Playful cultural practices with children of senior preschool age
Anna Andreeva
Playful cultural practices with children of senior preschool age
municipal budgetary preschool educational institution "Child Development Center kindergarten No. 3 of Beloglinsky district"
(MBDOU
"TsRR d/s No. 3"
)
“ Game cultural practices as an effective means of forming friendly relations between children of senior preschool age .”
Educator: Andreeva A. A,
2020
S. White Clay
Playful cultural practices as an effective means of forming friendships between children of senior preschool age .
Play is the only central activity of a child that takes place at all times and among all peoples. Play is the main way to correct emotional and behavioral disorders in children. Play is a form of “self-therapy”
, thanks to which various conflicts and problems in the children's team can be resolved.
Cultural practices are situational , autonomous, independent, initiated by an adult or the child himself, the acquisition and repetition of various experiences of communication and interaction with people in various situations, teams, communities and social structures with adults, peers and younger children . It is also the development of positive life experiences of empathy, goodwill and love, friendship, help, care, altruism, as well as negative experiences of dissatisfaction, resentment, jealousy, protest, and rudeness.
cultural play practice play activity well-being based on his current and future interests and familiar to him, as well as a unique individual life experience that develops in the process of this activity. Playful cultural practice has a close and continuous connection with the life of a child.
Game cultural practice is designed based on the following principles: saturation with sociocultural content ; development of game dynamics ; maintaining the gaming atmosphere ; integration of cognitive (mastery of knowledge of the norms and rules of humane behavior, emotional-value (focus on humanism)
and behavioral aspects
(enriching the experience of humane behavior)
of humane attitude.
Today the topic is relevant, since many children have appeared with increased aggressiveness: inability to yield, sympathize, rejoice in the success of a peer, cruelty. Senior preschool age is a sensitive period for the formation of initial ideas about friendship, trust, sincerity, mutual sympathy, common interests and hobbies. The child’s position in the children’s team, the success of his socialization, etc. largely depend on how they develop.
An effective means of forming friendly relations are gaming cultural practices , which are very diverse and are considered by modern scientists and practitioners in the field of preschool education in many ways, such as:
cultural norms during play , enrichment of experience with verbal and real friendly behavior, etc.);
2) various types of play activities , ensuring the actualization of cultural ways of building interaction with friends, by focusing on the potential social capabilities of children consistent with the Federal State Educational Standard;
3) a universal and effective means of education, in which the child is a full-fledged subject of activity, play interaction and communication, the formation of ways of mastering positive life experiences, empathy, goodwill, friendship, help and care.
Game cultural practice is designed based on the following principles:
Saturation with sociocultural content ;
Integration of cognitive, emotional-value and behavioral aspects of the formation of friendships.
Taking into account the peculiarities of the age development of children of senior preschool age and the specifics of the formation of friendly relations between them, we have identified the following target guidelines for organizing play practices :
• organization of cultural practice of conflict-free interaction and reconciliation of preschoolers in situations of conflict of interests (they didn’t share a doll, several people want to play the same role at the same time, they unwittingly and accidentally offended a friend, etc.);
• updating the experience of expressing a personal positive attitude towards a friend in the process of communication;
• promoting enrichment of the experience of verbal and real friendly behavior, etc.;
• developing the skills to understand and accept the opinions and decisions of their comrades, forming a positive image of a peer.
To organize the cultural practice of reconciliation among preschoolers “Good - Bad” conversations at the stage of motivating children and setting the task.
(the teacher and
the children look at pictures with images of quarreling children and discuss their condition, gradually the teacher leads the children to a conclusion about the causes of the offenses, and in conclusion offers to complete the sentence “I am offended when.”
);
“Offended Friends”
(the poem by A. Barto
“We carried a cloud with us”
, and the teacher explains to the children that they cannot offend their friends and guests, and any gift must be accepted with gratitude, etc.);
“Who offended whom?”
(the teacher introduces
preschoolers to manifestations of injustice towards their friends, using the story of I. Bu
);
“What is a quarrel over trifles”
(the teacher, using A. Kuznetsov’s poem
“We Quarreled
,” discusses the situation that arose between the girls and ways to avoid a quarrel).
