The educational process in preschool education is characterized by an increase in the volume of intensity of educational and cognitive activity; additional subjects are introduced into the curriculum, which inevitably leads to a decrease in the already insufficient level of physical and emotional development. There is a need to provide pedagogical conditions that allow flexible implementation of various types of activities into a single educational process.
Integrated classes correspond to one of the main requirements of preschool didactics: education should be small in volume, but capacious.
Such classes, within the framework of one topic, solve different problems in the development of children and are based on different types of activities.
Integrated classes allow the child to realize his creative abilities, enrich his vocabulary in an interesting, playful way, develop communication skills, cognitive interest and activity.
The integrated approach is core and reflects the implementation of the ideas of interrelation and interaction in any of the components of the pedagogical process in accordance with certain goals and objectives of education and development, which leads to an increase in the level of its integrity. An integrated approach to preschool education consists of: implementing the priority goals and objectives of education and personal development based on the formation of holistic ideas about the world around us; implementation of not only substantive, but also formal goals and objectives of education and development; strengthening the connections between the content components of different sections of the program (interspecific integration) and within sections (intraspecific integration); interaction of methods and techniques of education and training (methodological integration); synthesis of types of children's activities; the introduction of integrated forms of training organization: integrated classes, lesson cycles, thematic days, etc., with a complex structure.
Integrated education of children in preschool educational institutions, in its essence, is personality-oriented, since it shifts the emphasis from the formation of knowledge, skills and abilities to solving developmental and educational problems. At the same time, knowledge, skills and abilities act as a means of education and development. The personal approach in integrated learning is implemented in the following provisions: the content of learning is filled with vital cognitive material, cognitive tasks, the desire to solve which encourages you to learn something new; congruence of the teacher’s personality, that is, the ability to behave in accordance with his feelings and thoughts, to show his true self, to be who he is, which relieves the state of tension and psychological defense in children, allows him to be himself and fully realize his capabilities; acceptance and understanding of the child, of course, a positive attitude towards him, leading to the creation of a favorable psychological climate; reliance on the self-actualization of the individual, encouragement to identify and manifest his internal potential in the learning process, and to personal growth.
The cultural approach to integrated learning is manifested in the formation of the foundations of the child’s value-based attitude to the world around him, to himself; in mastering elementary culturally appropriate methods of activity; in the formation of interpersonal relationships that correspond to the norms of the culture of communication with adults and other children.
The axiological approach to integrated education of preschoolers reflects the formation of a value-based attitude towards the world around them, based on an understanding of the holistic picture of the world, and involves comprehension, cognition and construction of a holistic image of the world around them based on values; familiarization with a holistic system of values in order to develop values-attitudes, values-norms (toward people around them, to oneself, to various types of activities, to works of art, to the work of adults, etc.), values-quality (kindness, sympathy, discipline, etc.).
The activity-based approach to integrated learning consists in the manifestation of the following features: the main emphasis is on organizing various types of children’s activities; the teacher acts as an organizer of the pedagogical process, and not only as a transmitter of a certain amount of knowledge; cognitive material is used as a means of mastering activities, and not as a goal of learning.
The epistemological approach in integrated education considers the child’s cognitive attitude to reality as a necessary side of the entire system of his relations to the world around him and is characterized by the following features: the formation of holistic ideas (a holistic picture of the world); the value attitude towards the world and the foundations of the worldview are formed through the development of interrelated knowledge about the surrounding life; the formation of holistic ideas about objects and phenomena of the surrounding world occurs more successfully in the process of preschoolers mastering clearly presented logical connections between objects, objects and their parts; the need to check the quality of knowledge through its consolidation and application in cognitive activity; ensuring the unity of the sensual and rational in the process of cognitive activity of preschool children; the use of search methods in cognitive activity as a way of acquiring knowledge; creating a creative basis for the child to acquire knowledge, skills and abilities in accordance with his capabilities and needs.
An integrated approach is a special case of an integrated approach, and is manifested in integrated learning as the use of interrelated types of art and types of children's artistic and aesthetic activities, taking into account the principles: the relationship of the arts in the community - to create the unity of the figurative and artistic nature of art; taking into account the specifics of each type of art; the principle of the relationship between the sensory and the logical (based on the interaction of various analyzers); the principle of taking into account the characteristics of the impact of different types of arts separately; the principle of creative activity (the child’s transition from the reproductive to the creative level; the motive is interest in a certain type of art, the basis of activity is artistic and aesthetic knowledge, emotional sensitivity, developed imagination, the ability to aesthetically evaluate life phenomena).
