Personally oriented technology in kindergarten. Work experience on the topic "the use of personally oriented learning technology in the educational process of preschool children" material on the topic. Conditions for the sale of LOT

Organization: MBDOU kindergarten No. 55

Locality: Kemerovo region, Belovo

Today, the system of education and training is rapidly changing. The changes taking place in modern society require accelerated improvement of the educational process, determination of educational goals that take into account state, social and personal needs and interests. In this regard, ensuring the developmental potential of new educational standards becomes a priority.

The federal state standard for preschool education was developed for the first time in Russian history in accordance with the requirements of the federal law “On Education in the Russian Federation.” Currently, preschool education is recognized as an independent level of general education, which means that it must now work in accordance with standards, since all levels of education are being standardized. The Federal State Educational Standard aligns preschool education with other educational systems of continuing education in the Russian Federation.

The Federal State Educational Standard pursues the goal of creating equality of opportunity for every child to receive quality preschool education. The specificity of preschool age is such that the achievements of preschool children are determined not by the sum of specific knowledge, abilities and skills, but by a set of personal qualities, including those that ensure the child’s psychological readiness for school. The standards state that it is necessary to abandon the educational model in kindergarten, i.e. from classes. The standard requires educators and educators to turn to new forms of working with children that would allow teachers, figuratively speaking, to teach preschoolers without them even realizing it.

The developers of the Federal State Educational Standard clearly say: the standard should be aimed at ensuring that the child has motivation for learning, cognition and creativity.

“This is a standard that allows a child to be heard,” said Nikolai Veraksa, dean of the Faculty of Educational Psychology at the Russian State University for the Humanities. – Previously, the entire education system sought to understand the child, gave the child the system of knowledge that he needed, but hearing the child is new, the main thing that was taken as the basis for this standard. The child’s voice is especially valuable: if we don’t hear it, there will be no curiosity, voluntariness (the ability to master an activity), initiative, or willingness to change. This is a new step in understanding childhood.”

In connection with the introduction of preschool education, a problem arose for teachers, which is expressed in the need to rebuild the entire system of preschool education, change the methods of communication and interaction not only with the child, but with all subjects of preschool education. Therefore, the main task of preschool teachers is to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the goal of personal development.

A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. When communicating with children, an adult adheres to the position: “Not next to him, not above him, but together!” Its goal is to promote the development of the child as an individual.

A differentiated approach to the upbringing and education of children can be provided by person-oriented technologies that place the child’s personality at the center of the entire educational system, providing comfortable, conflict-free and safe conditions for its development, and the realization of its natural potentials. The child’s personality in this technology is not just a subject, but a priority subject; it is the goal of the entire educational system.

The fundamental idea of person-oriented technologies is the transition from explanation to understanding, from monologue to dialogue, from social control to development, from management to self-government. The main focus of the teacher is not on knowledge of the “subject”, but on communication, mutual understanding with children, on their “liberation” for creativity. Creativity and research are the main way of a child’s existence in the space of personality-oriented education. But the spiritual, physical, and intellectual capabilities of children are still too small to independently cope with the creative tasks of learning and life problems. The child needs understanding and acceptance by the teacher, pedagogical assistance and support. These are the key words in characterizing person-centered technologies.

Currently, there is no clear definition of “technology of personality-oriented interaction between a teacher and preschool children.” Stepanov E.N. gives the following definition: “A person-centered approach is a methodological orientation in pedagogical activity that allows, by relying on a system of interrelated concepts, ideas and methods of action, to ensure and support the processes of self-knowledge, self-construction and self-realization of the child’s personality, the development of his unique individuality”

Characteristic features of personality-oriented interaction between a teacher and children in a preschool educational institution are:

The idea of personality-oriented interaction is the teacher’s creation of conditions for maximum influence of the educational process on the development of the child’s individuality, namely, assistance to children in finding their own individual style and pace of activity, in the development of cognitive mental processes and interests, the development of creative abilities, in the formation of positive Self-concepts.

Organization of interaction - designing interaction based on taking into account the personal characteristics of children; the use of various forms of communication, especially dialogue, the use of interactive methods in the educational process, the use of pedagogical support; assessment not so much of the result of the activity as of the process of achieving it (how the child thought, how he did, what emotions he experienced).

The main form of interaction between preschool children and the teacher is their joint activity. Psychologist L.I. Umansky identifies three possible forms of organizing joint activities:

joint-individual activity, which involves each participant solving part of a common task independently of each other;

joint-sequential activity - a common task is performed sequentially by each participant;

joint-joint activity - simultaneous interaction of each participant with all others.

The most optimal conditions for joint activities are small groups of children (five to six people).

Joint activity is a condition for a child to master the position of a subject of activity, during which the interests, inclinations, needs, desires of the child are satisfied, his creative potential is developed, his personal qualities are formed (activity, initiative, independence, creativity)

In the most general form, the structure of joint activities between children and the teacher can be defined as follows:

setting by the teacher (possibly also by children in older preschool age) a cognitive, problematic or other task and its acceptance by all participants;

the process of joint activity - analysis of the problem, children putting forward ways to solve the problem, discussion and choice of solution methods, and their own solution;

results of joint activities, their discussion and evaluation.

Situations created by the teacher in the process of interaction with children, focused on personal development (situation of success, situation addressed to the child’s personal experience, situation of choosing a task, equipment, activity partner, etc.), should provide the child with the opportunity to realize himself as an individual .

From the point of view of this approachthe child’s personality is a priority subject; It is its development that is the main goal of the entire educational system. The main thing that a teacher should always remember is that children should experience full respect and support in all their creative endeavors. The teacher and the child must work together, jointly achieving the tasks set for themselves, which will actually contribute to the development of the child’s personality and personal growth.

