Modern approaches to the educational process in dow. "modern approaches to the organization of the educational process in dow" material on the topic. List of used literature

Guskova Valentina Alekseevna
Job title: educator
Educational institution: MADOU Kindergarten No. 10 "Sunflowers"
Locality: Balakovo Saratov region
Material name: article
Topic: INNOVATIVE APPROACHES TO THE ORGANIZATION OF THE EDUCATIONAL AND EDUCATIONAL PROCESS IN DOE.
Publication date: 18.02.2017
Chapter: preschool education

INNOVATIVE APPROACHES TO ORGANIZATION

EDUCATIONAL AND EDUCATIONAL PROCESS IN DOE.

Guskova Valentina Alekseevna

educator

Shagova Galina Innokentievna

Kindergarten manager
MADOU "Kindergarten No. 10" Sunflower ", Balakovo E-mail: [email protected]
Annotation:
The article discusses the ongoing education reforms at the present time, which are aimed at improving the efficiency of teaching preschoolers.
Keywords
: family, children, kindergarten.
INNOVATIVE APPROACHES TO ORGANIZATION OF EDUCATIONAL

AND OBRAZOVATELNOGO IN DOE.
Gus "kova Valentina educator Shahova Galina Innokentievna Head of kindergarten MADOU "the kindergarten No. 10 "podsolnushek", Balakovo E-mail: [email protected]
abstract:
the article deals with the ongoing education reform at the present time, which are aimed at improving the effectiveness of training preschoolers.
key words
: family, children, kindergarten.
The current educational reforms aimed at improving the efficiency of preschool education impose new requirements on the organization of the work of kindergartens. The application of innovative approaches to the educational and educational process in a preschool institution is an important condition for improving the system to school education. A preschool educational institution is one of the social institutions that responds to the most important, life-supporting needs of society. In our time, society puts goals and objectives, primarily aimed at the development of the individual, at the forefront. The management system of a preschool institution can function effectively only when all its components meet the requirements of today. The development of the institution involves an innovative approach, improving the structure of the entire organization of the kindergarten, the transition to a horizontal corporate management principle, in which managers purposefully improve their activities and the activities of their employees. To build such a management system, a necessary condition is the formation of highly motivated professionally trained leaders and teachers who are able to work taking into account the situational, systemic and project approaches that involve qualitative changes in a preschool institution. As for the head of an institution, he must first of all be the bearer of a new managerial thinking focused on the integration of the efforts of employees, the widespread use of cultural and ethical management tools. Preschool institutions, using innovative educational technologies, have the opportunity to improve their activities in the upbringing and education of preschoolers and achieve higher
results in the work, which allows to improve the quality of education at its initial stage. Without innovation, without the use of new methods and approaches, the qualitative development of preschool institutions is impossible. central link educational system is a teacher. It is he who improves his methods of working with children, applies new developments in the process of education and training, improves the methods of presenting this or that educational material to children. The concept of modernization of Russian education makes high demands on the work of teachers, it is aimed at improving the quality of preschool education, creating conditions for the personal development of each child. All this requires a new set of skills from teachers - to design the development of the educational system or their own educational activities. A modern professional teacher should be capable of such new types of activities as formulating a problem, developing means for solving it, active elaboration of concepts, reflecting on the results of project implementation, building meaningful communication with other subjects of the educational process. In the process of improving the forms methodical work with the teaching staff, aimed at improving the professional competence of educators, in our preschool institution they began to apply the project method everywhere. Designing, as a creative activity of teachers, allows you to accurately formulate the goals and objectives of the upcoming activities, analyze and systematize the totality of available and necessary funds that provide optimal ways to achieve
the desired result, and most importantly, they open up opportunities for pedagogical creativity. When choosing innovative approaches to building the pedagogical process in our preschool institution, they strive to improve the qualifications of teachers, raise the authority of the institution and win the trust of parents. The task was set before the teachers - to constantly improve professional skills, because. this contributes to improving the quality of the educational process in preschool educational institutions. One of the successful solutions to the problems of innovation is the professional level, psychological readiness for new participants in the innovation process. In our preschool educational institution, work began on improvement with a deep comprehensive analysis of the educational process, professional and creative capabilities of teachers. In the process of analyzing the accumulated experience of our preschool institution, certain patterns were noticed that affect the creative individuality of each teacher. Not every teacher can realize his creative abilities and apply them in working with children. Many educators needed help with their own creative disclosure, moreover, help was needed in finding this application in common work the entire kindergarten. The teaching staff faced the problem of a lack of knowledge and skills to methodically competently build interaction with children's and parent groups on the problem under study. It is this fact that prompted teachers to realize that there is a need to learn or self-educate. Based on this, in our preschool educational institution we welcome and encourage self-education of educators, attendance at seminars, workshops and trainings aimed at improving
educational activities in the preschool educational institution, as well as the study of the project method. Innovation activity in our preschool educational institution it is implemented through group thematic projects that are aimed at the work of a teacher with children in the main sections of the education and training program in kindergarten. The program includes the artistic and aesthetic development of children, physical culture and health activities, experiment l n o - research and social work. Before introducing a particular project into the educational process, it is actively discussed at the methodological meetings of the staff of the preschool educational institution. The project can be adjusted and supplemented with methodological developments of other educators. Thus, there is a transfer of experience and ideas between educators in kindergarten and all the most interesting things are introduced into the educational process. It is also possible to correct possible problems and errors in the project based on the experience of educators who have already implemented a similar project in their teaching practice. Also, after the implementation of a project, it is discussed at a meeting of educators, which allows you to identify the advantages and disadvantages of projects. Based on the results of the discussion of the activities carried out and the study of the productive activities of children, teachers make proposals for possible adjustments to projects, methods, methods of working with children and parents, determine the future prospects of this project: continue the accumulation of material to summarize the experience of working on this issue; take as a basis the thematic plan; include abstracts of classes and entertainment in the cycle already existing in the preschool educational institution. Also, the principle of individualization of education is widely applied in our preschool institution. Accompanying the development of the child
becomes an integral element of preschool education in the context of its modernization. Individualization of education is the process of revealing a person's individuality in a specially organized educational activity. The technology of accompanying the development of the child allows us to solve this problem. Accompanying a child guarantees assistance and support to any child, taking into account his individual capabilities - development potential, needs and interests. The introduction of innovative approaches in the educational process of the preschool educational institution allows you to find an approach to each child, identify his talents and contribute to the development of personality.
Bibliography:
1. Belaya K.Yu. Innovative activity in the preschool educational institution: Methodological guide. - M .: TC Sphere, 2005. 2. Volobueva L.M. The work of the senior educator of the preschool educational institution with teachers. - M.: TC Sphere, 2003. 3. Volobueva V.Ya., Gazina O.M., Fokina V.G. Organization of the work of a kindergarten methodologist. - M.: APO, 1994

Irina Mikhailovna Klimenko
Modern approaches to the organization and planning of the educational process in the context of the implementation of the Federal State Educational Standard

The system is currently being updated in our country. education. Preschool education in modern stage, a difficult task is to be solved - to prepare their graduates for education in elementary school according to the new federal educational standards, teachers are put in a difficult situation - to build the logic of learning in such a way way so that yesterday's preschooler quickly and easily adapts to school educational space.

Modern pedagogical technologies in preschool education are aimed at implementing state standards of preschool education.

A fundamentally important aspect in pedagogical technology is the position of the child in educational educational process attitude towards the child on the part of adults. An adult in communication with children adheres to provisions: “Not next to him, not above him, but together!”. Its purpose is to contribute to the development of the child as a person.

AT GEF the main thing is not the result, but terms. This is the standard conditions. Terms- this is the social situation of the child's development - the established system of interaction of the child with the outside world, represented by adults and children. If a conditions created - standard implemented. AT process learning You will learn how to build a new learning logic in kindergarten in accordance with GEF in preschool educational institution how to create and implement educational programs what technologies and techniques to use.

Process learning is an integral part of pedagogical process and requires special attention. In connection with rapid development science and technology, there is also an urgent need for the development and introduction to learning process of modern approaches and methods of organizing the learning process, which would match modern the requirements of society. Nowadays, the problem of education is becoming relevant not only for teachers, but for the whole society and the state, therefore the Ministry education and science Russian Federation seriously undertook the development of new bills and amendments to the law "About education» .