The polyartistic approach involves a form of introducing students to art, allowing them to understand the origins of different types of artistic activity and acquire basic concepts and skills from the field of each art. Integrated education for preschool children is based on the following pedagogical and methodological principles of this approach: spiritual elevation; live communication with the sensory basis of art and artistic activities; polyartistic approach to organizing classes in individual types of art; sensory saturation and clarification of children's ideas; reliance on children's creativity and the development of various types of artistic creativity.
The second group of approaches on which the concept of integrated learning is based determines the structural features of its construction: systemic, structural-functional and technological approaches.
Integrated education is based on the provisions of the systems approach about the need to develop systemic knowledge in preschoolers, that only in this capacity they acquire a personally significant character and are effective in the development and upbringing of the child.
The structural-functional approach, resulting from the systems approach, allows us to consider integrated learning as a whole, in which each component is defined as functional through its correlation with the other through significant connections and dependencies.
The leading trends in integrated education reflect the general trends of modern education - world, national, regional, and include specific areas characteristic of integrated education for preschool children: humanization, humanitarization, democratization, variability of content, intensification and integration of the content of preschool education, the transition from informative to active teaching methods (strengthening the activity basis of learning), epistemological, axiological, cultural directions. These trends manifest themselves in preschool education in general, and in integrated education they acquire certain specifics. They allow us to analyze the contradictions of integrated education for preschool children. The main contradiction of the pedagogical process, resolved by integrated learning, lies between: the need to form holistic ideas, a holistic picture of the world and the fragmentation of the formation of ideas in single-type classes.
The first group of contradictions (external) is associated with the relationship between the child’s personality (his individuality) and society and includes a number of contradictions between: the sociocultural conditioning of the learning process and the child’s individual personal experience; increasing the volume of scientific knowledge and content of preschool education.
The second group of contradictions contains internal contradictions of the pedagogical process. One of them lies between: the humanistic personality-oriented paradigm of modern preschool education and its focus on knowledge; the need to solve developmental and educational tasks in the classroom and the limited possibility of traditional one-type classes built on a knowledge-oriented basis; the need to form in a child holistic interconnected ideas about the world around him and their fragmentation in traditional education; the need to build pedagogical interaction between teacher and child in learning on a subject-subject basis and the predominantly subject-object nature of learning in single-type classes; increasing the content of knowledge and traditional forms of organizing training; the need to ensure the holistic unity of the sensual and rational in the cognitive activity of preschool children and the one-sidedness of its reflection in educational work; the need to develop the skills to apply knowledge in practical activities and the limited possibilities for implementing the activity approach in traditional subject-oriented education.
The identified trends and contradictions make it possible to substantiate the following principles of integrated education for preschool children: humanization of education, developmental and educational education, sociocultural conformity (conformity with nature and cultural conformity), scientific character and connection of education with life, systematicity and consistency, intensification of the content of cognitive activity, consciousness and activity of children in the assimilation and application of knowledge, visibility, accessibility, strength, flexibility and variability of learning, the unity of the processes of socialization and individualization of the individual, the creation of positive motivation and a favorable emotional climate in learning.
The system of trends and principles of integrated education of children in preschool educational institutions determined the construction of its theoretical model, which includes a system of interconnected and interdependent components, subordinate to the logic of the pedagogical process: personal, goal-oriented, content-based, operational-activity. The personal component of the integrated learning model includes the total subject of the pedagogical process, which represents, first of all, the dominant subjective position of the teacher and the child in the learning process.
The target component of the integrated learning model includes two interrelated components: content and formal goals. Traditional student-centered learning implements only meaningful goals, in which didactic (educational) goals are a priority, while in integrated learning the leading place is occupied by developmental and educational goals. The substantive goals of integrated education for preschoolers include: the formation of a holistic picture of the world (priority goal); ensuring more effective formation of knowledge, skills and abilities for each section of the program included in the enlarged, condensed content of integrated training; strengthening the activity basis for mastering the content of education; stimulating the development of the cognitive sphere (cognitive activity, needs, interests, etc.); ensuring the unity of the sensory and rational in educational and cognitive activities; stimulating creativity; strengthening the educational orientation of the learning process (humanization, ecologization, etc.).
The formal goals of integrated education include the following: reducing the educational load on the child while maintaining the quality of education; redistribution of priorities (educational and developmental goals are dominant); compliance with the norms for the duration of training sessions while condensing the content; avoiding duplication of educational content; performing a health-preserving function.