In order to organize cultural practice , it is advisable to create a subject-development space that enriches the experience of showing friendly relations with peers (for example, a “friendship tree”
,
“magic plate”
,
“mirilka pillow”
,
“hearts of love and kindness”
,
“magic chest”
,
“mood corner”
, albums for looking at photographs and drawings on the topic of friendship,
“a glass of anger”
and
“a glass of kind words”
,
“piggy bank of good deeds”
,
“bench-mirilka”
,
“rug of reconciliation”
, as well as the active use of
“mirilok”
, that is, short poetic lines that children pronounce after a quarrel
(at the same time, the children interlock their little fingers and shake their hands, forgiving each other )
.
An important aspect of the formation of friendships among older preschoolers is the actualization of the experience of expressing a personal positive attitude towards a friend in the process of communication. Scientists have proven that if a child constantly expresses a positive attitude towards his peer, then most likely they will become friends. To pose a problem situation, it is advisable to use a conversation about friendship, the drawing exercise “My Friend”
so that
preschoolers can talk as much as possible about their friends and how much they love them.
To organize a cultural practice that actualizes the desire to express a personal positive attitude towards a friend and value friends, various games should be organized during gaming activities: active, communicative, verbal, musical, role-playing and others.
"Compliments"
(during the game, children stand in a circle, turn, shake hands with each other and compliment their neighbor-comrade);
"Embrace"
(the teacher invites the children to sit in one large circle and exchange hugs: the adult starts with a light small hug, and the children hug each other in a circle, each time stronger);
"Good friend"
(the teacher invites the children to think about their good real or ideal friend, and then the following questions are discussed: What do you think about this person? What does your friend look like? What do you like most about him? What do you like to do together? What do you do for this? so that your friendship grows stronger? The answers to these questions can be drawn on paper, and then made an album of friends);
"The wind blows on."
(children stand in a circle, holding hands, with a slight sway of their hands, the teacher says:
“The wind blows on the children who.”
All children with the named sign go to the center of the circle, etc. Each time the teacher gives significant positive characteristics to the children);
"I like you"
.During the game, the children sit in a common circle: the teacher suggests making one large colored web from a ball of wool; for this, each participant must wrap the free end of the wool thread twice around his palm and, rolling the ball towards one of the children, accompany his movement with kind words, and the last child who received the ball begins to wind it in the opposite direction, while each
preschooler winds his part of the thread onto the ball and says the words spoken to him and the name of the one who said it, giving him the ball back;
"Call your friend affectionately"
.
Children stand in a circle so that they can see each other’s eyes , and, passing the heart, say some kind word to their neighbor, and after the game everyone notes that the warm words made them happier and happier;
"Bragging Competition"
(before the start of the game, the teacher reads the fairy tale
“The Braggart Hare”
, and then invites the children to hold a braggart competition: the one who brags about his friend better will win).
To update children’s experience and develop the skills to understand and accept the opinions and decisions of their comrades, it is advisable to conduct conversations “Secrets of Friendship”
and
“Where does friendship begin?”
(smile more often, value friendship, understand and help those who need help, be friendly, etc.).
To develop the ability to understand and accept the opinions and decisions of your comrades, it is advisable to play games:
"Guess the Mood"
(the teacher tells the children that friends can have different moods, then he describes the situations and asks the children to answer what feelings they will experience in specific cases: for example, a friend took away a toy, etc.);
“What’s your mood?”
(1st option:
players need to find cards that depict people with an emotional state indicated on the pictogram card; 2nd option, children take turns choosing any card and depicting the emotion depicted on it, and other players guess emotional state and discuss the reasons for its occurrence);
“Complete the drawing”
(the child is given a drawing and asked to complete the drawing of people with a certain emotional state);
game exercise “Bridge of Friendship”
(participants stand a few meters from each other and continue the phrase
“Friendship is to be.”
- for example, kind; negotiate without shouting and quarrels, etc., and when the phrase is correctly continued, the children take one step towards each other).
An important aspect of the formation of friendly relations is the enrichment of verbal and real experience of friendly behavior, etc.
To update and motivate children’s work in this direction, it is important to hold conversations. “What is the secret of friendship?”