An activity is an entertaining activity that is based on one of the specific children's activities (or several such activities - the integration of various children's activities carried out jointly with an adult, and is aimed at mastering by children one or more educational areas

So way, "occupation" how on purpose organized the form of educational activity in kindergarten is indeed cancelled. The activity should be interesting for children, especially organized educator specific children's activities, implying their activity, business interaction and communication, the accumulation of certain information by children about the world around them, the formation of certain knowledge, skills and abilities. But the learning process remains. Teachers continue "study" with kids. However, it is important to understand the difference between "old" training and "new".

Main Model organization of the educational process - educational. The main model is the joint activity of an adult and a child. The main form of work with children is a lesson.

Holistic educational process in ECE is a systemic, holistic, developing in time and within a certain system, purposeful process interaction between adults and children, which is personality-oriented, aimed at achieving socially significant results, designed to lead to transformation personal properties and qualities of pupils. Educational process provides each individual with the opportunity to satisfy their needs for

development, develop their potential abilities, preserve their individuality, self-realization.

Naturally, despite the absence of such forms of control that exist at higher levels education, both the teachers themselves and the parents want to understand what the child managed to achieve. Here, unlike other standards, we are talking only about personal results. In this regard, it is allowed to monitor the dynamics of the child's development, but it is needed not for evaluation in itself, but for identifying the ways in which the teacher can allow the child to develop, discover some abilities, overcome problems. It is the teacher-psychologist who should be engaged in such monitoring. Such a study can be carried out only with the consent of the parents or legal representatives of the child.

The educational process in every educational institution and for each pupil (student) has its own uniqueness and originality, conditioned the possibility of participating in its design of subjects of different levels - from the state to a particular teacher, parent and child.

A child - a graduate of a preschool educational institution should have personal characteristics, among them initiative, independence, self-confidence, a positive attitude towards himself and others, developed imagination, ability to volitional efforts, curiosity. The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn. At the same time, it must be borne in mind that today's children are not the children that were yesterday.

principles planning should be based on the formulation of meaningful tasks in different areas in order to complement and mutually enrich each other, the use of various forms of interaction between the teacher and children and children among themselves, adequate to the set general developmental tasks, interrelated activities that form various essential connections in the child's ideas about the world.

It focuses the teacher on the interests and motivation of the child in building a holistic picture of the world in process saturated with the meanings of living a certain period of time.

A valuable and important factor in the educational educational process of preschool educational institution is the creation of an educator conditions for"deployment" internal, personal potential of each preschool child. AT process the formation of integrative qualities in preschoolers, there was a rethinking of the role of the teacher, who became more of a partner or "mentor" than a direct source of information. The position of the teacher in relation to children today has changed and acquired the character of cooperation, when the child acts in a situation of joint activity with the teacher and communication with an equal partner. The forms of interaction with pupils, joint reflections with them, in process which children themselves receive the necessary information. Educators and teachers are developing new forms of work that allow form(teach, educate, develop) preschoolers without even knowing it.

Mastering by teachers the mechanism of integrative planning increases their professional competence, promotes the development of the ability to build a strategy and tactics of their work in the context of pedagogical process based on reflection of one's own activity

DOE uses two main forms planning: annual and calendar plan. Teachers traditionally use the following types planning: calendar-thematic, perspective-calendar, block, complex. The new look is the modular planning.

Modular planning takes into account the peculiarities of work contemporary preschool institution and consists of three interconnected sections:

Perspective-calendar planning;

Implementation of continuity between preschool and school;

Communication with preschool specialists education and public organizations.

Accounting diverse needs child: in recognition, in communication, in cognition, in movement, in the manifestation of activity and independence; Encouragement of children's play, research and creative activity of children, children's issues; The developmental interaction of the child with adults and with peers: Implementation of the activity approach; AT contemporary Kindergarten children are valued, not evaluated. Value orientations organization of the educational process in accordance with the requirements GEF DO

The main task of preschool organizations – to create conditions, in which children develop, they are interested, and as a result, they fully live preschool age and motivatedly move to the next level education - to school

AT modern kindergarten educational process should not be limited to direct educational activities, it is stretched throughout the day.

The teacher's task is plan the educational process in such a way so that together with the pupil to fully live all his stages: preparation, holding, discussion of the results. At the same time, it is important that the child has positive emotional experiences and memories. At the same time in joint activities with the teacher, the pupil takes a step forward in his development.

This method educational process planning requires from the teacher high level professionalism, common culture and creativity. The teacher must be able to integrate educational areas , select the most effective forms organizations children's activities to solve specific program tasks, as well as be able to pedagogically reasonably combine different methods and techniques, focusing on age and individual characteristics children. Modern educator is a creative, interested person, competent organizer and the designer of the environment for the development and accumulation of positive emotional impressions by the child.

“A person cannot truly improve unless he helps others to improve.” Charles Dickens

Create yourself.

Like there are no children without imagination so there is no teacher without creative impulses.

Creative success to you!

Publication date: 08/16/17

Consultation for preschool teachers

"Modern approaches to the planning of the educational process in the conditions of the Federal State Educational Standard of DO"

Introduction

The problem of planning is relevant, but at the same time one of the difficult tasks facing preschool institutions that open new forms of preschool education on their basis: short-stay groups, advisory centers, child play support centers, early aid service, lekoteka.

Preschool education today is undergoing great changes, the foundation of which was laid by the state, which is showing great interest in the development of this area. In order to improve the upbringing and education of preschoolers, the Federal State Educational Standards of preschool education were introduced, SanPiN was approved for the device, content and organization of the working regime in preschool organizations, from 09/01/2013. a new federal law "On Education in the Russian Federation" was put into effect ». The main goal of the policy in the field of preschool education is the quality education of preschoolers. Currently, preschools can choose priority areas, programs, types of educational services, new forms of work focused on the interests of the teaching staff and parents.

For the first time in the history of Russian education, the Federal State Educational Standard of preschool education is a document that determines at the federal level what the main general educational program of a preschool institution should be, what goals it defines, the content of education, and how the educational process is organized.

The introduction of the GEF of preschool education is due to the need to standardize the content of preschool education in order to provide each child with equal starting opportunities for successful schooling.

However, the standardization of preschool education does not provide for strict requirements for children. preschool age, does not consider them in a rigid "standard" framework.

PLO is a model of organization of educational process. The main general education program helps the child master the basic level of preschool education. It is designed to provide the preschooler with the level of development that will allow him to be successful in further education, i.e. at school and should be carried out by every preschool institution.

In the current conditions, according to many experts, the role of planning in the management of education is significantly increasing. Competently compiled models of the educational process in preschool educational institutions serve as a guide for teachers, help to solve the problems of quality education.

Holistic educational process in preschool is a systemic, holistic, developing over time and within a certain system, purposeful process of interaction between adults and children, which is personality-oriented, aimed at achieving socially significant results, designed to lead to the transformation of personal properties and qualities of pupils. The educational process provides each individual with the opportunity to satisfy their developmental needs, develop their potential abilities, preserve their individuality, and fulfill themselves.
An integrative approach to building a holistic pedagogical system

The educational process must:

Combine the principles of scientific validity and practical applicability;
Meet the criteria of completeness, necessity and sufficiency;
To ensure the unity of the educational, developmental and teaching goals and objectives of the process of educating children.

The educational process in every educational institution and for each pupil (student) has its own uniqueness and originality, due to the possibility of participating in its design of subjects of different levels - from the state to a particular teacher, parent and child.

In order to design an optimal model of the educational process in accordance with the Federal State Educational Standard, it is necessary to remember what basic educational models exist in the ECE at the present time.

Three models of organizing the educational process in a preschool educational institution

1. Training model

In recent years, it has been actively used in preschool educational institutions. The organization of the educational process in a preschool institution is based on the principle of divided educational methods, each of which has its own construction logic. In this model, the position of an adult is that of a teacher: the initiative and direction of activity entirely belong to him. The model is designed for early hard programming of the educational environment in the form of methods. The educational process is carried out in a disciplinary school-lesson form. The subject environment serves the lesson - the methodology and takes the form “ teaching aids". The attractiveness of the educational model for practitioners is determined by its high manufacturability, accessibility to a professionally trained teacher. To help the teacher, a lot of notes are published - developments on individual methods, the content of which is not related to each other.

2. Complex-thematic model

At the heart of the organization educational content a topic is posed, which acts as communicated knowledge and is presented in an emotional-figurative form. The implementation of the theme in various types of children's activities (“living” by the child) forces the adult to choose a freer position, bringing it closer to a partner.