There is a parable that, in our opinion, fully reveals the meaning of the personality-oriented approach: "A long time ago, there lived a landowner in Rus'. And he was famous for the fact that each of his serfs lived richly, and was also known as a rare craftsman in some area. The neighbors were jealous and surprised: where did the master get so many smart, talented people? One day a local “fool” came to see him. He was good for nothing: he didn’t really know how to work in the fields, nor was he trained in crafts. Anyone else would have given up on the wretched man, but the landowner did not give up, watching this strange man for a long time. And he noticed that the “fool” was able to sit for days on end polishing a small piece of glass with his sleeve, bringing it to the state of rock crystal. Just a year later, the former poor man was considered the best glass washer in all of Moscow, his services were so popular that the former serf, who by that time had long since bought his freedom, compiled a list of those willing almost six months in advance...” Why Have we covered it all? Yes, the whole point is that this example is a classic person-centered approach “in the field.” The landowner knew how to look closely at each individual and identify the person’s talents that were inherent in him initially. In preschool children's institutions, and throughout the entire education system, teachers face exactly the same tasks.

Literature:

Abasov, Z.A. Pedagogical technologies and innovations in the educational activities of schoolchildren [Text] / Z.A. Abasov // School technologies. – 2002. -№5.-S. 56-61

Stepanov, E.N. Personality-oriented approach in pedagogical activity [Text] / E.N. Stepanov. – M.: Sphere shopping center, 2003.- 123 p.

Khabarova, T.V. Pedagogical technologies in preschool education [Text] / L.G. Khabarova. - St. Petersburg: LLC Publishing House "CHILDHOOD-PRESS", 2011. - 80 p.

Municipal budgetary preschool educational institution "Kindergarten No. 33"

Speech at the municipal methodological association

Subject:“The use of person-oriented technologies in the educational process in preschool educational institutions”

Educator:

Radushinskaya V.V.

Slavgorod 2015

The main and very important task of a preschool educational institution is to reveal the child’s individuality, help it manifest, develop, settle, gain selectivity and resistance to social influences. Revealing the individuality of each child in the process of upbringing ensures the construction personality-oriented education in preschool educational institutions. The purpose of such training is to create a system of psychological and pedagogical conditions that make it possible to work with each child individually, taking into account individual cognitive abilities, needs and interests.

Personally-oriented technology involves close interaction between teacher and child, therefore my pedagogical activities in relation to children include showing respect for the personality of each child, friendly attention to him.

The principles of mutual understanding are built on the foundations of communication. The first of which is unconditional acceptance of the child. To love him not for his beauty and intelligence, calmness and help, but simply for the fact that he already exists. Do not start sentences with the condition: “If you behave well, then...”. The child needs a message that he is dear to you, needed, important, that he is simply good. Such messages are contained in welcoming glances, affectionate touches, in direct phrases: “It’s so good that you came to us”, “I’m glad to see you”, “Let’s go together...”, “I like the way you...”, “You Of course you can handle it...”, etc. If the child does not receive such signs, then emotional problems and behavioral deviations arise. The reasons for a child’s difficulties are often hidden in the sensory sphere. Then just showing and teaching is not enough. It is important to listen to him, such listening can be called “helpful listening” or “active listening”.

Being close to children, I create conditions for the formation of positive relationships with peers:

By my own behavior I demonstrate a respectful attitude towards all children;

I draw attention to each other’s emotional states, by my own example and suggestions, encouraging children to show sympathy, pity, and a feeling of joy for the other;

When organizing joint emotional, active, object-based games, I help coordinate their actions, take into account each other’s wishes, and act as a benevolent participant in the games;

I strive to resolve conflicts between children in a gentle form, without violence and shouting, by transferring them into positive forms of interaction or switching attention to other activities or objects;

MASTER CLASS

“APPLICATION OF PERSONALLY-ORIENTED TECHNOLOGIES

IN WORKING WITH CHILDREN"

Prepared by: senior teacher

MDOU "Kindergarten No. 100"

Frolova S.P.

The main and very important task of a preschool educational institution is to reveal the child’s individuality, help it manifest, develop, settle, gain selectivity and resistance to social influences. Revealing the individuality of each child in the learning process ensures the construction of a person-centered education in modern educational institutions. The purpose of such training is to create a system of psychological and pedagogical conditions that make it possible to work with each child individually, taking into account individual cognitive abilities, needs and interests.

Person-centered technology- this is an educational system where the child is the highest value and is placed at the center of the educational process. Personality-oriented education is based on the well-known principles of humanistic pedagogy: the self-worth of the individual, respect for him, nature-conformity of education, kindness and affection as the main means. In other words, person-centered education is the organization of the educational process on the basis of deep respect for the child’s personality, taking into account the characteristics of his individual development, treating him as a conscious, full participant in the educational process.

Personality-oriented technology:

Evaluation criteria in a person-oriented model of communication with children, which will help the teacher in his relationships with children:

Personally-oriented technology involves close interaction between the teacher and the child, therefore my pedagogical activities in relation to children include showing respect for the personality of each child, friendly attention to him:

I treat children kindly, with a smile, stroke them, hug them: in the morning when meeting, while eating, getting ready for bed, dressing, etc.;

I strive to establish trusting relationships, pay attention to their mood, desires, achievements and failures;

I encourage independence in performing routine procedures, taking into account their individual characteristics (habits, temperament, preference for certain foods);

I am sensitive to initiatives in communication and the need for my support;

I listen to children attentively and respectfully;

Politely and kindly answer questions and requests, discuss problems;

I calm and encourage upset children and strive to help eliminate discomfort;

When talking with children, I choose a position “at eye level” - when communicating with the child, I sit down next to him or take him in my arms;

During the day I communicate not only with the group as a whole, but also with each child individually.

Being close to children, I create conditions for the formation of positive relationships with peers:

By their own behavior they demonstrate a respectful attitude towards all children;

- s introducing the children to each other, I call their names, gently stroke the hand of the child with the hand of the peer, stimulate eye contact, the manifestation of positive emotions, at the same time, without imposing contacts on the children if they shy away from them;

I draw attention to each other’s emotional states, by my own example and suggestions, encouraging children to show sympathy, pity, and a feeling of joy for the other;

When organizing joint emotional, active, object-based games, I help coordinate their actions, take into account each other’s wishes, and act as a benevolent participant in the games;

I help them master verbal methods of communication: calling each other by name, formulating their desires, requests, agreeing on the order of actions, thanking for help, etc.

