well as through the independent cognitive and play activities of the children themselves. A preschool child, even an older one, is a playful creature, and his greatest interest is in play. game exercises. But, very often, the method of teaching elementary mathematical concepts should not only provide the simplest knowledge and skills, but also, on their basis, develop the preschooler’s thinking, imagination, ingenuity, and speed of reaction. Math should be fun and entertaining. For independent cognitive-game mathematical activity to be effective, it is necessary:

Create a special subject-development environment;

Offer children a complex of entertaining gaming mathematical material in independent cognitive and play activities;

Use special techniques for guiding independent educational and gaming mathematical activities.

The effectiveness of independent cognitive-game mathematical activity can be tracked by:

Level of children's independence;

Cognitive activity of children;

Level of motivation.

To organize children's activities, a variety of educational games were used, teaching aids, materials that allow you to “train” children in establishing relationships and dependencies. The relationship between gaming and cognitive motives in preschool age determines that the process of cognition will be most successful in situations that require children’s intelligence. In kindergarten, in the morning and evening, there were games of mathematical content, board-printed, such as: “Domino of figures”, “Make a picture”, “Arithmetic domino”, “Logical lotto”, “Lotto”, “Find the difference” , games of checkers and chess, solving mazes and others.

The variety of entertaining material allowed each of the children to choose a game according to their interests. These are board and printed games, games for development logical thinking, leading children to master the game of checkers and chess: “Fox and Geese”, “Mill”, “Wolves and Sheep”, etc.; puzzles, logic problems and cubes; labyrinths, games for composing a whole from parts; to recreate silhouette figures from special sets of figures; movement games.

The teacher can plan children’s independent activities in advance, taking into account the topic that is relevant for the day (or week), the goals and objectives set. educational work in the daily routine, that is, the principle of a comprehensive thematic structure of the educational process in preschool educational institutions must be implemented. The teacher “starts” from this topic when organizing children’s independent activities.

So, for example, in senior group theme of the week: “Dear Maslenitsa is coming...”

How can teachers organize children’s independent activities:

1. The day before, in the group, organize an exhibition “Maslenitsa Doll” using demonstration material: paintings, children's drawings, newspaper clippings, children's books, rag dolls.

2. Introductory conversation between the teacher and children on the topic.

Purpose and exhibitions and conversations : motivating children to study independently, reviewing demonstration material.

3. Add materials of various properties for artistic creativity (pencils, brushes, paints, wax crayons, paper for appliqués). Using the pedagogical method of advance payment (i.e., praising the child in advance, making him believe in himself), the teacher motivates children for independent artistic creativity (appliqués “Sun”, drawings “Maslenitsa Doll”, etc.)

4. While walking, tell the children about the rules of the outdoor holiday game (which is played on Maslenitsa): a goat walked through the forest, a freckle meant spring, cold was hot. And invite them to play them themselves, as well as tell other children about the games and play together.

5. Children, if desired, take pre-made “Sun” crafts and through these crafts the teacher can encourage round dance games. (The role of the teacher is to guide, the children do the rest themselves)

6. In the “Housewife” corner, invite the children to bake pancakes (after reading fiction, chants and poems about pancakes), s.r.i. "Culinaries"

Thus, the teacher should devote a large amount of time during the day to organizing the independent activities of children in preschool educational institutions. And if in joint activities with children the teacher is equal partner, then in independent activity the teacher is only an observer.

In conclusionI would like to note that thanks to the transition to a new form scheduling, the organization of independent activity is clearly reflected and intersects (integrates) with other forms of work during the day (walking, routine moments, group - subgroup, joint activities). But in comprehensive thematic planning of preschool educational institutions, there is no emphasis on the independent activities of pupils; this activity is not separately prescribed, but only implied. Consequently, the following question remains open: the inclusion of the section on organizing independent activities in the comprehensive thematic planning of preschool educational institutions.

Thus, the independent work of children in a preschool educational institution is work that is carried out without the direct participation of the teacher, on his instructions, in the time specially provided for this, while the child consciously strives to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical actions.

The need for the formation and development of independence is dictated by the needs of society for non-standard people who can think creatively and make discoveries for the benefit of humanity. And the solution to this issue is reflected in the process of developing independence, which allows a person to pose new problems and find new solutions.