The organization of the subject environment in this model becomes less rigid, the creativity of the teacher is included.

The set of topics is determined by the educator and this makes the entire educational process systematic. However, in general, the educational process is aimed rather at expanding the child's ideas about the world around them than at its development. This model is more often used by teachers - speech therapists.

The model makes rather high demands on the general culture and creative and pedagogical potential educator, since the selection of topics is a complex process.

3. Subject-environment model

Restriction of the educational environment only by the subject material and the emphasis on the self-development of the child in this model leads to the loss of the systematic educational process and sharply narrows the cultural horizons of the preschooler. At the same time, like the training model, this model is technologically advanced and does not require creative efforts from an adult.

Conclusion:the features of these prototype models must be kept in mind when designing an optimal model of the educational process for preschool children. It is possible to use the positive aspects of the complex-thematic and subject-environment models: the unobtrusive position of an adult, the variety of children's activities, the free choice of subject material.

Integrative planning principles should be based on the formulation of meaningful tasks in different areas in order to complement and mutually enrich each other, the use of various forms of interaction between the teacher and children and children among themselves, adequate to the set general developmental tasks, interrelated activities that form a variety of essential connections in the child's ideas about world It focuses the teacher on the interests and motivation of the child in building a holistic picture of the world in the process of living a certain period of time rich in meanings.

In the optimal case, when planning the pedagogical process, the educator takes as a basis a fragment of reality associated with the previous and subsequent acquaintance with the outside world, organized around the interests and capabilities of the child, reflecting the process of the formation of the image of the world at this stage of its development, the current situation from the surrounding space (family, kindergarten, city, country, world). The teacher analyzes what types of activities allow the child not only to learn new things and play, but also what experience can be relied upon, what developmental tasks are associated with these types of children's activities, how they can be combined with each other, how it is most motivated and expedient to introduce preschoolers into the studied fragment, combine disparate information into a single whole, master and generalize the material, stimulate children's creativity, encourage communication, present the result, taking into account the point of view of the child.

Traditional planning is characterized by a rigidly fixed schedule for a week of classes with children, it never changes, in fact it is similar to the schedule of lessons in a school. Each type of children's activity (artistic, visual, musical, etc.) has its own logic of development, mainly associated with the complication of content, through which the teacher has the opportunity to develop the child. The game is rarely shown at all. However, in this approach there is no interaction between different types of activities, forms of their organization, as well as the interaction of different teachers with each other. Every year, the development of the surrounding world is presented without taking into account the experience of the child, which he received earlier as in independent activity, and in the previous educational process. Such planning does not ensure the integrity of development, and leads to a fragmented picture of the surrounding world. As a result, the child has a weak cognitive motivation, the extinction of the desire to establish relationships, etc.

The model of integrative planning of the pedagogical process with preschoolers is distinguished by the general target settings for the development of the surrounding world in all its manifestations, in completeness and integrity. This is facilitated by building a common semantic context that is significant for children, establishing the relationship between different types of children's activities and different forms of their organization, the unity of adults' views on the development of the child, taking into account different vectors of pedagogical influence on the development of children (direct and indirect), uniting the efforts of all participants in the pedagogical process. All this allows us to take into account what happened to the children before, what they have already learned, what they have to learn. Various types of children's activities are united by the tasks set, adults treat each other collegially, children enter into various types of interaction in free and organized activities. The logic of development from year to year is preserved, but enriched at a new stage in the development of the children's community and each child individually, taking into account the age, season, moment of the pedagogical process, the actual content of the surrounding reality, which allows solving spontaneously arising moral problems. Independent activities (play, outing events, experimentation) are combined with activities organized by adults. The main structural components of the model of goals, objectives, a general perspective on creating conditions for the assimilation of a common human culture - contribute to the overall development of the child. The model allows you to flexibly and variably change the sequence of the forms of organization of the pedagogical process used in accordance with the initiatives of children, their mood, bright events in the world around them, provides for the selection of such forms of activity that optimally correspond to the tasks of development and the important content of the activity. Space is given to the emotional manifestations of children, their semantic constructions. Causal relationships within certain areas of the studied world around us remain, but they are also embedded in other areas through different types of activities using content transitions.

The implementation of the integrative content of the pedagogical process necessarily involves special planning, which itself is integrative in nature, since it is based on a single semantic context. It provides for the organization different types children's activities in their relationship, based on their internal logic of development and different vectors of using pedagogical influence (direct and indirect - through the organization of children's interaction with each other and through the organization of the developing subject environment).

An integrative approach to building a holistic pedagogical system contributes to the expansion of the emotional and semantic field in children, which significantly increases the level of their development. This is especially true for such aspects of it as mental activity and initiative, cognitive interests, the ability to convey the same image in different types of activities and by different means, while widely using contextual associations, to generate new personal meanings.

the manifestation of something in common, the development of the same meanings using different styles of perception, the demand for previous experience in the present in different situations - in training sessions and in independent activities of children, etc.

The developed planning model makes it more flexible than the traditional approach. Its structural components can be changed. This approach contributes to the variative construction of the content, which retains its basic focus and takes into account the specifics of the educational institution.

Mastering the mechanism of integrative planning by teachers increases their professional competence, contributes to the development of the ability to build a strategy and tactics of their work in the context of the pedagogical process on the basis of reflecting on their own activities, evaluating its results from the point of view of the overall development of the child. Such planning becomes an educator's tool in his professional interaction with colleagues and contributes to the development of a common view on the specifics of the development of a preschool child, primarily from the standpoint of ensuring its completeness and integrity.

The main goal of integrative planning of the content of the pedagogical process is to introduce the child to the active development of the world around him in its various manifestations (objects, nature, human relations, ways of knowing, etc.), which are enriched and deepened, which ensures the formation of the first ideas about the integrity of the world around, as well as development in children of general abilities for cognition, creativity. The latter is manifested in the ability of children to independently identify different properties and establish some connections between them, reflect their understanding of one or another meaning, creating a subjective original product of various types (design, drawing, text, game plot, etc.). All this contributes to their personal growth which may be a further research task on this issue.

3. Modern Requirements to the planning of educational activities in accordance with the Federal State Educational Standard of preschool education.

The basis of the educational process is planning. Plan - this is a project pedagogical activity all participants in the educational process. Planning - this is a scientifically based organization of the pedagogical process of a preschool educational institution, which gives it content, certainty, controllability.

Psychological and pedagogical research recent years showed that it is not so much the teacher's knowledge of the age and individual characteristics of children that is of paramount importance in planning, but taking into account their personal characteristics and capabilities. Developing, personality-oriented interaction is understood as a reliance on the personal qualities of the child, which requires the educator:

constant study and good knowledge individual characteristics, temperament, character traits, attitudes, habits of children;
the ability to diagnose, to know the real level of formation of personal qualities, motives and interests of children;
timely identification and elimination of the reasons preventing the child from achieving the goal;
combination of education with self-education;
reliance on activity, development of initiative, amateur performance of children.

Educational planning educational work in a preschool institution - one of the main functions of managing the process of implementing the main educational program - reflects various forms of organizing the activities of adults and children. Introduction of federal state requirements for the structure of the main general educational program of preschool education, approved. by order of the Ministry of Education and Science of Russia dated November 23, 2009 No. 655 (hereinafter referred to as the FGT), made significant changes to the current planning structure. These changes are being confirmed in the GEF DO at the present time.

All specialists of the preschool educational institution are included in the design of activities: music director, physical education instructor, speech therapist teacher, teachers additional education and, of course, educators as active participants in the creative group of the institution. As partners, they make proposals of a substantive and organizational nature.

Mandatory pedagogical documentation of the educator is a plan of work with children. There are no uniform rules for maintaining this document, so it can be drawn up in any form convenient for the teacher. However, there are several important conditions that the head of the preschool educational institution, the senior educator or teacher must observe when planning:

an objective assessment of the level of their work at the time of planning;
highlighting the goals and objectives of planning for a certain period of work, correlating them with an exemplary general educational program of preschool education, according to which the educational process is organized, the age composition of a group of children and priority areas of the educational process in a preschool educational institution;
clear view results of work to be achieved by the end of the planning period;
choosing the best ways, means, methods to help achieve the goals, and therefore get the planned result.