Working with children for a long time, I made it a rule:

Do not limit natural noise in the group (busy activity, play, laughter, free conversation);

I teach them to speak calmly so as not to disturb other children from playing and communicating, using motivational game techniques;

I serve as an example of calm communication: I talk to children in a calm, but not monotonous voice.

I build the educational process in such a way that:

In the course of organized educational activities, I take into account the age capabilities and interests of children;

I organize educational activities in the form of a joint game;

I organize the game in a joint activity mainly with one child or a small group of children in such a way that every child participates in it;

I teach in a gentle form, without violence: when teaching a child to use a spoon, a comb or start a car, I gently guide his movement with my hand, and then give him the opportunity to perform the action independently, helping him if necessary, but without taking all the initiative;

I respond to any child’s request for joint activities and help, and if it is impossible to implement them, I calmly explain the reason and ask them to wait;

During a joint game or organized educational activity, I find the time and opportunity to address each child by name, show interest in what he is doing, encourage him, and help him cope with a difficult action;

When organizing joint games or organized educational activities, I do not force all children to participate in them: if a child refuses to listen to a fairy tale or watch a play, I allow him to do something else without disturbing the other children;

I organize games for children, trying to interest the child in the plot of the game, to make him want to play;

I try to awaken initiative by involving the child in the game, offering and discussing with him different options for developing the plot, taking into account his desires;

They help to give game characters names and characters, I speak on their behalf, and stimulate the development of dialogue;

I am fascinated by the search for substitute objects, opening up new play opportunities for the child;

I show interest in children’s independent play, express approval, rejoice at the children’s discoveries, original actions and statements;

I help diversify a child’s play unobtrusively, without violating the plan;

By organizing joint games, I help distribute toys, roles, and establish interaction.

By supporting children’s positive sense of self, I help them develop knowledge about themselves:

I give children independence in choosing toys, activities, partners

From time to time I take the child to the mirror to look at body parts

(usually invisible - ears, hairstyle, etc.), I correlate the reflection in the mirror with

corresponding parts of the child’s clothing (look at the picture on

pockets);

I address the child by name, emphasizing his strengths;

I encourage children to express their feelings and thoughts, talk about events,

participants they were (about their family, friends, preferences, dreams,

experiences, etc.);

I use encouragement and support more often than censure and prohibition; censure refers only to individual actions of the child and is not addressed to him

personalities; failures are played out in a humorous manner so as not to create

baby lacks self-confidence;

I do not resort to physical punishment or other negative

disciplinary methods that offend, frighten or humiliate children; if the child refuses to eat or go to the toilet, I try to gently persuade him to transform unwanted actions into a playful form, and in case of failure, let the baby be alone; if a child expresses obvious disobedience, goes into open conflict, interferes with other children or offends them, I calmly explain to him the reason for the unwanted behavior;

After resolving the conflict, I affectionately hug the baby, talk about my love for him and express confidence that the bad deed will not happen again.

Forming a positive attitude towards peers:

By my own behavior I demonstrate a respectful attitude towards all children;

I draw children’s attention to each other’s emotional states, encourage

manifestations of sympathy and empathy for peers;

I support the emotional comfort of unpopular children in the group, create

conditions for their acceptance by peers;

By organizing joint games, I teach children to coordinate their actions,

take into account each other's wishes;

I am sensitive to children’s complaints, teaching them socially acceptable forms

interactions.

When interacting with children, they take into account their age and individual characteristics:

During regime procedures, I am tolerant of children’s difficulties: I allow them to act at their own pace, do not focus on the child’s failures, provide him with the necessary help and support, etc.;

When offering children samples of activities, I do not insist on their exact reproduction;

When pointing out children’s mistakes, I do it gently, without humiliating them in front of their peers and without infringing on the child’s dignity;

When monitoring the assimilation of the material, I take into account such characteristics of the child as

embarrassment, shyness, preventing the emergence of negative

experiences;

I give children the opportunity to choose activities based on their interests:

during a walk, in unregulated activities, in free time

During joint play or organized educational activities

I address the child by name, look him in the eyes, and act interested

and kindly, helping to master a difficult action;

I respond to any child’s request for joint activities, and in the case

if it is impossible to implement them, I calmly explain the reason and ask you to wait;

I support children’s positive sense of self and help them develop knowledge about their capabilities and abilities.

They often use encouragement and support from children rather than reprimand and prohibition;

I censure only the individual actions of the child, but do not address them to

his personality;

When condemning the child’s actions, I offer an example of the desired action or means.

to correct errors;

I note the child’s new achievements in various activities, I draw attention to

attention to his new capabilities and abilities: the child’s achievements are not

are not compared with the achievements of other children, but only with his own

(I say: “You jumped so far today, further than yesterday.” “You

I acted badly,” but I don’t say: “You’re a bad boy”;

I intentionally create a situation of success in which the child achieves success: by offering a child of primary preschool age to hit a ball in a basket, they unobtrusively join in the action, ensuring his success and encouraging his achievement, and if an older child fails in a difficult task, I offer a simpler activity ;

I do not resort to physical punishment or other negative disciplinary practices.

methods that offend, frighten or humiliate children.

I create conditions for the emergence and development of children’s play:

I create conditions for enriching children with impressions that can be used in play: I read books together, listen to CDs, discuss events in the children’s lives, talk about myself and other people, organize excursions, walks, and visits to cultural events;

I draw children’s attention to the content of people’s activities and their relationships, to the phenomena and interrelation of events in living and inanimate nature;

I encourage them to develop a game: I turn to the kids: “Look, the bunny’s leg hurts, let’s treat him,” I suggest older children play a specific game or choose a plot, I encourage them to take a role and give it to a partner, I agree on the rules of the game with older children;

As a direct participant in the game, I offer examples of various game actions: I feed, bathe the doll, involve the kids in the game, show how to build a house.