(Ways to maintain friendship are discussed: help everyone who is waiting for your help, and you will have many friends.);
“Good comrades”
(the teacher draws the children’s attention to the need for a friendly attitude towards a friend who is not doing well, etc.)
To enrich the experience of friendly behavior, you can organize games:
"Doing the right thing"
(the teacher explains to the children good and bad deeds, and then gives each
player two cards : one depicts a good deed, and the other a bad one, and the cards must be distributed in such a way that the pairs for both pictures are in the hands of the other player , so that participants have to communicate with other players and compare the drawings on their cards with others; players follow an important rule - to address each other politely and friendly);
“What would you say?”
(the teacher describes the situation to the children and gives three answer options for how to respond; the children’s task is to choose the correct answer from three options and justify their choice);
"Ask for a toy"
(a group of children is divided into pairs, one of the pair members picks up an object, for example a toy or a pencil, and the other must kindly and politely ask for this object, choosing the right words, so that it is given voluntarily, after which the participants exchange rubles);
musical game “Dance in pairs”
(the teacher invites the children to stand in pairs facing each other/; when the music starts, the children dance,
trying to hold a piece of paper on their heads as long as possible)
game exercise “Give a smile to a friend”
(participants take each other’s hands, and each, looking into the eyes of his neighbor, gives him the kindest and most welcoming smile);
game exercise “Greetings with gestures”
(children stand in a circle, holding hands, take turns verbally and with gestures greet each other kindly and friendly);
“Who can name more proverbs about friendship?”
;
"Build a tower"
(children work in pairs: one partner is blindfolded, the other stands next to him, and they must build a tower of cubes together, and then
the players change places , and the cooperation game is repeated);
game exercise “Chain Poll”
(the teacher suggests answering the questions in a chain: What should you do to have many friends? How should you treat a friend? What should you not do? etc.);
game exercise “Help a friend”
(performed in pairs: the teacher invites
preschoolers to help each other - straighten a collar, fasten a button, straighten a bow, etc.);
"Verbal Portrait of a Best Friend"
(children are asked to make a moral portrait of the hero of a folk tale and try to explain how he treats others, whether he has friends, whether he values friendships);
“Say the word”
(the teacher says the beginning of the proverb, and the quiz participants finish)
;
"The most friendly couple"
(children are divided into pairs, one is blindfolded, and large toys are laid out on the floor between two chairs; the second child needs to lead the partner from one chair to the other so that not a single toy is knocked over);
"Continue the tale"
(children are asked to come up with a continuation of the plot, taking into account possible changes in the circumstances in which the main characters will find themselves: the hero makes a new friend, the friend needs support, etc.).
They are all united by one goal - to promote the formation of friendly relationships among older preschoolers . This means:
1. Develop the ability to resolve conflict situations through negotiations, conversations or peace talks. Be able to interact in situations of conflict of interests.
2. Develop communication skills, the ability to establish contacts in a group, and relieve internal tension.
3. Develop empathy, trusting relationships with each other, freedom in expressing emotions.
4. Form adequate acceptance of yourself and others, increase confidence in your own capabilities.
5. Develop skills of cooperation and unity among children. Contribute to creating a friendly and joyful atmosphere in the group.
So, it is important to follow the following algorithm for organizing the cultural practices of preschoolers , which is effective for comprehensively solving the problems of forming friendships:
• ritual for the beginning of any event “Friendship begins with a smile”
;
• setting or creating a problem situation (a problematic question during a conversation, a story about friendship, etc.)
followed by setting the task and motivating children in accordance with their interests and experience;
• organizing the solution of a problematic task or problem in the process of various types of gaming activities and interaction of participants, which contributes to the enrichment of children’s knowledge, the emergence of new experience and its recording;
• joint formulation of conclusions and clarification of cause-and-effect relationships based on cultural practices , verbal and real behavior plans;
• organizing conditions for transferring accumulated experience to other situations and providing opportunities for cultural practice based on the creative potential of preschool children during travel games;
• ritual for ending the “Circle of Friends”
.
A large role in the formation of a friendly children's team belongs to the teacher. If you carry out constant and consistent work to form friendly relationships between peers through gaming cultural practices , then the result will not be long in coming.