An equally important condition for real work planning is to take into account the specific features age group, a specific teaching staff, the real environment and conditions in which educational activities are carried out, as well as the professional competence of teachers.

The plan of educational and educational work with children is a document according to which two shift educators work. Therefore, this is a collaborative activity model and planning should be collaborative. Planning involves not only the process of drawing up a plan, but also mental activity, a discussion by two teachers of what needs to be done to achieve goals and objectives.

The plan can be adjusted and refined in the process of its implementation. However, the number of amendments can be kept to a minimum if the principle of forward-looking and scheduling.

No matter how the plan of educational and educational work with children is designed, it must meet certain requirements:

be based on the principle of developmental education, the purpose of which is the development of each child;
on the complex-thematic principle of building the educational process;
on the principle of integration of educational areas in accordance with the age capabilities and characteristics of the pupils of the group;
to ensure the unity of the educational, developmental and teaching goals and objectives of the education of pupils, in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children;
the planned content and forms of organization of children must correspond to the age and psychological and pedagogical foundations of preschool pedagogy.

When planning and organizing the pedagogical process, it is important to take into account that the main form of work with preschool children and the leading activity for them is the game.

According to the Federal State Educational Standard, the planning of the educational process in a preschool educational institution should be based on a complex - thematic principle.

In accordance with the complex-thematic principle of constructing the educational process, the Federal State Educational Standard offers not a set of individual game techniques to motivate educational activities, but the assimilation of educational material in the process of preparing and conducting any significant and interesting events for preschoolers. Education through the system of classes will be restructured to work with children according to the "event" principle. Such events will be Russian holidays ( New Year, Family Day, etc.), international holidays (Kindness Day, Earth Day, etc.). Holidays are joy, tribute, memory. Holidays are events for which you can prepare, which you can look forward to. Project activity will become a priority. The criterion that this principle will work will be the active, interested participation of the child in a particular project, and not a chain of actions at the direction of an adult. After all, only an active person can become successful.

A topic is selected, designed for 2-6 weeks;
All forms of educational work continue the chosen theme;
Brief recommendations are offered for parents on organizing joint child-adult activities at home;
Each topic ends with a final event (exhibition, holiday, sports entertainment, role-playing game, performance, etc.).

How do we understand "complex-thematic planning of the educational process"?

First of all, thematic planning is planning in accordance with the exemplary basic general educational program of preschool education in all educational areas (physical, social and personal, cognitive, speech and artistic and aesthetic). What are the tasks of the author? What conditions? What results should be achieved?

Types and forms of planning

DOE uses two main planning forms: annual and calendar plan. Teachers traditionally use types of planning: calendar-thematic, prospective-calendar, block, complex. A new type is modular planning.

modular planning takes into account the features of the work of a modern preschool institution and consists of three interrelated sections:

perspective-calendar planning;
implementation of continuity between the preschool educational institution and the school;
communication with specialists of preschool education and public organizations.

Pedagogical diagnostics is also connected to planning to assess the achievements of children, the effectiveness of pedagogical efforts, and correct the level of development of children.

Planning principles:

an integrated approach that ensures the interconnection of all links and aspects of the pedagogical process;
building a pedagogical process based on interaction, partnership between an adult and children;
real consideration of the characteristics of the region, the situation, the season of the age of children.

The priority direction of management of the pedagogical process is modeling and adaptation exemplary educational models for the conditions of preschool, preschool group. The organization of the pedagogical process requires appropriate technologies.

Models pedagogical technologies:

individual pedagogical support;

personal pedagogical support.
- Algorithm for planning and tracking results

The algorithm for planning the educational process for the academic year can be represented as follows.

Step one- choice of the basis for building a thematic calendar. This can be planning in accordance with lexical topics that repeat from year to year ("Seasons", "Adult Labor", "Road Safety", "New Year", "Moscow", "Home and Family", etc. .). Or planning based on a holiday-event cycle, which is based on important events in the life of a children-adult team (Knowledge Day, City Birthday, Autumn Fair, Lantern Festival, New Year, Group Birthday, We travel, etc.).

step two- distribution of topics for the academic year with an indication of time intervals.

The topics selected by the educator can be distributed over the weeks. In addition, it is necessary to plan a developing environment that will help expand the independent activities of children in mastering the proposed topics.

When choosing and planning topics, the teacher can be guided by the theme-forming factors proposed by N.A. Short:

first factor- real events taking place in the environment and arousing the interest of children (bright natural phenomena and social events, holidays);

second factor imaginary events described in work of art which the teacher reads to the children. This is the same strong theme-forming factor as real events;

third factor- events specially “modeled” by the educator based on developmental tasks (introducing into the group of objects previously unknown to children with an unusual effect or purpose, causing genuine interest and research activity: “What is it?”, “What to do with it?”, “ How does it work?");

fourth factor- events taking place in the life of an age group that "infect" children and lead to the preservation of interests for some time, the source of which, as a rule, is the mass media and the toy industry.

All these factors can be used by the educator for the flexible design of a holistic educational process.

Planning a thematic week should be based on a certain system of general requirements. First of all, it is necessary to highlight the tasks of working with children in accordance with the program of a specific age group of pupils and the theme of the week. For example: "to expand and generalize children's knowledge about Moscow, the capital of Russia, its history", or "the formation of primary ideas about oneself, family, society, state, world and nature."

Next, the content of the educational material should be selected according to the educational program. Think over the forms, methods and techniques of working with children to implement program tasks. Prepare equipment and think about what changes need to be made to the subject-developing environment of the group (exhibitions, filling game corners, introducing new items, games, etc.).

Great importance also have issues of organizing and tracking the results of learning and development of children within the framework of the thematic week.

The algorithm of the teacher's actions in these areas can be as follows:

selection from the program and formulation of the pedagogical goal of the week, the tasks of the development of the child (children);
selection pedagogical content(from different educational areas);
highlighting the event of the week, the main form of organization of children's and adult activities; formulation of individual learning, developmental tasks for each child and the group as a whole;
selection of methods and techniques for working with children and with each child individually;
practical planning of pedagogical activities for each day during the thematic week;
thinking through and organizing the process of discussing the results of living with children during the event of the week, while it is important to emphasize the role of each child in its preparation and conduct;
fixing the results of the development of educational tasks by children.

The effectiveness of integrated thematic planning

According to many experts, complex thematic planning is the most effective in working with preschool children. So, from the position of a senior educator, it allows you to systematize the educational process in a preschool educational institution and combine the efforts of all teachers and specialists without missing a single pedagogical task during the year.

From the point of view of the educator, this approach gives consistency and consistency in the implementation of program tasks in various educational areas of knowledge, a situation is created when the child has all the senses involved, and, consequently, the material is better absorbed.

The child does not overstrain, because. provides a constant change of actions and impressions. At the same time, life in kindergarten is understandable and makes sense for children, because they “live through” the topic slowly, slowly, having time to comprehend and feel.

Children's consciousness perfectly retains emotionally significant events for it. And each time period (in this case, a week) has a culminating point - an event for which the whole group is preparing. It could be a holiday, an exhibition creative works, game, quiz. Living through events helps the child develop certain knowledge, skills, and abilities in educational areas.

The task of the teacher is to plan the educational process in such a way that, together with the pupil, to fully live through all its stages: preparation, conduct, discussion of the results. At the same time, it is important that the child has positive emotional experiences and memories. At the same time, in joint activities with the teacher, the pupil takes a step forward in his development.

This method of planning the educational process requires a high level of professionalism, general culture and creativity from the educator. The teacher must be able to integrate educational areas, select the most effective forms of organizing children's activities to solve specific program tasks, and also be able to combine different methods and techniques in a pedagogically sound manner, focusing on the age and individual characteristics of children. A modern educator is a creative, interested person, a competent organizer and designer of the environment for the development and accumulation of positive emotional impressions by the child.