Each teacher brings something unique and individual to the teaching process. Pedagogical individuality is determined by the level of understanding of the content of the program, the equipment of the pedagogical process, and the conditions in which children find themselves. Therefore, it is believed that each specific technology is considered proprietary.

Personality-oriented technologies place the child’s personality at the center of the entire system of education and upbringing, providing him with comfortable conditions in the institution in which he is located, conflict-free and safe conditions for his development, and the realization of existing natural potentials. The child’s personality in this technology is not only a subject, but also a priority subject: it is the goal of the educational system, and not a means of achieving any goal.

Raising children is an extremely important process, since they are future members of society. They need to be prepared for life in it in such a way as to reveal their full potential and capabilities. In recent years, teachers have increasingly used student-centered technologies. They begin to be used in preschool institutions, which greatly increases their effectiveness.

What is it?

This term first appears in the works of psychologist Carl Rogers. He is the author of the proof of the theory that for successful pedagogical and psychotherapeutic activities, in general, the same approach is necessary.

Rogers says that for success in these matters, the ability to empathize with another person, accepting his personality without any additional conditions, is extremely important. In domestic pedagogical circles, the term “personally-oriented technologies” is considered as one of the methods of interaction in which the teacher ensures the most harmonious development of the child’s personality and his abilities based only on those qualities that are characteristic of a particular individual.

Brief historical background

A long time ago, that is, in the 17th-18th century, there lived a landowner in Rus'. And he was famous for the fact that each of his serfs lived richly, and was also known as a rare craftsman in some area. The neighbors were jealous and surprised: where did the master get so many smart, talented people?

One day a local idiot came to see him. He was good for nothing: he didn’t really know how to work in the fields, nor was he trained in crafts. Anyone else would have given up on the wretched man, but the landowner did not give up, watching this strange man for a long time. And he noticed that the “fool” could sit for days on end polishing a small piece of glass with his sleeve, bringing it to the state of rock crystal.

Just a year later, the former poor man was considered the best glass washer in all of Moscow, his services were so popular that the former serf, who by that time had long since bought his freedom, compiled a list of those willing almost six months in advance...

Why did we tell all this? Yes, the whole point is that this example is classic person-oriented technologies “in the field”. The landowner knew how to look closely at each individual and identify the person’s talents that were inherent in him initially. In schools and preschool institutions, teachers face exactly the same tasks.

How should the child's personality be considered?

In this teaching, the child’s personality is a priority subject; It is its development that is the main goal of the entire educational system. In general, for a long time this approach has been called anthropocentric. The main thing that a teacher should always remember is that children should experience full respect and support in all their creative endeavors. The teacher and student must work together, jointly achieving the tasks they have set for themselves.

In general, technology includes the concept that the educational process should be as comfortable as possible for the child; it should only give him a feeling of security and a desire to develop his abilities further.

Simply put, the child needs to be given as much independence as possible. Having the opportunity to choose, a teenager develops much better, since he does this not under the influence of external factors, but only thanks to his own desire and desire to learn.

Main tasks and goals

What rules should be followed when “professing” student-oriented technologies in teaching activities? Oh, there are quite a lot of them. Let's list them in detail:

It is imperative to develop and implement individual education programs that focus on the abilities and talents of each child.
Constructive simulation games and group dialogues should be conducted.
Students themselves should be directly involved in the creation of educational material. This greatly stimulates their interest in the topic being studied.

In addition, student-oriented pedagogical technologies must necessarily take into account the following features:

Throughout the lesson, you need to assess the psycho-emotional state of your students.
Maintaining the highest possible level of motivation.
Identifying the experience of each child on the topic proposed in the lesson. The material must be presented, focusing on the specific characteristics of each training group.
When explaining a new term unknown to a child, you need to accurately convey its meaning to him. Questions “Do you understand?” and an affirmative nod of the head in response often indicate that neither the teacher himself nor his student is interested in actually mastering the material.
An experienced psychologist must consistently work with children, on the basis of whose recommendations the entire educational process is built. Actually, personality-oriented ones are impossible without the close work of psychologists with each class.
In the classroom, it is necessary to widely use the practice of group, pair or individual work, abandoning the habit of addressing the class in a “frontal” way.
Do not forget about the different levels of perception of boys and girls. Simply put, it is imperative to take into account the gender aspect in your work. In this way, the technologies of student-centered education are fundamentally different from many teaching methods that are used in
Each topic should be discussed using different teaching techniques. This allows the child to better master and consolidate the material in memory.
It is necessary to use a scheme of self-assessment and mutual assessment of the mastery of the material by each student.
It is necessary to organize the educational process in such a way that children develop confidence in their strengths and skills.
Reflection is required at the end of each lesson: students repeat what they have learned and tell the teacher about all the points that interested them.

Classification of the concept

Why do you think the term “person-centered technologies” is used in education? More precisely, why is this concept spoken of in the plural? It's simple. These are actually technologies, there are several of them. In the form of a table, we will not only describe them, but also give a brief but comprehensive description of each variety. So, what are their types? Person-centered technologies fall into six main categories, which are described below.

Technology name	Her characteristics
Research	The main feature is independent research of the material. "Discovery through knowledge." A large amount of handouts and visual material is required, from which students will learn the most important information
Communicative	As can be understood from the name, when conducting a lesson, it is necessary to place maximum emphasis on the discussion of the material being studied by the students. “Truth is born in dispute”! If you have already managed to arouse children’s interest in the topic under discussion, this form of lesson can spur it even more.
	This technique is used not only by student-oriented technologies in preschool educational institutions. Play is important not only for preschoolers: for example, for high school students it is extremely important to conduct lessons that model professional difficulties and methods for solving them, which can be encountered everywhere in adulthood.
Psychological	In this case, trainings and seminars are required. Their goal is one. The student must independently choose his preferred area and method of further study of the topic
Activity	The name is not entirely clear, but in practice everything is as simple as possible: the child participates in the preparation of educational material, feels like a subject of the educational process
Reflective	Each student must be able to independently analyze the results of the last lesson, work on mistakes, formulate competent and specific questions to the teacher in case of any ambiguities.