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“Organization of independent activities of children in the light of the Federal State Educational Standard for Education” (

In the Federal State Educational Standard for Education, the independent activities of children are highlighted less clearly than the joint activities of adults and children. However, in the targetsindependence, the ability to choose one's occupationis paramount. The need for the formation and development of independence is dictated by the needs of society for non-standard people who can think creatively and make discoveries for the benefit of humanity. And the solution to this issue is reflected in the process of developing independence, which allows a person to pose new problems and find new solutions.

The standard states that one of the conditions social development children is:

supporting children's individuality and initiative through:

creating conditions for children to freely choose activities, participants in joint activities;

creating conditions for children to make decisions, express their feelings and thoughts;

non-directive assistance to children,supporting children's initiative and independencein different types of activities (game, research, project, cognitive, etc.);

The development of independence is an important indicator of a child’s readiness for school, especially emotional and volitional. The child develops the ability to act arbitrarily, regulating and subordinating his behavior to achieve a certain goal, which is set for him by an adult, a group of children, and then himself. By the end of preschool age, a 6-7 year old child sets a goal for himself, takes certain sequential actions to achieve it, and brings the job he has started to completion.

What is it in general?independence"?

1. This is the ability not to be influenced by various factors, to act on the basis of one’s views and beliefs.
2. This is a general characteristic of a person’s regulation (management) of their activities, relationships and behavior.
3. This is a gradually developing quality, a high degree of which is characterized by the desire to solve problems of activity without the help of other people, the ability to set a goal for an activity, carry out basic planning, implement what was planned and get a result adequate to the goal, as well as contribute to the manifestation of initiative and creativity in solving emerging problems.
Independence does not mean complete freedom actions and deeds, it is always contained within the framework of norms accepted in society, that is, there must be a rule for every need. We, adults, live by rules; there are also certain rules for children (in kindergarten there are some, in school - others). What rules exist in your groups? (what you took, put it back; don’t shout or run around in the group; don’t disturb others; fold clothes neatly in the locker, say hello to everyone who comes to the group, etc.)

A.A. Lyublinskaya argues that independence does not arise suddenly; it develops from early childhood on the basis of strengthening simple skills and habits.Scientific research indicates that under conditions of optimal upbringing and training, children can achieve a certain level of development of independence in various types of activities: gaming, communicative, motor, cognitive-research, productive (drawing, modeling, artistic work), labor, music. Thus, these types of activities can and should become independent.

Independent activities of children– one of the main models for organizing the educational process of preschool children:

2) activities of pupils organized by the teacher, aimed at solving problems related to the interests of other people (the emotional well-being of other people, helping others in everyday life, etc.).

What place does independent activity occupy in the daily routine? (in the morning, between OOD and classes, while walking, after sleep, in the evening).

What do you think should be taken into account when organizing independent activities for children?

Right: age characteristics, individual characteristics of children, block (complex thematic) planning, subject-developmental group environment.

Since GEF DO impliescreating conditions for children to freely choose activities,then in this sense it is difficult to overestimate the importance of the subject-development environment. Let's say again what is a developing subject-spatial environment? Developmental subject-spatial environment- this is a set of conditions that have a direct and indirect impact on the all-round development of a child in kindergarten,on the state of his physical and mental health, on the success of his further education, as well as on the activities of allparticipants in the educational processin a preschool institution. (slide)

What should the subject-development environment be like in accordance with the Federal State Educational Standard for Education?

Transformable, content-rich, multifunctional, variable, accessible and safe.

If we talk about the richness of the environment, we assume the presence of activity centers in the group (play, cognitive-research, creative, motor, etc.)

The adaptability of the environment implies the possibility of changing it depending on the interests and desires of the children.

The multifunctionality of the environment implies the possibility of various uses of objects, attributes, and natural materials.

The variability of the environment presupposes the presence of various spaces (for play, construction, privacy, etc.), providing free choice for children; turnover game material, the emergence of new objects that stimulate children's activity.

Availability and security are well-known concepts for characterizing the environment that do not need to be deciphered.

The developing subject-spatial environment in kindergarten should:

have attractive appearance;
act as a natural background to the child’s life;
relieve fatigue;
positively influence emotional condition;
help the child to learn individually the world;
give the child the opportunity to engage in independent activities. (slide)

The group space should be organized in the form of well-demarcated zones (“centers”, “corners”, “platforms”), equipped with a large number of developmental materials (books, toys, creative materials, developmental equipment, etc.). All items must be accessible to children.

Such an organization of space allows preschoolers to choose interesting activities for themselves, alternate them throughout the day, and gives the teacher the opportunity to effectively organize the educational process taking into account individual characteristics children.