List of used literature

Vasyukova N E On some integrative processes in the education of preschoolers // Continuity in the upbringing of children theory and practice Proceedings of the international scientific and practical conference October 16-17, 2001 - Smolensk SSPU, 2001 C 1215 (0.3 p l)
Vasyukova, N E Systems approach to the planning of pedagogical activity as a condition for the integration of the content of preschool education // Theory and methods of continuous vocational education Proceedings of the All-Russian Scientific and Methodological Conference - Togliatti TSU, 2002 - Volume 1, C 44-45 (0.2pl)
Vasyukova N E A new approach to the introduction of new programs // The "Origins" program in the practice of preschool educational institutions experience, searches, finds / Materials of the All-Russian scientific and practical conference "The basic program "Origins" in the practice of preschool institutions" - M Center "Preschool childhood" ", 2003 - C 35-37 (0.3 pl)
Vasyukova N E, Chekhonina OI Integration of the content of education through the planning of pedagogical activity // Kindergarten from A to Z -2004 - No. 6 (12) - C 8-14 (0.3 pl)
Vershinina N.B., Sukhanova T.I. Modern approaches to planning educational work in kindergarten. Reference-methodical materials. - Publishing house "Teacher", 2010 - 111 p.
Vasilyeva A.I., Bakhturina L.A., Kibitina I.I. Senior kindergarten teacher. - M.: Enlightenment, 1990. -143 p.
Vorobieva T.K. Planning the work of a preschool educational institution. - M .: "Ansel-M", 1997. -64 p.
Law of the Russian Federation of December 29, 2012 "On Education in the Russian Federation"
Implementation of the complex-thematic principle of organizing the educational process in a preschool educational institution ( guidelines). Yekaterinburg, 2011.

Application

TEACHER WORK PLAN MODEL:

1 section " General information» in the form of tables that are drawn up at the beginning of the academic year:

annual tasks,

List of children by subgroups

Schedule of educational activities and circle work

Cyclogram of the work of the educator.

Section 2 complex-thematic planning of psychological and pedagogical work with children in six blocks. Long-term planning with specification by months, weeks is built taking into account the events, holidays, traditions of a given month. The topics selected by the educator can be distributed over the weeks.

Section 3 - long-term planning by types of children's activities: gaming, motor, communicative, labor, cognitive research, productive, musical and artistic, reading. This section provides for planning work with pupils for a month on the main types of children's activities, each of them has its own specific blocks and is planned both in collaboration with the teacher and in the independent activities of children.

Section 4 - planning of educational activities (GCD) - a weekly work plan: the content of the GCD and forms of organization of children.

Modern approaches to the organization of the educational process in a preschool educational organization are associated with the reorientation of modern preschool education from a knowledge-based approach to the choice of a strategy to support the personal development of each child. The educational process is a systemic, holistic, developing over time and within a certain system, purposeful process of interaction between adults and children, which is personality-oriented, aimed at achieving socially significant results, designed to lead to the transformation of personal properties and qualities of pupils. In the process of transition to the federal state educational standard preschool education, there is a need to use innovative approaches to the organization of the educational process in a modern preschool educational organization. In this regard, preschool educational organizations face the problem of revising the target foundations of its functioning, the task of changing the content of education, forms and methods of organizing the educational process, and the role of the teacher. Today, there is a transition from the information paradigm, focused primarily on the accumulation of knowledge by children, to "sociocultural active pedagogy of development, cultural and historical paradigm of understanding the child" (A.G. Asmolov, V.T. Kudryavtseva), we can say that the goal preschool education is to create conditions for the maximum disclosure of the child's individual age potential.

Individual approach and individualization of education

Individual approach - the organization of the educational process by the teacher, taking into account the individual characteristics of the child. Identification of problematic or strengths in the development of the child and determination of ways of correction or further development (Svirskaya L.V.).

All children, including typically developing ones, have individual characteristics that the teacher should identify and take into account in order to optimize the learning and development process. By carefully observing children and identifying their interests and strengths, adults help children solve their problems in ways that suit their individual learning style.

In general, in the educational process there is a kind of “meeting” of the socio-historical experience set by training (socialization) and the subjective experience of the child (individualization). The interaction of two types of experience (socio-historical and individual) should not go along the line of crowding out individual “filling” with social experience, but through their constant coordination, using everything that the child has accumulated in his own life.

By responding positively to the individual characteristics of children (abilities, learning styles, needs, etc.), the teacher demonstrates to children that accepting another, responding constructively to differences is important, correct. The opposite approach, which assumes that all children respond in the same way to a certain method of teaching, that one should be “like everyone else”, “do not show character”, “do not demand too much” promotes conformism and often turns out to be ineffective in teaching.

Individualized learning occurs simultaneously at several levels. In the broadest sense, individualization can extend to a whole group of children. The group is a unique micro-society with its own unique subculture (favorite activities and games, rules adopted in the group, interests of children and hobbies of adults, features interpersonal communication and other characteristics) in which the individualization of learning and development manifests itself spontaneously. Making his own choice (content, partnership, materials, place and method of work), each child acts at his own discretion or in agreement with other members of the microgroup, at his own pace, getting his results (including acquiring new knowledge and skills). The situation when each child in the group is busy with his own business is the individualization that occurs naturally. In order for natural individualization to take place, adults need to be able to create a developing environment that stimulates the activity of children, time for games and self-study, guarded by adults, and a willingness to provide help and support in situations where they are needed.

The individualization of education can be observed at the subgroup level within the same group of children. For example, in a situation where several children of the group show great interest and ability in music and even would like to learn (or are already learning) to play some musical instrument.

Finally, individualization of learning may be necessary for individual children in the group. This is especially true for those children whose developmental potential is above or below the established conventional norms, as well as those children who have any serious developmental features.

One of the most important methods for planning the individualization of learning is the use by the teacher of the learning cycle based on the principle of response. This cycle includes observing children, analyzing the results of these observations, creating conditions that help children realize their own goals, and also observing the impact of these conditions on the achievement of children's goals. If the goals have been achieved, then the planning process is organized again (choosing a topic, setting goals, etc.). If the goals have not been achieved, the conditions are revised. Sometimes this cycle happens informally and quickly; sometimes it happens with great effort and for a long time.

Small group work is another method of individualizing learning. Any activity independently chosen by children or organized by adults can be performed in small subgroups. Subgroups of four to five children and one adult are most effective for activities related to, for example, search-and-practice research activities or other types of activities that require increased involvement. This type of activity can be repeated several times so that everyone can have the opportunity to participate in it. This allows adults to help children in need of help, and encourage more capable children to act independently.

The next method of planning the individualization of learning is to provide flexibility in the course of activities. For example, during modeling, children planned to mold animals from clay. The work can be structured in such a way that children get the opportunity to choose: which animal each of them will sculpt; from what material (plasticine of different colors, colored dough, clay, paper pulp, etc.). The task of the teacher is to help those who find it difficult to start work on their own. He can help some with words, encourage others, and provide physical assistance to others if they need it. More capable children can make many different animals, with as much complexity as they wish. Further, the educator can help to make a model of the forest in order to create a coherent composition. During the work, the educator can ask questions of different directions and complexity, offer different options for performing actions and ideas for using ready-made figures. Instead of directly telling the children what and how they should do, the teacher helps to do what the children themselves want. This approach provides a structure of relationships through which children can remain independent and the educator can respond to their individual wants and needs as needed. The sculpting example also illustrates another element of individualization: the careful selection of materials. Most of the materials used should be flexible and have varying degrees of complexity, from the simplest to the most complex. This variability creates optimal opportunities for the individualization of learning and teaching, since the use of various materials implies a natural individualization. It is important that the teacher carefully observes the children when they make a choice, break into small subgroups and independently work on what they have chosen. In this case, the adult should walk around the group room, giving some time to each small subgroup or individual children, providing them with support and assistance, encouragement, or otherwise interacting with them if necessary.

It is important that the teacher carefully observes the children when they make a choice, break into small subgroups and independently work on what they have chosen. In this case, the adult should walk around the group room, giving some time to each small subgroup or individual children, providing them with support and assistance, encouragement, or otherwise interacting with them if necessary.

Individualization of the educational process makes it possible to take into account the interests, opportunities and social situation of the development of pupils of a preschool educational organization.

The social and play experience that a child acquires during preschool childhood (with the competent organization of work with him on the basis of play activity) has a significant impact on the development of his emotional, moral and intellectual competence of the child, allowing the formation of readiness for learning at school as a whole, and ensuring Every pupil has an active school start. Thus, one of the most important tasks of the Federal State Educational Standard of DO is being solved - the implementation of the continuity of preschool and primary school education in order to ensure an equal school start for children, incl. not attending preschool.

The Federal State Educational Standards for Education also imposes requirements on the conditions for the implementation of the Program, which should ensure the full development of the personality of children in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and towards other people.

Based on this, the requirements for the developing subject-spatial environment, psychological, pedagogical, personnel, material and technical conditions for the implementation of the preschool education program are formulated.