Literature:
1. Buyanova E. M. Game-based cultural practices in preschool educational institutions // More cultural than the practice of modeling the educational environment of a preschool educational organization: Material of the All-Russian Scientific and Practical Conference . —Irkutsk: Asprint 2016.
Zaitseva 0. I., Dreyling I. V. Playful cultural practices as a priority of the Federal State Educational Standard for preschool education .
Kondrashova N.V. Game-based cultural practices in instilling humane feelings in children of senior preschool age / N. V. Kondrashova, V. A. Myalkina // Issues of preschool pedagogy . — 2022. — No. 3.
Kondrashova N. V. Formation of a value attitude towards friendship in children of senior preschool age using folk pedagogy / N. V. Kondrashova S. V. Sovetnikova // Concept: scientific and methodological electronic journal, 2022, T. 39. - Access mode 1pyr:/ /e-copser1. gi/2017/ 970479
Mokshina O. V. Playful activity of a preschooler as a cultural practice // Cultural practices of modeling the educational environment of a preschool educational organization: Materials of the All-Russian Scientific and Practical Conference . —Irkutsk: Asprint, 2016.
Pushkina N.V. Game activity of preschoolers as a cultural practice .
Round table “Types of cultural practices and forms of their introduction into the lives of preschool children”
Elena Petrova
Round table “Types of cultural practices and forms of their introduction into the lives of preschool children”
1. What do you think it means to be a good teacher?
• What role does education play in the teaching profession?
• What set of personal and professional qualities should a teacher have? (competent speech, resistance to stress, ability to resolve conflicts, ability to listen, find a common language with parents, cultivate correct values, have an understanding of children’s pedagogy and psychology)
• What special knowledge, abilities and skills does a teacher need in his work? (master the methods of preschool education , constantly work on oneself, have special skills, master innovative technologies, non-traditional methods, know a computer, be able to use the Internet. The teacher must take into account the age characteristics of children, find an individual approach to them, respect them. The teacher must be creative personality. The teacher must be interesting to children - be able to sing, dance, “live up”
dolls, read poetry, tell fairy tales, sew, draw, make toys from natural materials, from paper, from bottles and jars, from lids and boxes and much more).
2. What do you think a modern teacher should be like?
• What qualities to have (patience, goodwill, to be beautiful, neat, regardless of everyday troubles - always cheerful , cheerful, have a sense of humor, a creative worker, a master of his craft, an innovator, leading a healthy lifestyle , who uses the latest technologies in his work methodological developments)
• What character traits should a teacher combine (this is a person who combines the traits of a psychologist, an artist, a friend, and a mentor).
The teaching profession is one of the most important and significant in the life of modern society. Being a teacher is a calling. This means wanting and being able to relive childhood again and again with each child, seeing the world through his eyes, being surprised and learning with him, being invisible when the baby is busy with his own business, and indispensable when he needs help and support.
3. With the release of the Federal State Educational Standard for Preschool Education, special attention is paid to various types of children's activities and solving the problems of developing independence and creativity preschoolers In the text of the Federal State Educational Standard for Preschool Education ) a term appeared for the first time that had not previously been used in Soviet preschool pedagogy . Paragraph 2.11.2 states that the content section of the educational program of preschool educational organizations should present “features of educational activities of different types and cultural practices .” The introduction of a new term made us think about what cultural practices and what new they will bring to preschool education .
It should be noted that there is clearly no single interpretation of the term “ cultural practices ”
does not exist.
How can this concept be interpreted?
• These are ordinary, habitual methods and forms of self-determination , norms of behavior and activity.
types of independent activity, behavior and experience, based on the child’s current and future interests life
• This is the testing of new ways and forms of activity and behavior in order to satisfy diverse needs and interests.
• This is a spontaneous and sometimes mundane assimilation of various experiences of communication and group interaction with adults, peers and younger children.
• This is the acquisition of one’s own moral, emotional experience of compassion, care, empathy, help, etc.
Thus, cultural practices are various types of independent activity, behavior and experience, based on the child’s current and future interests life .
Cultural practices are situational , independent, adult- or child-initiated acquisition and repetition of various experiences of communication and interaction with people in various types of activities.