The equipment of the corners should change in accordance with thematic planning educational process.

Development centers can be centers for:

for role-playing and director's games;
for cognitive activity;
for independent activities of children;
For motor activity;
for board-printed and educational games;
for experimentation and observation natural phenomena;
for relaxation (solitude, communication, etc.) (slides)

The free activity of children in development centers helps them search independently, engage in the research process, and not receive ready-made knowledge from a teacher.

Centers can be demarcated (shelves, flooring, boxes, easels, tables and raised platforms can be used to delimit space), but at the same time, 1/3 of the group space is free for organizing games and activities large quantity children.
Furniture and equipment are arranged in such a way as to ensure the free and safe movement of children (there should not be too much open space that would provoke children to run around with danger for other children).
“quiet” and “noisy” centers are sufficiently separated so that children do not disturb each other (the noise level affects the desire to move, the level of anxiety and the creative abilities of children); designing a “solitude corner” is necessary for the child to relax;
materials that stimulate cognitive and speech activity of children are included in all centers;
materials that allow the child to develop independent activities are presented in sufficient quantities;
centers allow both individual sessions children, and combining children into small and large groups;
the centers are designed both for independent, joint activities of children and adults, and for conducting certain types of classes;
for reading, listening to music, relaxing, there are enough soft “seats” (pillows, covered foam mattresses, armchairs, ottomans, etc.);
there are enough tables and chairs in the room so that all children can sit at them at the same time (it is desirable that the tables are small and stand in different places in the group);
the group room is organized so that educators can simultaneously observe what is happening in most centers;
all materials, as well as children’s drawings and crafts, are hung at the child’s eye level;
Each child has an individual place where he can put his things and objects.

Considering that the leading activity of preschool children is play, the teacher must create a varied play environment, which should provide the child with cognitive activity, should correspond to his interests and be developmental in nature. At the same time, it should contribute to the development of creative abilities, awaken imagination, activity, teach communication, vivid expression of one’s feelings.

The environment should provide children with the opportunity to act individually or together with peers, without imposing mandatory joint activities. The teacher can get involved in the activities of children in cases of conflict situations that require the intervention of an adult, or, if necessary, help a particular child join a peer group.
Play in kindergarten should be organized, firstly, as a joint game between the teacher and the children, where the adult acts as a playing partner and at the same time as a carrier of the specific “language” of the game.. The natural emotional behavior of the teacher, who accepts any children’s plans, guarantees freedom and ease, the child’s enjoyment of the game, and contributes to the desire in children to master the methods of play themselves.

Secondly, at all age stages, play should be preserved as a free independent activity of children, where they use all the play tools available to them, freely unite and interact with each other, where a world of childhood is ensured to a certain extent, independent of adults.
Along with play, free productive activity of children (constructive, visual, etc.) occupies a significant place in a child’s life. Just like in play, the child’s development opportunities are enriched here.
The teacher can plan in advance the independent activities of children, taking into account the topic that is relevant for a given day (or week), the goals and objectives of educational work during the day, that is, the principle of a comprehensive thematic structure of the educational process in a preschool educational institution must be implemented. The teacher “starts” from this topic when organizing children’s independent activities.

Thus, the independent activity of children in a preschool educational institution is an activity that is carried out without the direct participation of the teacher, on his instructions, at a time specially provided for this, while the child consciously strives to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical actions.

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Slide captions:

"Organization of children's independent activities in the light of the Federal State Educational Standard for Education"

Independent activity of children is one of the main models for organizing the educational process of preschool children.

A developing subject-spatial environment is a set of conditions that have a direct and indirect impact on the comprehensive development of a child in kindergarten, on the state of his mental and physical health, on the success of his further education, as well as on the activities of all participants in the educational process in the preschool institution.

Requirements for a developing subject-spatial environment Content-rich Transformable

Multifunctional Variable Available Safe

The developing subject-spatial environment in kindergarten should: Have an attractive appearance; Act as a natural background in the child’s life; Relieve fatigue; Positively influence the emotional state; Help the child individually explore the world around him; Give the child the opportunity to engage in independent activities.

Development centers can be centers for: For role-playing and director's games (theatrical activities, dressing up, mastering social roles and professions, etc.)

For cognitive activity (experimenting with various materials, speech development, elementary mathematical representations etc.) For independent activities of children (construction from various materials, artistic and productive activities, familiarization with literature, center patriotic education and etc.)