The requirements for psychological and pedagogical conditions are as follows:

Respect for the human dignity of children,

The use in educational activities of forms and methods of working with children, corresponding to their age and individual characteristics,

Building educational activities based on the interaction of adults with children,

Support for the initiative and independence of children,

Protecting children from all forms of physical and mental abuse,

Support of parents (legal representatives) in the upbringing of children.

Psychological diagnostics of the development of children (identification and study of the individual psychological characteristics of children) should be carried out by qualified specialists (educators, psychologists, psychologists) and only with the consent of their parents (legal representatives).

The maximum allowable educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 No. 26.

The requirements for the developing subject-spatial environment proceed from the fact that it should ensure the implementation of various educational programs, taking into account national-cultural, climatic conditions and age features children. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

Requirements for material and technical conditions - equipment, equipment (items), equipment of premises, educational and methodological kit must meet the requirements of SanPin, fire safety rules, requirements for training and education facilities, for the logistics of the Program.

The requirements for the results of development are presented in the form of targets for preschool education. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics, and are not the basis for their formal comparison with the real achievements of children. Mastering the Program is not accompanied by intermediate certification and final certification of pupils. The targets for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the Organization implementing the Program. During the implementation of the Program, an assessment of the individual development of children can be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning). The results of pedagogical diagnostics can be used exclusively to solve the following educational goals:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of the characteristics of his development);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of the development of children is used, which is carried out by qualified specialists (psychologists, psychologists).

results psychological diagnostics can be used to solve the problems of psychological support and conduct a qualified correction of the development of children.

A child - a graduate of a preschool educational institution should have personal characteristics, among them initiative, independence, self-confidence, a positive attitude towards himself and others, a developed imagination, the ability to volitional efforts, curiosity. The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn. At the same time, it must be borne in mind that today's children are not the children that were yesterday.

Educational activity is implemented through the organization of various types of children's activities (playing, motor, communicative, labor, cognitive-research, etc.) or their integration using a variety of forms and methods of work, the choice of which is carried out by teachers independently, depending on the contingent of children, the level of development of general education. preschool education programs and solving specific educational problems.

The GEF contains an indication of what types of activities can be considered acceptable forms of practice for a preschool child:

At an early age (1 year - 3 years) - objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

For preschool children (3 years - 8 years old) - a number of activities, such as games, including a role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research objects of the surrounding world and experimentation with them), as well as the perception fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from various materials, including constructors, modules, paper, natural and other materials, visual (drawing, modeling, appliqué), music (perception and understanding of the meaning of musical works , singing, musical and rhythmic movements, games for children musical instruments) and motor (mastery of basic movements) forms of child activity.

The essential signs of joint activities of adults and children are highlighted - the presence of a partner position of an adult and a partner form of organization (cooperation between an adult and children, the possibility of free accommodation, movement and communication of children).

An essential feature of the partner activity of an adult with children is its openness towards free independent activity of the preschoolers themselves. At the same time, the partner activity of an adult is open to design in accordance with their interests (children). The educator, based on the interests and play of the children, offers them activities that stimulate them. cognitive activity. By providing children with direct contact with people, materials and real life experiences, the educator stimulates the child's intellectual development.

Thematic play centers give children the opportunity to independently choose materials and, accordingly, the field of knowledge. Various topics, large-scale tasks (projects) should also take into account the interests of children and can be associated with certain centers. The interior of the group should be organized in such a way that the children are provided with a sufficiently wide choice of centers and materials. In a child-centered setting, children:

Make a choice;

Actively play;

Use materials that have more than one use;

They all work together and take care of each other;

They are responsible for their actions.

There must be mutual respect between teachers and children. Respect is a necessary element in the community that is the kindergarten group. Educators set an example of mutual understanding, respect and care for each other, which they expect from children. The degree of respect that children feel from other people is a key factor in their development of self-esteem. And self-respect, in turn, lays a solid foundation for positive relationships with other children. When educators show respect for each child in a group, children learn to accept all other children - those who run slowly, those who draw well, and even children with unusual or conflicting behavior.

For the first time, a child is included in the education system, entering a kindergarten, then for the first time he enters a new educational level - primary school. It is at this transitional moment that the “safety cushion” is the continuity of institutions.

As Lev Semyonovich Vygotsky said:

"Schooling is never

starts from scratch, but always

based on a certain stage

development done by the child.

The kindergarten should become the foundation, and the school the building.

The FSES DO and FSES IEO are based on a single theoretical basis - a system-activity approach, which involves - the upbringing and development of personality traits, the formation of readiness for self-development and continuous education; active cognitive activity of children; construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students.

The main purpose of the Federal State Educational Standards for Distance Education and the Federal State Educational Standards for the IEO is the formulation and provision of a system of interrelated requirements established at the federal level: to the structure, conditions and results of the implementation of basic educational programs.

The development of the Program in the preschool educational institution is not accompanied by intermediate certification and final certification of pupils.

Preschool education today is undergoing great changes, the foundation of which was laid by the state, which is showing great interest in the development of this area. Currently, preschool institutions can choose priority areas, programs, types of educational services, new forms of work focused on the interests of the teaching staff and parents.

Competently compiled models of the educational process in a preschool institution serve as a guide for teachers, help to solve the problems of quality education

A holistic educational process in a preschool educational institution is a systemic, holistic, developing over time and within a certain system, purposeful process of interaction between adults and children, which is personality-oriented, aimed at achieving socially significant results, designed to lead to the transformation of personal properties and qualities of pupils.

The educational process provides each individual with the opportunity to satisfy their developmental needs, develop their potential abilities, preserve their individuality, and fulfill themselves.

The educational process should:

§ Combine the principles of scientific validity and practical applicability;

§ Meet the criteria of completeness, necessity and sufficiency;

§ To ensure the unity of the educational, developmental and teaching goals and objectives of the process of educating children.

The educational process in each educational institution and for each pupil (student) has its own uniqueness and originality, due to the possibility of participating in its design of subjects of different levels - from the state to a particular teacher, parent and child.

To design an optimal model of the educational process in accordance with the Federal State Educational Standard, it is necessary to remember what basic educational models exist in the preschool educational institution at the present time.

Three models of organization of the educational process in preschool educational institutions

1. Training model

The organization of the educational process in a preschool institution is based on the principle of divided educational methods, each of which has its own construction logic. In this model, the position of an adult is that of a teacher: the initiative and direction of activity entirely belong to him. The model is designed for early hard programming of the educational environment in the form of methods.

2. Complex-thematic model

The organization of educational content is based on a topic that acts as communicated knowledge and is presented in an emotional-figurative form. The implementation of the theme in various types of children's activities (“living” by the child) forces the adult to choose a freer position, bringing it closer to a partner.

The model makes rather high demands on the general culture and the creative and pedagogical potential of the educator, since the selection of topics is a complex process.

3. Subject-environment model

Conclusion: the features of these prototype models must be kept in mind when designing an optimal model of the educational process for preschool children. It is possible to use the positive aspects of the complex-thematic and subject-environment models: the unobtrusive position of an adult, the variety of children's activities, the free choice of subject material.

An integrative approach to building a holistic pedagogical system

Traditional planning is characterized by a rigidly fixed schedule for a week of classes with children, it never changes, in fact it is similar to the schedule of lessons in a school. Such planning does not ensure the integrity of development, and leads to a fragmented picture of the surrounding world. As a result, the child has a weak cognitive motivation, the extinction of the desire to establish relationships, etc.

All this allows us to take into account what happened to the children before, what they have already learned, what they have to learn. Various types of children's activities are united by the tasks set, adults treat each other collegially, children enter into various types of interaction in free and organized activities. The logic of development from year to year is preserved, but enriched at a new stage in the development of the children's community and each child individually, taking into account the age, season, moment of the pedagogical process, the actual content of the surrounding reality, which allows solving spontaneously arising moral problems.

Independent activities (play, outing events, experimentation) are combined with activities organized by adults. The main structural components of the model of goals, objectives, a general perspective on creating conditions for the assimilation of a common human culture - contribute to the overall development of the child.

The model allows you to flexibly and variably change the sequence of the forms of organization of the pedagogical process used in accordance with the initiatives of children, their mood, bright events in the world around them, provides for the selection of such forms of activity that optimally correspond to the tasks of development and the important content of the activity. Space is given to the emotional manifestations of children, their semantic constructions. Causal relationships within certain areas of the studied world around us remain, but they are also embedded in other areas through different types of activities using content transitions.