4. What are the main cultural practices mastered by preschoolers ?
types of cultural practices are identified in the literature :
• free practices of children's activities (play, productive, cognitive - research activities, etc.)
• practices of cultural identification and interaction of the child with the surrounding society (familiarization with the environment, productive activities, games)
.
• practices of game interaction (story-based - role-playing games, didactic games, outdoor games)
.
• Communicative practices (reading fiction, speech development, dramatization games.
• Cultural practices of a healthy lifestyle (physical development, education of cultural and hygienic skills ).
• Cultural practices for shaping behavior and attitudes (role-playing games, domestic work)
.
• Cultural practices of understanding the world and self-knowledge (cognitive, research, productive activities, moral and patriotic education, self-knowledge)
5. Through what types of children’s activities, according to the Federal State Educational Standard for Education, are cultural practices formed ? (FSES BEFORE clause 2.7.)
• gaming, including role-playing games, games with rules and other types of games
• communicative (communication and interaction with adults and peers)
• educational and research (studying objects of the surrounding world and experimenting with them)
• perception of fiction and folklore
• self-service and basic household work (indoors and outdoors)
• construction from various materials, including construction sets, modules, paper, natural and other materials
• fine art (drawing, modeling, applique,
• musical (perception and understanding of the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments)
• motor (mastery of basic movements)
forms of child activity .
6. Leading cultural practice ?
The leading cultural practice is gaming practice , which makes it possible to create an event-organized space for the educational activities of children and adults.
7. Why are cultural practices ?
• Cultural practices form the general culture of a preschooler’s personality , develop their social, moral, aesthetic, intellectual, and physical qualities.
• Also, the cultural practices of childhood are a powerful tool for developing the child’s initiative, independence and responsibility, and creating the prerequisites for educational activities.
• As a result of the implementation of , the child’s universal skills are formed of life and activity on the basis of cultural norms .
8. Give examples of cultural practices that are formed in the process of your activities?
• Joint play between the teacher and children (role-playing, directing, dramatization, construction and construction games)
• Situations of communication and accumulation of positive socio-emotional experience.
• Creative workshops.
• Musical, theatrical and literary lounges. Purpose: to create conditions for the creative activity of children and free communication between the teacher and children on literary or musical material.
• Sensory and intellectual training is a system of tasks, mainly of a gaming nature.
• Experimentation.
• Children's leisure, for example: entertainment “Merry Matryoshka”
, entertainment
"Mother's Day"
, etc.
• Collective and individual labor activity
9. Name the conditions for organizing and conducting cultural practices .
• Conscious motivation of teachers.
• The teacher’s understanding of the features of organizing independent children’s activities (its structure, ways to support children’s interest, etc.)
• The teacher's readiness to organize the content of the activity.
• Teacher competence in the field of cultural practice .
• The teacher’s ability to organize a subject-spatial environment to develop children’s desire and interest to act independently.
• The ability to select the optimal equipment for independent action in the chosen direction.
• The teacher’s ability to create an intriguing beginning, a problematic situation for “launching”
cultural practice .
• The teacher’s ability to identify the child’s abilities and interests
• The teacher’s ability to maintain and develop interest in children’s cultural practices
10. In what directions is the process of Designing cultural practices in the educational process going?
• Who is their initiator?
• Cultural practices based on the initiatives of the children themselves
This is an independent children's activity that occurs both individually and in the process of cooperation with peers.
Children's activity is aimed at independent knowledge of the environment, searching for answers to questions that arise, individual and joint activities with peers.
• Cultural practices initiated, organized and directed by adults
Directed by the teacher to develop children’s independent activity, they are based on the support of children’s initiatives and interests.
The choice of cultural practices is aimed at enriching cultural experience , independence of behavior and activity, positive socialization and individualization of preschool children .
11. When does a child's practice become cultural ?
(when it creates opportunities for his daily activity, personal initiative, comprehension of everyday experience and the creation of his own creative products of activity on the basis of mastered cultural norms (where culture is the essential quality of any form of activity )."
12. Now we can answer the question “Why are cultural practices ?”
Who will answer?