The target component, in turn, determines the originality of the content component of the theoretical model of integrated learning. The content component includes spiritual values (ethical, aesthetic ideas), methods of activity and holistic ideas about the surrounding world (about man, society, living and inanimate nature). The content is characterized by different directions, levels, and structural features. The first direction is determined by interdisciplinary (interspecific) integration, which is expressed in the synthesis of the content of different sections of the program in the presence of natural connections between its components. On the basis of interdisciplinary integration, almost all sections of any program can be combined, however, there are some restrictions. The second direction is expressed by intrasubject (intraspecific) relationships between content components within each section of the program. Provided that the subsections are thematically common within one lesson, integrated content emerges that is characterized by greater integrity. The third direction synthesizes the first two and is determined by both interspecific and intraspecific connections of content components.
Directions of integration are implemented at various levels. The first level - the level of interdisciplinary connections - corresponds to the solution of such didactic tasks as updating children's knowledge, their generalization and systematization. The main source of integration is the general structural elements of educational content, the transfer of which can be carried out in the direction of any subjects. In relation to the content of preschool education, this level is characterized as the establishment of relationships between individual classes, both in one section of the program, and between classes in different sections of the program. The level of interdisciplinary connections is low, and integration connections are weak.
The second level - the level of didactic synthesis - is higher in relation to the first. It is characterized not only by meaningful integration of the content of program sections, but also by the procedural synthesis determined by it, which presupposes the emergence of integrated forms of educational organization (integrated lesson, integrated cycle of lessons). The dominant didactic task in this case is the study of cognitive material on an integrative basis. Integrated content at this level has greater information density, reflects not only the parts and details of the whole, but the relationships between them, and gives a more holistic view of the subject, object or phenomenon of the surrounding world. At the same time, the level of didactic synthesis is the most difficult for designing classes and developing their methodology.
The third - the highest - level of integrity, culminating in the formation of a new section of the program, a new subject area. Currently, the implementation of this level has predetermined the emergence of a large number of varieties of integrated classes in the development of fine arts and environmental education. At the level of integrity, complete content and process integration takes place.
The content of integrated learning is complexly structured. Unlike classic single-type classes, the structure of which reflects the content of one section of the program, the structure of integrated classes includes two or more components from different sections of the program. Structural analysis showed that the components of the content of integrated classes are connected by certain methods of integration. We call the method of integration an objective characteristic of the structure of an integrated lesson, which, on the one hand, reflects the type of relationship between the components of the structure, and on the other, determines the strength of the interaction of these components. Analysis of the relationships between the components of the structure when studying the content of integrated classes made it possible to identify two main types: relations of equality and relations of inequality. Moreover, inequality may be accompanied by varying degrees of subordination of some components to others. In total, six basic options or integration methods are identified.
1. “Gluing” is observed in cases when all components of the lesson content are united by one topic, but are not interconnected by the methods of children’s activities (they are different) and are implemented sequentially one after another, without priorities. The formal goals of integrated learning with this method are practically not fulfilled.
2. “Symbiosis” is characterized by an equal relationship between the components of the content, while they have an “integrative core” - a common idea for all components, an artistic image, etc., but there are also relatively independent parts of the content that decide their own educational objectives.
3. “Blurring” is a method of integration that characterizes integrated classes with the strongest interpenetration of content components, when the boundaries between them are “blurred” and they form homogeneous content.
4. “Subordination” is a method of integration that involves the subordination of one (auxiliary) component to another (main, leading). In such a lesson there is an “integrative core” with content common to all components, which allows solving educational, developmental and educational tasks not on each component of the content separately, but on their combination, but the auxiliary component also solves its own, relatively independent goals and objectives.
5. “Relay coupling” is a method of integration in which one component (main) is implemented by means of another (auxiliary). This method assumes a strong interpenetration of content components.
6. “Withdrawal” is a method of integration when one component - the main one - absorbs another - the secondary one - in some part of the lesson. Integrated classes built on this method resemble ordinary traditional classes, since the main, leading component absorbs completely auxiliary ones and subordinates them to the implementation of their goals and objectives.
In order to overcome the different quality of content components and create integrity, integrating factors of a general and subject nature are introduced. An integrating factor is a component of the pedagogical process that serves as the basis for combining different quality content into a single whole and strengthening its developmental and educational orientation.