The implementation of the integrative content of the pedagogical process necessarily involves special planning, which itself is integrative in nature, since it is based on a single semantic context. It provides for the organization of different types of children's activities in their relationship, based on their internal logic of development and different vectors for the use of pedagogical influence (direct and indirect - through the organization of children's interaction with each other and through the organization of the developing subject environment).

Integrative planning provides semantic interrelations of system-forming components that make it possible to create conditions for the emergence of wide associative fields in children on the following basic principles: the connection of training sessions with the child’s experience and needs, each specificity appears to the child as a manifestation of something in common, the development of the same meanings with the use of different styles of perception, the demand for previous experience in the present in different situations - in training sessions and in independent activities of children, etc.

Mastering the mechanism of integrative planning by teachers increases their professional competence, contributes to the development of the ability to build a strategy and tactics of their work in the context of the pedagogical process on the basis of reflecting on their own activities, evaluating its results from the point of view of the overall development of the child. Such planning becomes a teacher's tool in his professional interaction with colleagues.

Modern requirements for planning educational activities in accordance with the Federal State Educational Standard of preschool education.

The basis of the educational process is planning. Plan - it is a project of pedagogical activity of all participants in the educational process.

Planning - this is a scientifically based organization of the pedagogical process of a preschool educational institution, which gives it content, certainty, controllability.

Psychological and pedagogical research in recent years has shown that in planning it is not so much the teacher's knowledge of the age and individual characteristics of children that is of paramount importance, but the consideration of their personal characteristics and capabilities. Developing, personality-oriented interaction is understood as a reliance on the personal qualities of the child, which requires the educator:

1. Constant study and good knowledge of the individual characteristics, temperament, character traits, attitudes, habits of children;

2. Ability to diagnose, know the real level of formation of personal qualities, motives and interests of children;

3. Timely identification and elimination of the reasons preventing the child from achieving the goal;

4. Combinations of education with self-education;

5. Reliance on activity, development of initiative, amateur performance of children.

Planning of upbringing and educational work in a preschool institution is one of the main functions of managing the process of implementing the main educational program and reflects various forms of organizing the activities of adults and children.

All specialists of the preschool educational institution are included in the design of activities: a music director, a physical education instructor, a speech therapist, teachers of additional education and, of course, educators as active participants in the creative group of the institution. As partners, they make proposals of a substantive and organizational nature.

§ an objective assessment of the level of their work at the time of planning;

§ highlighting the goals and objectives of planning for a certain period of work, correlating them with an exemplary general educational program of preschool education, according to which the educational process is organized, the age composition of a group of children and priority areas of the educational process in a preschool educational institution;

§ a clear presentation of the results of the work to be achieved by the end of the planning period;

§ choosing the best ways, means, methods to help achieve the goals, and therefore get the planned result.

The plan can be adjusted and refined in the process of its implementation. However, the number of amendments can be kept to a minimum if the principle of forward and scheduling is followed.

No matter how the plan of educational work with children is designed, it must meet certain requirements:

§ be based on the principle of developmental education, the purpose of which is the development of each child;

§ on the complex-thematic principle of building the educational process;

§ on the principle of integration of educational areas in accordance with the age capabilities and characteristics of the pupils of the group;

§ to ensure the unity of the educational, developmental and training goals and objectives of the education of pupils, in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children;

§ the planned content and forms of organization of children must correspond to the age and psychological and pedagogical foundations of preschool pedagogy.

When planning and organizing the pedagogical process, it is important to take into account that the main form of work with preschool children and the leading activity for them is the game.

Education through the system of classes will be restructured to work with children according to the "event" principle. Such events will be Russian holidays (New Year, Family Day, etc.), international holidays (Kindness Day, Earth Day, etc.). Holidays are joy, tribute, memory. Holidays are events for which you can prepare, which you can look forward to. Project activities will be a priority. The criterion that this principle will work will be the active, interested participation of the child in a particular project, and not a chain of actions at the direction of an adult. After all, only an active person can become successful.

§ A topic is selected, designed for 2-6 weeks;

§ All forms of educational work continue the chosen topic;

§ Each topic ends with a final event (exhibition, holiday, sports entertainment, role-playing game, performance, etc.).

Thematic planning is planning in accordance with the exemplary basic general educational program of preschool education in all educational areas (physical, social and personal, cognitive, speech and artistic and aesthetic).

Types and forms of planning

modular planning takes into account the features of the work of a modern preschool institution and consists of three interrelated sections:

perspective-calendar planning;

Implementation of continuity between the preschool educational institution and the school;

communication with specialists of preschool education and public organizations.

Pedagogical diagnostics is also connected to planning to assess the achievements of children, the effectiveness of pedagogical efforts, and correct the level of development of children.

The priority direction of management of the pedagogical process is modeling and adaptation exemplary educational models to the conditions of the preschool educational institution, preschool group. The organization of the pedagogical process requires appropriate technologies.

Models of pedagogical technologies:

§ individual pedagogical support;

§ personal pedagogical support.

A modern educator is a creative, interested person, a competent organizer and designer of the environment for the development and accumulation of positive emotional impressions by the child.

PROBLEM-GAME TRAINING

AS AN EDUCATIONAL ACTIVITY DESIGN METHOD

The game, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.

One of the types of education and training of preschoolers that contribute to development is problem-based learning. Problem-based learning is the orientation of the educational process to the capabilities of a particular person and their implementation. The foundation problem learning in that the child not only acquires specific knowledge and skills, but also masters the methods of action.

So what is problem? (answers of the teacherthin)

Problem - a real impediment to the achievement and performance of any activity.

Problem situation- a state of mental difficulty in children caused by the insufficiency of the knowledge and methods of activity previously acquired by them to solve a cognitive task, task or educational problem. In other words, problem situation- this is a situation in which the subject wants to solve problems that are difficult for him, but he does not have enough data, and he must look for them himself.

Problem situations contribute to the development of mental activity in a child. A problem situation is a task that needs to be solved, the main link in the problem situation is contradiction. It is important for the teacher not to miss the moment to help the children see the inconsistency, the contradiction that one or more children noticed in the lesson, and to include them in active search activities.

A problematic situation arises when the teacher deliberately confronts children's life ideas (or the level they have achieved) with scientific facts that they cannot explain. - Lack of knowledge and experience.

Typical signs of problems in the classroom:

· There is a state of intellectual difficulty;

· There is a contradictory situation;

There is an awareness of what the child knows and can do and what he needs to know to solve the problem.

There are four levels of difficulty in learning:

1. The educator himself sets the problem (task) and solves it himself with active listening and discussion by the children.

2. The teacher poses a problem, the children independently or under his guidance find a solution. The teacher directs the child to an independent search for solutions (partial search method).

3. The child himself poses a problem, the teacher helps to solve it. The child develops the ability to independently formulate the problem.

4. The child himself sets the problem and solves it himself. The teacher does not even point out the problem: the child must see it on his own, and when he sees it, formulate and explore the possibilities and ways to solve it.

The problem situation is created by the educator with the help of certain techniques, methods and means:

Lead the children to the contradiction and invite them to find a way to resolve it themselves;

Presentation of different points of view on the same issue;

Encouraging children to make comparisons, generalizations, conclusions from the situation, comparison of facts;

Statement of specific questions (for generalization, justification, concretization, logic of reasoning);

Statement of problematic tasks.

Stages of the problem solving process:

1) search for means of analyzing the conditions of the problem with the help of leading questions with the actualization of previous knowledge: “what do we need to remember to solve our problem?”, “What can we use from what we know to solve the problem?”

2) the process of solving the problem. It consists in the discovery of new, previously unknown connections and relationships of the elements of the problem, i.e. putting forward hypotheses, searching for a key, idea of a solution. The child looks for solutions "in external conditions", in various sources of knowledge.

3) Proof and verification of the hypothesis, implementation of the ideas of the solution found. This means performing some operations related to practical activities.

K. Babansky notes that in the system of problem-based learning, the main point will be precisely the creation of the problematic situation itself as a unit of problem-based learning. Learning with the help of problem situations has a positive impact on the assimilation of all components of the content of education, such as knowledge, skills and experience, as well as the experience of creative activity and value orientations in each lesson.