For physical activity ( sport games, competitions)

For board-printed and educational games ( didactic games, Board games etc.) For experimentation and observation of natural phenomena (experimental laboratories, nature calendar, centers for organizing various projects, etc.)

For relaxation (solitude, communication, etc.)

Pedagogical assessment in its content is closely related to the educational task that was solved in a specific lesson.

Children's drawings and crafts must be evaluated from the point of view of solving visual problems - their expressiveness and originality must be noted. The teacher asks questions that help children see this in the craft.

When work is carried out in the system, children, at the suggestion of the teacher or on their own, find differences in their crafts and willingly talk about them. It is important for the teacher to show through his behavior and emotional speech that he is interested in the children’s work. Then children begin to strive for originality and expressiveness in their work.

It is important to think through questions that help children understand what they have learned, what mistakes they made (“they didn’t learn very well”), and what needs to be taken into account in order to avoid making these mistakes in the future. And immediately it is proposed to make possible corrections.

It is important to encourage children to take actions that help them discover errors or inaccuracies in their work themselves. Even a junior preschooler can do this. For example, the teacher offers to close the postcard he has made, folding its pages, and see if the sides match. Children will see the result themselves if the teacher gives them paper with one colored side. “The little white one is visible,” they say, if the sides do not match.

The teacher has the opportunity to once again establish a connection between the method of action and the result obtained. If we analyze the results in this way, then children early begin to independently use controlling and corrective actions to improve their work.

At an older age, the teacher directs children to analyze the methods of action used and asks questions: “Do all sides of the cube fit snugly on the table? Why?" Children place the cube (each one of their own) on the hollow side first. If the cuts are made exactly along the line and to the point where the lines intersect, then all four sides touch the table. Then children place the cube on its closed sides. If the sides (folds) are ironed clearly, then the corners and sides fit tightly to the table. By performing such controlling actions, children discover shortcomings where possible and correct them.

Every child can do this. establish what mistakes he made and draw a conclusion for subsequent work, namely: the child is exposed to ways to further improve his activities, self-esteem and self-control are formed, which is very important for independent activity.

It is very important to comply with the following assessment requirements:

The assessment needs to be structured so that children are as active as possible in it, starting from a young age.

Verbal methods and teaching techniques in the leadership process visual activities inseparable from visual and gaming.

In those cases where children have ideas about the depicted object or phenomenon, formed in advance, preschoolers have the appropriate skills, verbal methods occupy a greater place in the lesson. For example, teachers more often use questions and explanations in order to form a visual representation.

15. List the requirements for assessing the results of children’s activities in visual arts classes. Expand the need to review and analyze children's work. Describe the methodology for analyzing the results of children’s activities in the classroom in different age groups.

During teaching practice, students had the opportunity to see several versions of the same application lesson on the theme “Winter Landscape”.

In one case, the results of children's work were assessed as follows: the teacher hung all the work on a common stand, and the children compared who did the best work.

In another group, the children’s work was also hung up for general viewing, and the teacher assessed the result of each child something like this: “Today, Alyosha, you tried very hard, you cut out different shapes better and arranged them beautifully on the sheet.” And the teacher said to Sveta: “For some reason today I didn’t notice the same diligence as the last time when you glued the forms onto the sheet.”

Another option for summing up the results was this: the children hung up their work in the form of an exhibition, admired the landscapes, and at the summary time the teacher talked with individual children, discussing whether they themselves were satisfied with the results obtained.

Analyze the proposed situation. Design your actions to evaluate the results of children’s activities in an application lesson on the theme “Winter Landscape”.

Pedagogical assessment and analysis of children's work – a verbal description of the results of activity, developing analytical thinking, as a result of which a critical attitude towards the perceived result appears. Allows you to teach children to objectively evaluate their own work, and the work done by other people (for a preschooler by the age of 5).

IN younger At this age, the child cannot fully control and evaluate his actions and their results. If the work process gave him pleasure, he will be pleased with the result, expecting approval from the teacher. In “Kids”, at the end of the lesson the teacher shows several well-done works without analyzing them. The purpose of the show is to attract children's attention to the results of their activities. The teacher also approves of the work of other children. A positive assessment of them helps to maintain interest in visual arts.

IN middle and senior In groups, the teacher uses display and analysis of children's work as a technique to help children understand achievements and mistakes in the image. The ability to see how correctly an object is depicted helps to develop a conscious attitude towards the choice of means and methods of work to enhance all creative activity.