Basic options for the learning process

Modern teachers who use the technology of person-centered interaction identify four main options for this very interaction. Each of them should be tried on, since not every teacher can work equally effectively in all four areas.

Humane and personal approach to the child

In this case, the center of the educational program should be the totality of the personal qualities of each of the children you teach. The school here has only one specific goal - to awaken the dormant inner strengths and talents of the ward, to use them for the harmonious development of the young personality. The following ideas prevail in this approach:

The personality is put “at the forefront”. The features of the entire educational process depend on its characteristics. Thus, student-oriented technologies in school imply maximum friendliness of the learning process to the student himself.
Pedagogical relations with students should be as democratic as possible. Teacher and student are equal partners, not leader and follower.
Let's say “No” to direct coercion as a method that often does not give a real positive effect in the long term.
An individual approach is not only welcomed, but is also the main method used in training.
In addition, personality-oriented technologies (Yakimanskaya in particular) provide for the need to explain to the child the concepts of “personality” and “personal freedom”.

Didactic activating and developmental complex

The main question: what and how to teach students? In this case, the content of the curriculum itself is only a means for the dynamic and harmonious development of the student’s personality, and not as the sole goal of the school. Positive stimulation of students is widely used. It is necessary to introduce programs that directly stimulate children to learn something new.

Improving the educational process should be carried out on the basis of didactic ideas, which are described in the works of R. Steiner, V. F. Shatalov, S. N. Lysenkova, P. M. Erdniev, and other specialists, who today are generally recognized “meters” of didactic method.

Education concept

In this case, student-oriented ones reflect the main trends common in modern schools:

School should be not only a source of knowledge, but also a means of educating the younger generation. In principle, Soviet teachers knew this very well, but today for some reason this most important function is constantly forgotten.
As in all previous examples, the main attention must be paid to the student’s personality.
The orientation of education should be humanistic; adolescents should be educated in the universal ideas of humanism and compassion.
It is extremely important to develop every child without exception.
In schools of regional centers, it is necessary to pay increased attention to the revival of national traditions and customs of small nations, whose representatives live there.
Collective education must be combined with an individual approach.
Goals should be set from simple to complex tasks, adequately assessing the abilities of each individual student.

Pedagogization of the environment

Historically, it was the school that became perhaps the most important social institution, the importance of which is difficult to overestimate. Along with the family and social environment, it is the most important factor that determines the further development of the individual.

The results of this formation are determined by a combination of all three factors. Here we come to the meaning of this method, which, again, has long been used by experienced domestic teachers. We are talking about the extreme importance of interaction with parents and public organizations, as this will create the most favorable environment for the formation of the child’s personal qualities.

Features of working in a preschool educational institution

As we have already noted, student-oriented technologies are also used in preschool educational institutions. Of course, in this case there are specific features that must be taken into account during the work process.

Today, high technologies, which are widespread in every layer of modern society, are of prevailing importance. The teacher’s task is to use the possibilities of interactive educational technologies even in kindergarten. This will immediately interest the kids and give them an incentive to independently study the proposed topic.

The position of the child in the educational process is fundamentally important. The teacher must adhere to a simple belief: “Not next to him, not above him, but together!” The goal of this approach is to promote in every possible way the harmonious development of a self-sufficient personality, self-confident, freed from complexes that significantly interfere with the normal educational process.

The main task of a kindergarten teacher is to develop a child’s research type of thinking and the ability to independently, consciously and effectively study the world around him. It should be remembered that the main method of educational work should be the technology of solving some practical problems in an easy, playful form. You should offer children some kind of task that can be solved by conducting interesting and exciting experiments.

Basic methods of work in kindergarten

What methods and techniques should be used to guide this? Let's list them in more detail:

Conversations of the “heuristic type”, during which children can verify in practice the correctness of the material being told by the teacher.
Solving all emerging issues of a problematic nature “on the fly”, without delay. Otherwise, the child may lose interest in studying the topic.
Constant observation of the surrounding world.
Modeling processes that constantly occur in living nature.
Conducting similar experiments.
All results of experiments and experiments must be recorded in the form of colorful, detailed drawings.
If possible, you should bring high-quality handouts to classes and include recordings of wildlife sounds.
The teacher should invite students to imitate these sounds by playing themed games.
The emphasis in descriptions should be on the development of artistic expression, which allows you to accurately and beautifully express your thoughts without stuttering. This is how correct diction also develops, which will certainly be useful to a person in all subsequent periods of his life.
Setting up realistic situations that involve solving them using creative methods.
Various work exercises.

So we looked at what should characterize the correct use of person-centered technologies in modern educational institutions and kindergartens.

Municipal budgetary preschool educational institution

combined kindergarten No. 4 “ROSINKA”

CONSULTATION FOR PRESENTER EDUCATION TEACHERS:

"GAME PERSONALITY-ORIENTED TECHNOLOGIES FOR BUILDING THE PEDAGOGICAL PROCESS."

Educator:

Genrikh I.V.

Sharypovo

2015

"GAMING PERSONALITY-ORIENTED TECHNOLOGIES FOR BUILDING THE PEDAGOGICAL PROCESS."

Person-centered technology - this is an educational system where the child is the highest value and is placed at the center of the educational process. Personality-oriented education is based on the well-known principles of humanistic pedagogy: the self-worth of the individual, respect for him, nature-conformity of education, kindness and affection as the main means. In other words,person-centered education - this is the organization of the educational process on the basis of deep respect for the child’s personality, taking into account the characteristics of his individual development, treating him as a conscious, full participant in the educational process.

The principle of a personality-oriented approach determines the child’s position in the educational process, which means recognizing him as an active subject of the educational process. In accordance with this approach, the laws of spiritual and physical development, the processes of change occurring in the child’s inner world, serve as the main guidelines in educational activities, and the effectiveness of the educational process depends on the skill of the teacher, on his ability to competently analyze the pedagogical situation and solve emerging pedagogical problems, taking into account main goal of education.
The individual personal approach is based on the fact that each person is unique, and the main task of educational work is the formation of her individuality, the creation of conditions for the development of her creative potential. Individuality integrates all the socially valuable properties of a person, gives it integrity, and its formation involves a creative search for options for development and education.