Integrated lesson cycles can be designed in different ways: a lesson cycle can consist of traditional lessons, which are arranged in a certain sequence in accordance with the level of interdisciplinary connections (for example, classes on familiarization with fiction and visual arts), and the cycle can also consist entirely of integrated classes or include traditional classes in combination with integrated ones as generalizing ones.
An integrated (thematic) day presupposes such an organization of cognitive activity during the entire time of preschoolers’ stay in kindergarten, in which any specific topic is cross-cutting and is reflected not only in the content of classes (in this case, classes can be of the same type in structure), but also in the content of outdoor, role-playing and other games, observations on walks and in other routine moments.
In the process of researching the integrated education of preschool children, a complex of psychological and pedagogical conditions is implemented.
The first condition - the feasibility of introducing integrated classes into the pedagogical process, is determined by the functions of integrated forms of education (V.S. Bezrukova, I.D. Zverev, V.S. Maksimova, Yu.S. Tyunnikov, etc.). Since substantive and formal functions are implemented in integrated learning, it is necessary to take into account both of them in interrelation.
The second condition is the development of integrated classes, mainly two-component ones, based on the theory of integrated learning, taking into account the main features of integrated classes:
— ensuring the integrity of the content of the lesson by its mandatory integration on a thematic basis through appropriate integrating factors;
— establishing natural, clearly presented connections between content components;
— ensuring the unity of the rational and emotional in educational and cognitive activities;
— ensuring the fulfillment of the substantive and formal goals of integrated learning in their unity;
— highlighting the “integrative core” in the content, ensuring its “densification”;
— providing an activity basis for mastering integrated content;
— ensuring subject-subject interaction between teacher and child.
The third pedagogical condition - the relationship of integrated classes with classes of other types - is determined by the requirement for the integrity of the pedagogical process of preschool education and the implementation of integrated learning not only at the level of didactic synthesis, but also at the level of interdisciplinary connections, providing for the coordination of classes of different types and types (M.N. Berulava ).
The effective (reflective) component of integrated learning included analysis and evaluation of the results of cognitive activity. The teacher not only evaluates the children’s activities against the background of a general positive assessment, but also evaluates his own activities in organizing psychological and pedagogical conditions. Children evaluate the activities of their peers, and in older preschool age they are capable of basic self-esteem. A feature of the effective component in integrated learning is the assessment of the integrated result (all types of cognitive activity that took place in the structure of the lesson) or the synthesized result.
In a preschool institution, various areas of child development can be integrated:
— familiarization with the outside world and speech development;
- getting to know the world around you and reading fiction;
— formation of natural science concepts and reading fiction;
— formation of environmental culture and reading fiction;
— formation of ecological culture and musical development;
- visual arts and reading fiction;
- visual arts, reading fiction and musical development;
— formation of elementary mathematical concepts and constructive activities;
— formation of elementary mathematical concepts and artistic work;
— formation of elementary mathematical concepts and familiarization with Russian culture;
— familiarization with Russian culture and musical development;
— familiarization with Russian culture and visual arts;
— formation of valeological knowledge and physical development;
— development of the emotional sphere and musical development [1].
These directions involve the integration of educational content in order to solve the problems of intellectual, artistic, creative and social-personal development of preschool children.
Integrated classes allow preschoolers to develop the ability to simultaneously comprehend and “feel” the qualities and properties of the objects being studied. A wide range of means of cognition (figurative and conceptual) in their interaction presupposes both the presence of aesthetic content in mental activity and the presence of intellectual components in artistic activity. This is an indispensable condition for the normal functioning of the mental and emotional spheres of the human psyche in their unity and a condition for the implementation of productive human activity.
In order to correctly select the content of knowledge for its further integration, it is important to take into account that knowledge, in addition to having a general basis, must:
- expand and enrich children’s existing ideas;
- be needed during subsequent schooling;
- be accessible and draw on personal experience;
- connect with everyday life;
- involve children in solving problem-search tasks formulated on the basis of the child’s personal experience, and activate his cognitive interests, the desire to acquire new knowledge;
- stimulate mental activity (processes of analysis, synthesis, comparison, generalization and classification);
— increase the level of self-control, self-organization and self-esteem.
An important condition for integration is the search for a basis for unification. The basis of artistic and aesthetic integration is the image created by children in different types of artistic and creative activities: in literature, the means of expression is the word (figurative representations, epithets, comparisons, metaphor, rhythm; in theatrical activities, the expressive means of dramatization are movements, gestures, facial expressions, voice , intonation, poses; in the visual arts - drawing (shape, size, color, composition, rhythm), modeling (shape, volume, proportions, ratio of objects in the overall composition by size), appliqué (shape, color, composition); in music - melody, rhythm, harmony, intonation [2].