Consider mistake in one child's work it should not be done with all children, since its awareness will only matter to this child. The causes of the error and ways to eliminate it are best analyzed in an individual conversation.

IN older The group should involve all children in the analysis. However, sometimes the teacher himself gives the assessment. For example, wanting to encourage a child who draws poorly and anticipating criticism of his work by other children, the teacher is the first to point out the positive aspects of the drawing.

Analysis of children's work can be carried out in various ways, but it is necessary note how the tasks set at the beginning of the lesson were solved - what was accomplished correctly. Most often, to save time, the teacher selectively takes several works for analysis. You should avoid showing the same child's work at each lesson, even if it really stands out. As a result of constant praise, he may develop unjustified self-confidence and a feeling of superiority over other children. Gifted children should be dealt with individual work taking into account their abilities and visual skills.

Sometimes The teacher assigns the choice of work for analysis to the children. In these cases, all works are laid out on one table (or attached to a stand) and the children are asked to choose the ones they like best. Then the teacher analyzes the selected works in detail with the children.

Discussion of the work of each child is possible in the preparatory group; children are already interested in the results of the work of their comrades. But such an analysis should be carried out in free time from classes, since 2-3 minutes at the end of class is not enough.

Children 6 years old can be asked to analyze their work, comparing them with nature or a model. This instills in children a critical attitude not only towards the work of their comrades, but also towards their own.

It is very important to observe the following assessment requirements:

Only the result that is achieved through the efforts of the child himself is evaluated;

As the child develops, the assessment becomes more and more differentiated;

You cannot compare the results of a child’s activities with the successes of other children; you need to evaluate his achievements;

The assessment needs to be structured so that children are as active as possible in it, starting from a young age

Third part of the lesson.Analysis of children's performance results or pedagogical assessment of children's work . Analysis of children's work is included in the methodology of the lesson as one of its most important components and different forms necessary for every lesson. Viewing images created by children has great educational and educational value. For proper analysis, it is necessary to display all the work on a stand for drawing and appliqué or on a stand for modeling. The sculpted figures are placed on a special board-stand, divided into cells for each product. In this case, the children look at the stand, gathered around it. If the group has shelves with cells near the board for viewing work, then children can remain in their places at the table.

The organization of the discussion can be different, but the basic form is this: while remaining in their seats, children examine the works placed on the stand. Educator thanks children for doing their work and reminds them again tasks, which were set before the lesson. Based on these problems, he builds his analysis. As a result of the analysis, children should understand how correct do the work and what mistakes did they make?. Critical comments are friendly, V recommendation form. You should treat your child’s creative idea with great care, even if it is completely unsuccessful.

From a very young age you need to involve to the analysis of the children themselves. The teacher asks whether children must draw their own conclusions - the acquired knowledge is consolidated. When analyzing you can use game situation: for example, comes " ambulance” and takes Serezha’s cub to the hospital to Aibolit to treat his paw. One of the children in a medical cap and glasses sits at a table in the “hospital” and treats a bear cub in front of all the children. This is also consolidation of knowledge, but in a playful form.

If the lesson lasted longer than usual, the children are tired, it’s time for a walk, the teacher limits himself to a general approving assessment: “Today everyone worked well, many of them turned out very interesting drawings, later (before lunch, after sleep) we will look at them in detail.”

Before lunch or after a nap, children's work is hung on a stand and discussed by the whole group. In younger groups, it is not recommended to postpone assessment for a long time, because in children interest will disappear to the results of their work, and the purpose of the analysis is to teach children to objectively evaluate the results of their work and to work creatively to solve the topic.

Analysis forms may be different:

· the teacher shows the drawing and asks to evaluate whether everything in it is correct, how the task was completed, and what interesting things the child came up with;

· one of the children is given the task of choosing the best job, in his opinion, and justifying his choice;

· the child analyzes the drawing, comparing it with nature, a model, and evaluates it;

· children, together with the teacher, look at one work after another and give them an assessment.

· sometimes, in order to develop the ability to objectively evaluate their work, he invites children to place the most successful ones in the first row of the stand, in the second row - those where minor mistakes were made, and in the third row - less successful ones.

After the lesson, students are given the opportunity to look at their work again and talk about it. The teacher turns to those who are not very active during the analysis, who, in his opinion, need an individual discussion of the drawing, application, etc.