A person-oriented model of interaction between an adult and a child is the basis of modern education for preschoolers.

A person-centered model of interaction between adults and children is the basis for teaching preschoolers

(Sh. A. Amonashvili, V. V. Davydov, V. A. Petrovsky, etc.)

Goal: to equip children with ZUNs, to instill obedience.

Goal: to promote the development of the child as an individual.

Task: implement the program, satisfy the requirements of management and regulatory authorities.

Objectives: developing the child’s trust in the world, a sense of joy of existence, the formation of the beginnings of personality, the development of individuality).

The slogan is “Do as I do.”

The principle of interaction: “Not next to and not above, but together.”

Methods of interaction: instructions, explanations, prohibitions, demands, threats, punishments, notations, shouting. Children's activity is suppressed.

Methods of interaction require the ability to take the child’s position, take into account his point of view and not ignore his feelings and emotions (transition from monologue to dialogue). View your child as a partner.

Tactics - dictatorship and guardianship.

The tactic is cooperation.

The principle of a personal approach in education requires that the teacher:
1) constantly studied and knew individual characteristics well
temperament, character traits, views, tastes, habits of their pupils;
2) knew how to diagnose and knew the real level of formation
such important personal qualities as way of thinking, motives, interests,
attitudes, personality orientation, attitude to life, work, value
orientations, life plans and others;
3) constantly involved each student in what was feasible for him and
educational activities becoming increasingly more difficult,
ensuring progressive personal development;
4) promptly identified and eliminated reasons that could interfere with the achievement of the goal, and if these reasons could not be identified and eliminated in a timely manner, promptly changed educational tactics depending on the new prevailing conditions and circumstances;
5) relied as much as possible on the individual’s own activity;
6) combined education with self-education of the individual, helped in choosing
goals, methods, forms of self-education;
7) developed independence, initiative, self-activity of pupils, not so much leading as skillfully organizing and directing activities leading to success.

Personality-oriented technology:

1. Humanistic orientation of the content of the activities of preschool educational institutions.

2. Providing comfortable, conflict-free and safe conditions for the development of the child’s personality, realizing her natural potentials.

3.Priority of personal relationships.

4.Individual approach to students.

1.Games, activities, sports activities.

2.Exercises, observations,

experimental activities.

3.Exercises, games, gymnastics, massage.

4. Trainings, sketches, figurative role-playing games.

Gaming personality-oriented technology is: socio-game technology is the development of a child in playful communication with peers. Today, in order for a person to actively participate in the life of society and realize himself as an individual, he must constantly show creative activity, independence, discover and develop his abilities, continuously learn and improve himself. Therefore, for education today, more relevant than ever, “the best rule of politics is not to manage too much...” - i.e. The less we manage children, the more active position they take in life. Modern pedagogical technology “Socio-game pedagogy” presented by E. Shuleshko, A. Ershova and V. Bukatov helps to comply with this statement.

Today it is simply necessary for the teacher to have a new view of the child as a subject (and not an object) of education, as a partner in joint activities. The essence of the socio-game style of work was defined by its founders E. Ershova and V. Bukatov with the following formulation: “We do not teach, but create situations where their participants want to trust each other and their own experience, as a result of which the effect of voluntary learning, teaching, and training occurs.”

Following these tips, classes should be organized:

as a game-life between micro-groups of children (small societies - hence the term “socio-game”) and at the same time in each of them;

socio-game technology should be systematically used both in classes and when organizing children’s free activities. This makes it possible to unite children with a common cause or joint discussion of individual work and turning it into collective work.

Within the framework of this technology, the following tasks are set:

help children learn to communicate effectively;

make the educational process more fun for children;

promote the development of their active position, independence, and creativity;

to instill in preschoolers a desire to learn new things.

Socio-game technology is aimed at developing communication in children, so this technology is based on children’s communication with each other and with adults.

Laws of communication:

Do not humiliate the child, do not insult him;

Don't grumble, don't whine, don't grumble;

Know how to find a mistake and have the courage to admit it;

Be mutually polite, tolerant and restrained;

Treat failure as just another learning experience;

Support, help rise and win;

By blowing out someone else's candle, we do not make our own brighter;

Do not elevate yourself above others, elevate your neighbor.

Communication between children within the framework of this technology must be organized in three stages:

at the very first stage, teach children the rules of communication, the culture of communication (children learn to negotiate, which means listen and hear their partner, their own speech develops);

at the second stage, communication is the goal - the child realizes in practice how he needs to organize his communication in a micro-group in order to complete the educational task;

at the third stage, communication is a pedagogical means, i.e. The teacher teaches preschoolers through communication.

Pros of the socio-game style:

- Relationships: “child - peers”;

- The teacher is an equal partner;

- The barrier between the teacher and the child is destroyed;

- Children are peer-oriented, which means they are not obedient followers of the teacher’s instructions;

- Children are independent and proactive;

- Children set the rules of the game themselves;

- Children discuss the problem, find ways to solve it;

- Children negotiate, communicate (play the role of both speakers and listeners);

- Children communicate within the micro-group and between micro-groups;

- Children help each other and also control each other;

- Socio-play style teaches active children to recognize the opinions of their comrades, and gives timid and insecure children the opportunity to overcome their complexes and indecisiveness.

Principles in working with children using socio-game technology:

The teacher is an equal partner. He knows how to play interestingly, organizes games, invents them.

Removing the judicial role from the teacher and transferring it to children predetermines the removal of the fear of mistakes in children.

Freedom and independence in children’s choice of knowledge, skills and abilities. Freedom does not mean permissiveness. This is the subordination of one's actions to general rules.

Changing the mise-en-scene, that is, the environment when children can communicate in different parts of the group.

Focus on individual discovery. Children become partners in the game.

Overcoming difficulties. Children are not interested in what is simple, but what is difficult is interesting.

Movement and activity.