• Cultural practices form the general culture of a preschooler’s personality , develop their social, moral, aesthetic, intellectual, and physical qualities.
• are a powerful tool for developing the child’s initiative, independence and responsibility, as well as creating the prerequisites for educational activities.
• with the help of cultural practices we implement targets at the stage of completion of the first stage of general education.
• cultural practices directly solve the problems of socialization.
Thus, we can conclude that it is advisable to use cultural practices in amplifying child development. For an adult, there is another opportunity to come into contact with the wonderful world of childhood and become a close friend for the child.
Childhood is not just a unique subculture . These are “the sprouts of a new cultural way of life , which can sprout only in spaces of autonomous cultural practices , where children in their own way, not at all as adults would like, enter human culture and modern civilization, becoming its authors” (N. B Krylova – Candidate of Philosophical Sciences)
.
“Cultural practice as a form of work with preschoolers in the conditions of the Federal State Educational Standard for Education” - presentation
“Cultural practice as a form of work with preschoolers in the conditions of the Federal State Educational Standard for Education”
What is “cultural practice”? Cultural practice... SITUATION OF COMMUNICATION, COOPERATION ACCEPTANCE OR NON-ACCEPTANCE OF SOMETHING, FORMATION OF A SYSTEM OF VALUES ACQUISITION AND REPEATING DIFFERENT COMMUNICATION EXPERIENCES, CULTURAL NORMS DEVELOPMENT OF POSITIVE LIFE EXPERIENCE
IMPACT INTERACTION IS IMPORTANT! The result of the implementation of cultural practices is the child’s readiness and ability to act in all circumstances of life and activity on the basis of cultural norms, the acquisition of cultural standards. The main goal of organizing cultural practices:
1. Legal practices are practices of a child’s readiness to defend, protect their rights and the rights of other people, using both knowledge of the rights and freedoms themselves and the ability to implement them. RESULT! Instilling in preschoolers respect and tolerance for each other, developing a sense of self-esteem, awareness of their rights and freedoms; a sense of responsibility for another person, the ability to control one’s behavior, involvement in activities that comply with social norms and rules of behavior. IMPORTANT! Development of rules! Types of cultural practices (Maslovskaya S.V., candidate of pedagogical sciences, associate professor)
2. Practices of cultural identification are practices of a child’s knowledge of the world of culture, as well as the child’s awareness, spiritualization and realization of himself in the world of culture. RESULT! Formation of a child’s idea of: himself, family traditions; about the world, society, its cultural values; about the state and belonging to it; the child’s implementation of his own artistic concept and its embodiment in a drawing, story, etc., the child’s integration into national, Russian and world culture, taking into account regional characteristics. IMPORTANT! Inclusion of research and productive-creative activities! Types of cultural practices (Maslovskaya S.V., candidate of pedagogical sciences, associate professor)
3. Practices of the integrity of the body-mental-spiritual organization of a child’s personality is the child’s ability and ability to purposefully (safely) cognize, create, and transform natural and social reality. RESULT! Mastery of basic cultural and hygienic skills, adherence to basic rules of a healthy lifestyle, the ability to plan cognitive and research activities, manifestation of perseverance and volitional effort in searching for answers to questions, mastering the rules of safe behavior. Types of cultural practices (Maslovskaya S.V., candidate of pedagogical sciences, associate professor)
4. Practices of freedom - practices of a child choosing independent activities in the conditions of a subject-based developmental educational environment created by a teacher, ensuring that each child chooses activities according to his interests and allowing him to interact with peers or act individually. RESULT! Taking active and interested participation in the educational process; the ability to seek help from an adult; the ability to manage one's behavior; the ability to act independently (in everyday life, in various types of children's activities), the manifestation of initiative and creativity. Types of cultural practices (Maslovskaya S.V., candidate of pedagogical sciences, associate professor)
5. Practices of expanding the child’s capabilities - practices of developing the child’s ability to identify necessary and sufficient conditions for the realization of reality. RESULT! Development of the ability to solve age-appropriate intellectual tasks (problems); application of independently acquired knowledge and methods of activity to solve new tasks (problems) posed by both adults and themselves; ability to transform ways of solving problems (problems). Types of cultural practices (Maslovskaya S.V., candidate of pedagogical sciences, associate professor)