The basis of natural science integration are categories of various natures (quality, quantity, cause, effect, time, space, living, inanimate and others).
The content of education for preschoolers should be structured in such a way that it covers both the areas of reality that are familiar to them (the means and methods of cognition are drawn from there), and new ones, far from the usual in their unusualness, arousing the keen interest of children (problem situations, new tasks are used).
Thus, the integrative approach, based on the integrity of the child’s perception of the world around him, acts as the leading principle of designing the content of preschool education and makes it possible to provide conditions for organizing cognition within the framework of a holistic process, where the child masters basic categories from different points of view in different educational spheres.
Integrated classes encourage preschoolers to actively explore the surrounding reality, find and understand cause-and-effect relationships, develop logic, thinking, communication abilities and speech.
The form of integrated classes is non-standard and interesting. The use of various types of work during the lesson maintains the students’ attention at a high level, which allows us to talk about the sufficient effectiveness of the lessons. Integrated classes relieve fatigue and overstrain of pupils by switching to a variety of activities, significantly increase cognitive interest and motivation for learning, develop imagination, attention, and memory. An integrated lesson also involves the mandatory development of students’ creative activity. Integrated classes have the greatest effect when they are conducted within the system [3].
There are 4 levels of integration:
1. Intensification of cognitive interest and the process of developing general academic skills in an integrated course
2. Combining concepts in the information sphere of educational subjects.
3. Comparative and generalizing study of the material.
4. Independent comparison of facts, establishment of connections and patterns between phenomena and events, application of jointly developed educational skills.
The integrated approach to organized educational activities, which has become widespread in recent years, is most often one of the forms of knowledge generalization. It can be carried out on the basis of intra-subject, inter-subject and inter-system integration: combined two-, three- and four-unit.
Based on the integrative approach, a deeper form of interconnection and interpenetration of the different contents of children’s upbringing and education is assumed. Such a connection provides a deeper and more versatile knowledge of objects and phenomena of reality, the formation of associations and their activation in the process of educational activities.
The pedagogical basis of such activity is interdisciplinary associations, which are the highest level of mental activity. They unite different systems of knowledge, generalize them, and make it possible to understand a phenomenon or process in its diversity. At the level of these associations, general concepts arise. The formation of intersystem associations makes it possible to use knowledge from different fields and establish relationships at the intersection of knowledge [4].
Interdisciplinary connections for the formation of elementary mathematical concepts are presented in the form of Figure 1.
Figure 1.2.1 Interdisciplinary connections of organized educational activities for the formation of elementary mathematical concepts.
For example, the integration of “Formation of elementary mathematical concepts” and “Construction” allows students to acquire mathematical knowledge in full and acquire skills, apply them in the manufacture of models according to their described or specified properties, and make changes to the design or its elements.
Another example is the development of pedagogically appropriate interactions between the sections “Formation of elementary mathematical concepts” and “Fiction” as one of the necessary conditions for the development of the literary word and oral creativity of schoolchildren.
Integration of the content of the courses “Formation of elementary mathematical concepts” and “Fundamentals of Ecology” is essential for children of this age to learn the most general and fundamental laws of nature, on the basis of which in the future the basis for the formation of their worldview will be created. Environmental education and training in the process of studying mathematics can roughly be carried out in the following directions:
— solving problems of environmental content with the aim of deep understanding by students of individual environmental concepts, contributing to the formation of their environmental thinking;
— more conscious mastery of basic mathematical methods for processing statistical materials by students collected during excursions, practical and independent work [5].
The positive aspects of this lesson are:
1. Compact and concise.
2. Logical interdependence, interconnectedness of the material of an integrated subject at each stage.
3. Large information capacity of the educational material used in.
4. The actual unification of subject knowledge systems about a given object, phenomenon;
5. Gain in time spent on mastering the material.
6. Students develop general educational skills and abilities to a greater extent, as well as rational skills in academic work
However, the main disadvantages will be:
- the main goal in organized educational activities based on an integrative approach is very difficult to correctly determine;
— only a limited number of training courses can be integrated;
— the difficulty of presenting an integrated course in a way that is understandable and interesting for children of this age [6].
The teacher is required to carefully work through all stages, introduce certain visual aids, clearly formulate questions that exclude monosyllabic answers, set specific tasks and analyze their implementation, etc.