The life of children in small groups, mostly sixes, sometimes includes fours and threes.

The principle of polyphony. If you chase 133 hares, lo and behold, you’ll catch a dozen.

Socio-game technology contributes to the realization of children's need for movement, the preservation of their psychological health, as well as the formation of communication skills in preschoolers. As a result of this work, children develop curiosity, cognitive needs are realized, children become familiar with the different properties of surrounding objects, the laws of life of nature and the need to take them into account in their own life activities, shyness is overcome, imagination, speech and general initiative develop, the level of cognitive and creative abilities increases

1. Games-tasks for a working mood.

2. Games for socio-game involvement in business, during the implementation of which business relationships between the teacher and children, and children with each other, are built.

3. Game warm-ups - are united by their universal accessibility, quickly arising excitement and funny, frivolous winnings. They are dominated by the mechanism of active and psychologically effective rest.

4. Tasks for creative self-affirmation are tasks the implementation of which implies an artistic and performing result.

5. Freestyle games that require movement - to relieve fatigue,

increased motor activity.

“Golden rules” of socio-game technology (according to V.M. Bukatov)

1 rule: work is used in small groups or, as they are also called, “peer groups”. It is optimal for productive communication and development to unite in small groups at a younger age in pairs and triplets, at an older age 5-6 children. The main thing in the classroom is the “child-child” connection, and not “teacher-child”, because One of the most intense, trusting and fruitful forms of relationships between people is the relationship between peers. An adult proposes something to a group of equals, and children know how to organize themselves so that there are no those who did not succeed and those who have already done everything a long time ago. Every child here feels skillful, knowledgeable, and capable. The activities of preschoolers in small groups are the most natural way for them to develop cooperation, communication, and mutual understanding. They know how to empathize with each other, provide support, and feel responsible for each other. In groups, children learn to talk, listen to others, remember, train their imagination, reaction speed, and the ability to jointly complete any task. The emotional, mental, and contact spirit of each child is activated. The process of dividing into groups itself is an interesting, exciting game and contributes to the emergence of friendly relations between children and the ability to come to an agreement.

- by color of hair, eyes, clothes;

- so that at least one letter in the name is the same;

- who lives on which floor;

- even-odd, single-digit;

- two-digit apartment number;

- find something identical on solid and varied postcards and, based on this “identical”, unite into triplets;

- who came to kindergarten today by car, and who came on foot, etc.

Rule 2: “Change of leadership.” It is clear that work in small groups involves collective activity, and the opinion of the entire group is expressed by one person, the leader. Moreover, the children choose the leader themselves and he must constantly change.

Rule 3:learning is combined with physical activity and changing the scenery, which helps relieve emotional stress. Children not only sit, but also stand up, walk, clap their hands, and play with a ball. They can communicate in different parts of the group: in the center, at tables, on the floor, in their favorite corner, in the reception area, etc.

Rule 4:Change of tempo and rhythm. Time limits, for example, using hourglasses and regular clocks, help change the pace and rhythm. Children develop an understanding that every task has its own beginning and end, and requires a certain concentration.

Rule 5:socio-game methodology involves the integration of all types of activities, which meets modern requirements. This gives a positive result in the field of communication, the emotional-volitional sphere, more intensively develops the intellectual abilities of children compared to traditional education, and promotes speech, cognitive, artistic, aesthetic, social, and physical development.Learning takes place in a playful way, for this you can use various games that develop attention, phonemic hearing, thinking, and the ability to interact with each other: “Listeners”, “Relay Race”, “I am not responsible for myself”, “Magic Wand”, “Cities” with the unprecedented”, etc.

Rule 6: orientation to the principle of polyphony: “You chase 133 hares, you look and catch a dozen.” It is more interesting for a child to acquire knowledge together with his peers, and he is more motivated. As a result, all children discover new knowledge, only some more, some less. And the teacher will need to remove the frank manner of teaching and replace it with the manner of listening and hearing children, trusting them. Help at their request, and not at will, give them the right to study on their own. Don’t be the initiator of everything, but complement the children’s initiative with your own initiative. Let unexpected improvisations arise “at every step” during the lesson. And it doesn’t matter if something turns out to be unrealized. This is not an indicator of pedagogical inability. On the contrary, it is an indicator of pedagogical skill. “What about the implementation of training programs?” - you ask. To this we want to answer that normal pedagogy lives by the mastery of paradoxical slowdowns. And as a result of all the “failures” and “program delays”, it most often turns out to be completed not only efficiently, but also ahead of schedule!

It is more interesting for a child to acquire knowledge together with his peers, and he is more motivated. As a result, all children discover new knowledge, only some more, some less.

What kind of person-centered technologies exist?

Research (problem-search)

A characteristic feature of this technology is the teacher’s implementation of the “learning through discovery” model.

Communicative (discussion)

A feature of this technology is the presence of discussions characterized by different points of view on the issues being studied, their comparison, search through discussion of the true point of view

Simulation modeling (game)

A characteristic feature of this technology is the modeling of vital professional difficulties in the educational space and the search for ways to solve them.

Psychological (self-determination)

A characteristic feature of this technology is the student’s self-determination to carry out one or another educational activity.

Activity

A characteristic feature of this technology is the child’s ability to design upcoming activities and be its subject.

Reflective

A feature of this technology is the child’s awareness of the activity: how, in what way the result was obtained, what difficulties were encountered, how they were eliminated, and how he felt at the same time.

If the features of all technologies are combined into one, it will turn outintegral technology. A prominent representative of integrated technology isproject activities, which is basedproject.

Evaluation criteria in a person-oriented model of communication with children, which will help the teacher in his relationships with children:

Personally-oriented technology presupposes close interaction between teacher and child, therefore pedagogical activities in relation to children includeshowing respect for the personality of each child, benevolent attention to him:

Treat your children kindly, with a smile, stroke, hug: in the morning when meeting, while eating, getting ready for bed, dressing, etc.;

Strive to establish trusting relationships, pay attention to their mood, desires, achievements and failures;

Encourage independence in performing routine procedures, take into account their individual characteristics (habits, temperament, preference for certain foods);

Be sensitive to initiatives in communication and the need for your support;

Listen to children carefully and respectfully;

Answer questions and requests politely and kindly, discuss problems;

Calm and reassure upset children, strive to help eliminate discomfort;

Talk to children, choosing a position “at eye level” - when communicating with a child, sit down next to them;

Throughout the day, communicate not only with the group as a whole, but also with each child individually.