After the lesson, it is advisable to arrange all completed drawings, crafts and toys beautifully and demonstrate them to parents in the dressing room. The teacher draws their attention to their achievements everyone children, and not just your child. This weekly exhibition for parents, it stimulates the desire of children to do their work beautifully. The exhibition of children's works lasts until the next lesson, and then the drawings are replaced with new ones.

The design of the work can be different, but aesthetically thoughtful. The most interesting drawings and applications are displayed on a small stand for 6-8 works. The rest of the works (1-2 last classes) are stored in a folder in files or others. Works at the exhibition can be issued in a passe-partout gray with large margins to make the work look more attractive. On a separate label on the right indicate the title of the work and the name of the author.

On the back of the work, be sure to indicate the date of the lesson, topic, and author of the work.

Where it is not possible to organize exhibitions, children's drawings and applications are compiled in an album. Each child is assigned a file in which a drawing is inserted. The author's name is indicated. After class, the teacher takes out the previous work and puts in a new one.

The most best works each child is put on permanent exhibition of works. These works are preserved for a long time, they are constantly replenished and replaced, striving for all children to be participants in this exhibition.

Personal exhibition- one of the forms of encouraging children with extraordinary imagination. You need to collect all the works of one child on a separate shelf, arrange them beautifully, write his first and last name, and show them to his parents.

Organizing exhibitions gives great results: it attracts children to visual arts, increases the aesthetic level of their works, and activates creativity. Each exhibition should have its own Name- figurative, artistic.

Analysis of children's works

The development of analytical thinking, which results in a critical attitude to what is perceived, allows children to objectively evaluate the work done by their comrades and their own work. But a child reaches this level of development by the age of five.

IN younger age the child cannot fully control and evaluate his actions and their results. If the work process gave him pleasure, he will be pleased with the result, expecting approval from the teacher.

IN younger group At the end of the lesson, the teacher shows several well-done works without analyzing them. The purpose of the show is to attract children's attention to the results of their activities. The teacher also approves of the work of other children. A positive assessment of them helps to maintain interest in visual arts.

In the middle and senior groups, the teacher uses display and analysis of children's work as a technique to help children understand achievements and mistakes in the image. The ability to see how correctly an object is depicted helps to develop a conscious attitude towards the choice of means and methods of work to enhance all creative activity.

After completing the task, the teacher shows one of the works and notes its positive aspects: “How well, neatly the house is painted”, “How beautifully the colors are chosen in the pattern - dark and light side by side, they can be clearly seen”, “How interestingly the skier is sculpted”, etc. d.

If there are similar errors in many works, then you should pay attention to them and ask: How can they be corrected?

One should not consider an error in the work of one child with all children, since its awareness will only matter to this child. The causes of the error and ways to eliminate it are best analyzed in an individual conversation.

In the older group, all children should be involved in the analysis. However, sometimes the teacher himself gives the assessment. For example, wanting to encourage a child who draws poorly and anticipating criticism of his work by other children, the teacher is the first to point out the positive aspects of the drawing.

16. Name the purpose of using gaming techniques in teaching preschoolers visual arts. Reveal the features of using gaming techniques depending on the age of children. Describe the groups of gaming techniques used in guiding the visual activities of preschoolers.

Solve a pedagogical problem:

With kids middle group The teacher conducts a lesson on designing from building materials. Mishutka brought the cubs with him from the forest, but they cannot get over to the children because rivers of different widths have overflowed along the way. Inviting the kids to think about how the cubs can get across the rivers, the teacher leads them to the need to build bridges different lengths. Children choose the required length of boards and cubes, and build bridges with steps that will be convenient for the cubs to walk along. After this, each child takes his bear cub to the other side, plays with it, and when Mishutka calls his sons home, the children carefully guide the toy across the bridge again. Then, according to the instructions of the teacher, the children stack the boards according to size - long with long, short with short, put the cubes in a box and, saying goodbye to Mishka, go for a walk.

Predict the effectiveness of the use of game techniques by the teacher in the proposed situation. Offer your version of a game situation on the proposed lesson topic.

Game techniques used in directing visual activities efficient and

an invisible way for a child to learn artistic activities, which contributes to the careful preservation of children's feelings and mood.

Game techniques are selected by the teacher taking into account

features children's games, the logic of its development,

features visual activities.

All gaming techniques can be divided into two large groups:

· plot-game situations by type director's games

· plot-game situations with the role behavior of children and adults.