Despite the fact that recently scientists and teachers have begun to pay more attention to the introduction of an integrative approach into the educational process, nevertheless, the solution to this problem needs further development. The following prospects for applying the integration of multicomponent content of preschool education can be identified:
— intensification of the educational process by integrating the content of preschool education;
— creation of new integrated courses and ensuring continuity in their teaching;
— creation of integrated programs for small preschool institutions;
— creation of an integrated technology for individual training.
Bibliography
1. S.D. Sazhina “Technology of integrated classes in preschool educational institutions”-P.127
2. Preschool pedagogy.- M.: “Academy”, 2008.-416 p.
3. Komensky Ya.A. Selected pedagogical works: In 2 volumes - M.: Pedagogy, 1982. -T.1. - 328s.
4. Nosova E.A., Nepomnyashchaya R.L. Logic and mathematics for preschoolers. M., 2000.-267 p.
5. Leushina L.M. Formation of elementary mathematical concepts in preschool children. - M.: Education, 1974.-368 p.
6. Kozlova S.A., Kulikova T.A. Preschool pedagogy. - M.: NORM, 2000.-345 p.
in a preschool
(Pedagogical readings)
,
teacher
2013
I. Introduction.
Currently, preschool education is intensively developing in different directions: interest in the personality of a preschool child and his uniqueness is increasing; qualitatively new requirements are imposed on the organization of the educational process aimed at the physical, social-personal, cognitive-speech and artistic-aesthetic development of the preschooler. The fundamental principle of the development of modern preschool education, proposed by the Federal state requirements for the structure of the basic general education program of preschool education, is the principle of integration of educational areas.
Integration as a principle covers a fairly large number of didactic and educational phenomena and has factors that ensure its broad influence on the theory and practice of preschool education.
Recently, special attention has been paid to the integration of educational areas in preschool education, and this is not accidental. In my opinion, it is at the preschool level that the integration of educational areas into a single whole is most effective, since the preschooler perceives the world around him holistically, and for him there should be no boundaries between educational areas.
An integrated approach to learning is increasingly recognized as an urgent need for modern education. To break down barriers between educational fields, they are grouped around core concepts and themes. This allows us to examine this area from different angles and reveal relationships. With integration, educational areas interact, but at the same time remain independent and equal in content and structure. Thus, we are talking about integrated learning as a system that unites and connects knowledge into a single whole, on the basis of which a holistic perception of the world is formed in children. Research and practice show that an effective way to implement educational functions is to put forward general educational problems and their consistent solution in a system of interrelated activities of children in various areas. Integration in preschool education allows us to move from a local, isolated consideration of various phenomena of reality to their interconnected comprehensive study.
Taking into account the age characteristics of preschoolers, the integration of educational areas makes it possible to show the child the world in all its diversity with the involvement of scientific knowledge, literature, music, painting, theater, which contributes to the emotional development of the child’s personality and the formation of his creative thinking.
The introduction of an integration system, to a greater extent than traditional education, contributes to the education of an erudite person with a holistic worldview, the ability to independently systematize his existing knowledge and have an unconventional approach to solving problems.
The principle of integration is innovative and obliges preschool institutions to radically restructure educational activities in kindergarten on the basis of synthesis, unification of educational areas, which involves obtaining a holistic product that ensures the formation of integrative qualities of the personality of a preschool child and his harmonious entry into society.
II. From the history of the issue.
For the first time, interest in the problem of integration arose in the works. Kamensky wrote that a subject will be mastered if it is given a solid foundation, if this foundation is laid deeply, if everything that allows for difference is different in the most precise way, and everything that has a mutual connection is constantly connected. These provisions of the great teacher present the essence of the universal course of development of any large complex system in relation to a particular case, which is the child’s knowledge system that develops during the learning process.
In domestic pedagogy, the first attempt at a theoretical study of aspects of this problem was made, which revealed the psychological foundations of the relationship between various subjects.
Throughout the twentieth century, integration was used by teachers at different levels of education as a harmonious unification of various subjects, which made it possible to introduce integrity into the child’s knowledge of the world. Particular interest in the problem of integration appeared at the end of the 20th century. At the same time, the term “integration” itself appeared.
In preschool pedagogy, significant theoretical and practical material has been accumulated on the problem of the relationship between types of children's activities from the standpoint of complex and integrated approaches, thus considering integration as a deeper form of relationship, interpenetration of different contents of education for preschool children, covering all types of artistic and creative activities. However, integrated activities have not been specifically studied as a form of integrated education for preschoolers.