Being around childrencreate conditions for the formation of positive relationships with peers:

- s When introducing children to each other, call their names, kindly, do not force contacts on children if they shy away from them;

Draw attention to each other’s emotional states by your own example and suggestions, encouraging children to show sympathy, pity, and a feeling of joy for the other;

When organizing joint emotional, active, object-based games, help coordinate your actions, take into account each other’s wishes, act as a benevolent participant in the games;

Strive to resolve conflicts between children in a gentle manner, without violence or yelling, by transferring them into positive forms of interaction or shifting attention to other activities or objects;

Help them master verbal methods of communication: calling each other by name, formulating their desires, requests, agreeing on the order of actions, thanking for help, etc.

When working with children, make it a rule:

Do not limit natural noise in the group (busy activity, play, laughter, free conversation);

Teach to speak calmly so as not to disturb other children from playing and communicating, using motivational game techniques;

Model calm communication by speaking to children in a calm, but not monotone, voice.

Build the educational process in such a way that :

During organized educational activities, take into account the age capabilities and interests of children;

Organize educational activities in the form of a joint game;

Organize the game in a joint activity mainly with one child or a small group of children in such a way that every child participates in it;

Respond to any child’s request for joint activities and help, and if it is impossible to implement them, calmly explain the reason and ask to wait;

During a joint game or organized educational activity, find the time and opportunity to address each child by name, show interest in what he is doing, encourage him, and help him cope with a difficult action;

When organizing joint games or organized educational activities, do not force all children to participate in them: if a child refuses to listen to a fairy tale or watch a play, allow him to do something else without disturbing the other children;

Organize games for children, trying to interest the child in the plot of the game and make him want to play;

Try to awaken initiative by involving the child in the game, offer and discuss with him different options for developing the plot, taking into account his desires;

Help give game characters names and personalities, speak on their behalf, stimulate the development of dialogue;

Encourage the child to search for substitute objects, opening up new play opportunities for the child;

Show interest in children’s independent play, express approval, rejoice at the children’s discoveries, original actions and statements;

Help diversify your child’s play unobtrusively, without disrupting the plan;

When organizing joint games, help distribute toys, roles, and establish interaction.

Forming a positive attitude towards peers:

Demonstrate a respectful attitude towards all children by your own behavior;

Draw children's attention to each other's emotional states, encourage

manifestations of sympathy and empathy for peers;

Support the emotional comfort of unpopular children in the group, create

conditions for their acceptance by peers;

When organizing joint games, teach children to coordinate their actions,

take into account each other's wishes;

Be sensitive to children's complaints by teaching them socially acceptable forms

interactions.

When interacting with children, take into account their age and individual characteristics :

During regime procedures, be tolerant of children’s difficulties: allow them to act at their own pace, do not focus attention on the child’s failures, provide him with the necessary help and support, etc.;

When offering children samples of activities, do not insist on their exact reproduction;

When pointing out children’s mistakes, do it gently, without humiliating them in front of their peers and without infringing on the child’s dignity;

When controlling the assimilation of the material, take into account such characteristics of the child as embarrassment, shyness, avoiding the occurrence of negative

experiences;

Give children the opportunity to choose their own interests:

during a walk, in unregulated activities, in free time

time;

During joint play or organized educational activities

address the child by name, look him in the eyes, act interested

and kindly, helping to master a difficult action;

Respond to any child’s request for joint activities, and if

if it is impossible to implement them, calmly explain the reason and ask them to wait;

Support children's positive sense of self and help them develop knowledge about their capabilities and abilities.

Create conditions for the emergence and development of children's play :

Create conditions for enriching children with experiences that can be used in play: read books together, listen to CDs, discuss events in children’s lives, talk about yourself and other people, organize excursions, walks, and visits to cultural events;

Draw children's attention to the content of people's activities and their relationships, to the phenomena and interrelationships of events in living and inanimate nature;

Encourage the development of the game: I turn to the kids: “Look, the bunny’s leg hurts, let’s treat him,” invite older children to play a specific game or choose a plot, encourage them to take a role and give it to a partner, agree on the rules of the game with older children;

As a direct participant in the game, offer examples of various game actions: feed, bathe the doll, involve the kids in the game, show how to build a house.

We can identify three most important integrated personality traits of a teacher, which mainly determine success in student-oriented interaction.

Social and pedagogical orientation- awareness by the teacher of the need to defend the interests, rights and freedoms of the child at all levels of teaching activity.

Reflexive abilitieswhich will help the teacher stop, look back, comprehend what he is doing: “Do no harm!”

Methodological culture -a system of knowledge and methods of activity that allow you to competently and consciously organize your activities in the conditions of choosing educational alternatives; one of the important elements of this cultureI'm inThe ability of a teacher to motivate the activities of his students is determined.

Literature

Bukatov V.M. “Games for kindergarten. Developing a child's talents through play. Illustrated dictionary of gaming techniques"

Bukatov V.M. “Pocket encyclopedia of socio-game techniques for teaching preschoolers. Reference and methodological manual for teachers of senior and preparatory groups of kindergarten"

Bukatov V.M., Ershova A.I. “Return to Talent” educational publication

Fedorova M. A. “Organization of life, education and training of children in small groups”, (Krasnoyarsk, - 2007)

Bukatov V.M., Ershova A.P.. « I'm going to class: Reader on game teaching techniques"- M., 2002.

Bukatov V.M. “He was crazy, he was crazy, he took it and left.” A teacher's handbook on socio-game technologies in senior and preparatory groups of kindergarten with methodological explanations, unexpected tips and true stories. – St. Petersburg, 2008.