Requirements for problematic situations:

1. The solution of a problem situation should be maximally directed to the independence and creative activity of the pupil;

2. The problem should correspond to the information that the student learns, based on the information he already has.

3. The problem situation should create some difficulty in its solution and at the same time be feasible in order to contribute to the formation of needs in its solution;

4. The formulation of the problem situation should be as clear as possible 5. The problem situation should be based on the basic didactic principles of teaching (scientific, systematic, etc.)

Do not forget about the correspondence of the problem situation to the age of the child, do not set unbearable tasks!

So, studying the topic “Water”, the teacher reports reliable scientific knowledge that all living organisms, including plants, animals and humans, are two-thirds water.

Looking carefully at the indoor flowers, vegetables laid out on the table, the children ask with surprise: “Where is this water?”.

The bottom line is that the child's life experience is confronted with scientific knowledge, which seem to him wrong due to the fact that they do not correspond to his life ideas and previously acquired experience.

There is a contradiction. A preschooler does not accept new knowledge that does not fit into the system of his knowledge, into the formed picture of the world.

And the teacher does not seek to convince him and impose new knowledge (this is the fundamental difference between problem-based learning).

He carefully listens to all objections, encourages independence of judgment, activity in the discussion, which is very important: listen to everything, we emphasize, all the assumptions of the children, thank you for your active participation and gradually lead to the thought “What can be done to make sure of this?”(To verify this, you need to squeeze them through gauze or a juicer)

H man, according to S. L. Rubinshtein truly owns only what he obtains by his own labor.

Thus, by creating problem situations, we encourage children to put forward hypotheses, draw conclusions and, what is very important, teach them not to be afraid to make mistakes, we do not read moralizing. After all, it breeds shyness. According to A.M. Matyushkin, the fear of making a mistake fetters the child's initiative in posing and solving intellectual problems. “Afraid of making a mistake, he will not solve the problem himself - he will seek help from an omniscient adult. He will only solve easy problems," which will inevitably lead to a delay in intellectual development. It is very important that the child felt a taste for obtaining new, unexpected information about the objects and phenomena surrounding him.

Teachers should not forget that problem situations are used not only in the “Know the World” classes, but also in mathematics, speech development, literacy, and construction. Creatively approach the process of child development in the classroom.

All the age periods following the preschool age with their leading types of activity (primary school age - educational activity, middle school age - socially useful, senior school age - educational and professional activity) do not crowd out the game, but continue to include it in the process.

Primary school age is characterized by brightness and immediacy of perception, ease of entering into images.

The game form of a lesson at school is created with the help of game techniques and situations that act as a means of inducing, stimulating students to learning activities.

In the game model educational process the creation of a problem situation occurs through the introduction of a game situation: the problem situation is lived by the participants in its game incarnation, the basis of the activity is game modeling, part of the students' activity takes place in a conditionally game plan.

The boys are acting game rules (so, in case role playing- according to the logic of the role being played, in simulation games, along with the role position, the "rules" of the simulated reality act). The game environment also transforms the position of the teacher, who balances between the role of organizer, assistant and accomplice in the overall action.

The results of the game are double plan - as a game and as an educational and cognitive result. The didactic function of the game is realized through the discussion of the game action, analysis of the correlation of the game situation as a modeling one, its relationship with reality.

The most important role in this model belongs to the final retrospective discussion, in which students jointly analyze the course and results of the game, the relationship between the game (simulation) model and reality, as well as the course of educational-game interaction. The arsenal of elementary school pedagogy contains games that help enrich and consolidate children's everyday vocabulary, coherent speech; games aimed at the development of numerical representations, learning to count, and games that develop memory, attention, observation, strengthening the will.

Forms of interaction in a game situation can be:

1. Cooperation is interaction in the process of a game situation, in which one participant captures the state of the other, accepts his actions and develops for further successful resolution of the situation, i.e. cooperation is based on assistance to the partner.

2. Confrontation is an open or hidden rejection of the positions of opposite parties for reasons of an objective-subjective nature, which aggravates a positive resolution of the situation.

Forms of organization and manifestation of game situations can also be extremely diverse. Much in the process of emergence and development will depend both on the objective circumstances of the educational process, and on the actual subject of pedagogical activity - the teacher.

Today I want to make a presentation of one of the educational games - "Voskobovich's Towers". Sounds, letters, syllables, words, sentences ... How difficult it is for a child to learn how to combine letters into syllables, and words into sentences.

"Voskobovich's Towers" is a beautiful game model to prepare children for learning early reading.

There is a chest, there is a teremok. The chest is put into the teremok - it turns out a syllable. Such construction helps children understand the principle of merging sounds in a syllable. Towers with chests are connected together and in this way words are composed. In total there are 12 chests, 12 houses - a very compact, convenient design.

First stage. Introduction to sounds and letters: vowels and consonants, the division of consonants into hard and soft, voiced and deaf. First, the baby learns to distinguish sounds, then he begins to understand that the letter is the “icon” of the sound. With the help of tactile analyzers, a motor image of a letter is formed in the child's mind.

So, we create a problem-game situation. “In one fabulous city on Taciturn Street, letters live in their houses:

Worth WHITE teremok

Who, who lives in it?

Letter B and letter P

Letter V and letter F.

What do you think is the main letter here? (this is indicated by the color of the tower).

What birds and animals can live in this house? (their names begin with letters V-F, B-P).

What items can be put in the teremok?

Consider blue, yellow towers - what unites them? (paired ones live in them: voiced and deaf consonants).

Unpaired voiced consonants live in lilac.

In brown - unpaired voiceless consonants.

And the silver teremok is secret, why do you think? (the unpaired consonant Y and consonant substitutes, indicated by an asterisk, live in it.)

The blue color of the letter, what does it mean? (Always solid).

Green? (Always soft).

There is a hole in the teremka for a vowel.

And the arch for the light - a recess for an asterisk showing "forbidden" or "atypical" combinations of consonants with vowels.

We come up with a story about funny acrobats. They are very fond of traveling around cities, amusing people, showing performances and singing their songs. Each jester has his own song (sound). The jesters kept these songs in magic musical chests.

Next, we will focus on two chests - blue and green, the so-called chests of the first stage of learning to read. The colors "blue" and "green" - symbols of the softness and hardness of the consonant sound - will subsequently become a hint for children. What is located on the five sides of these cubes? Pairs: a letter and its image. Here the jester shows the letter A, his name is Harlequin. If the jester represents the letter O, then his name is Orlekin. And if U - guessed? - Urlequin. These are fairy-tale characters with whom the child is more interested than with a sign.

The third - a double chest shows us double sounds: A-Z, U-Yu, Y-I, O-Yo, E-E.

And the fourth chest is iconic. Shows hard and soft signs, vowel substitute, vowel and consonant substitute, and stress.

The lid of the chest - blue or green - shows the hardness or softness of the consonant sound.

You can complete the game with chests with a kind of exercise: sing the song of each jester and try to show the letter in the same way as an acrobat does.

Second phase. Introduction to syllables. Merging letters.

The jesters ended up on Taciturn Street and decided to teach its inhabitants to sing their songs. Harlequin came to visit the inhabitants of the Blue Tower and, with the help of a musical blue chest, taught them to sing: Ga-a-a, Ka-a-a, Yes-a-a, Ta-a-a. Then the green chest teaches its songs: Gi-i-t, Di-i-i, Ki-i-i, Ti-i-i.

We draw attention to the exceptions of the Russian language. We explain that if a syllable is difficult to pronounce or it does not occur at all, then a light (“prohibition”) lights up in the Arch of the Window.

Third stage. Syllabic reading. Reading simple words.

Towers provide an excellent opportunity to turn this process into a series of games: "Locomotive, wagons", "Shifters", "Substitutions". "Tree", "Chains", etc.

Game "Riddles"

Word game. Sequential composition of words with the replacement of one syllable.

Gives milk ... who? (COW)

Sparkling diamond... what? (CROWN)

Creaking in the yard… what? (GATES)

Shouting kar-kar-kar ... who? (CROW).

This game can be used as part of the lesson, for example, we decided to knead the dough and remember what is needed for this, and without which it is not possible to knead the dough, or what is the main thing in the dough? Flour. We spread this word with the help of Voskobovich's towers. Using the hammer, we show the stressed syllable.

And if you and I do not add flour to the dough, then what can happen? (children's options).

That's right - a complete mess.

This game has a lot of possibilities, and I hope you noticed this and perhaps saw other options for using this game both in direct educational activities and