Types of children's activities for children from 3 to 8 years old (FSES DO clause 2.7) Play, including role-playing games, games with rules and other types of games; Communicative; Cognitive and research; Perception of fiction and folklore Self-service and basic household work Construction Fine (drawing, modeling, appliqué); Musical Motor
1. JOINT GAME OF THE TEACHER AND CHILDREN (role-playing, directing, dramatization games, construction games, etc.) Purpose: enriching the content of creative games, children mastering the gaming skills necessary to organize independent play. Forms of cultural practices in accordance with the main activities
2. SITUATIONS OF COMMUNICATION AND ACCUMULATION OF POSITIVE SOCIAL AND EMOTIONAL EXPERIENCE Goal: developing the ability to resolve problem situations close to preschool children. Forms of cultural practices in accordance with the main activities
3. CREATIVE WORKSHOPS Purpose: creating conditions for children to use and apply knowledge and skills in practice, developing creative abilities, etc. REQUIRED CONDITION! RESULT Forms of cultural practices in accordance with the main activities
4. MUSICAL, THEATRICAL AND LITERARY LOUNGS Purpose: to create conditions for the creative activity of children and free communication between the teacher and children on literary or musical material. Forms of cultural practices in accordance with the main activities
5. SENSORY AND INTELLECTUAL TRAINING IS a system of tasks, mainly of a playful nature, ensuring the formation of a system of sensory standards (color, shape, spatial relationships, etc.), methods of intellectual activity (the ability to compare, classify, systematize according to any criteria, etc. ). Goal: development of logical thinking, memory, attention, perception. Forms of cultural practices in accordance with the main activities
6. COLLECTIVE AND INDIVIDUAL LABOR ACTIVITY Forms of implementation: 1. Household work 2. Labor in nature Forms of cultural practices in accordance with the main types of activity
The word "Advent" comes from the Latin "adventus", which means "coming", "coming". Advent calendar in working with preschoolers
THANK YOU FOR YOUR ATTENTION!!!
Consultation for educators “Cultural practices”
Yulia Nemetullaeva
Consultation for educators “Cultural practices”
Cultural practices are various types of independent activity, behavior and experience based on the child’s current and future interests that develop from the first days of his life. The child’s practice becomes cultural (and not social or educational, or otherwise, when it opens up opportunities for his personal initiative, comprehension of his everyday experience and the creation of his own artifacts, samples and creative products of activity on the basis of mastered cultural norms (where culture is the essential quality of any form activities, practice - accumulated personal experience).
The content of modern education is focused on the development of universal cultural skills . Such skills begin to develop during preschool childhood, and then are “finished”
and improve throughout the rest of life.
They testify to the child’s readiness and ability to act in the circumstances of life and activity on the basis of cultural norms and express :
• the content, quality and direction of his actions and actions;
• individual characteristics (originality and uniqueness)
his actions;
• acceptance and development of cultural norms of the community to which the child belongs;
• • acceptance of generally valid (universal)
cultural patterns of activity and behavior.
Universal cultural skills are formed on the basis of a variety of cultural practices specific to children of different ages.
The subjects of the cultural and educational environment of a preschool educational organization are all participants in the educational process: teachers, parents, children.
The main goal of pedagogy is the transition of education from an information-demonstrative, reproductive model to an active-activity model.
This changes not only the content, but also the very concept of quality of education. Where is the main indicator of “education”
- these are
the cultural skills of the student , acquired by him in cultural practices (which is recorded by the teacher with the help of a portfolio and other means. The more numerous, diverse and productive the cultural practices , the more adequate the conditions for the development of the child’s education and cultural individuality .
Types and forms of cultural practices
• Joint game between teacher and children , amateur children's game
(plot-role-playing, directorial, dramatization game, construction-constructive
games). It is a leading cultural practice for preschool children.
• Situations of communication and accumulation of positive social-emotional experience are problematic in nature and contain a life problem close to preschool children, in the resolution of which they are directly involved.
• Sensory and intellectual training – a system of tasks, mainly of a gaming nature, ensuring the formation of a system of sensory standards (color, shape, spatial relationships, etc.)
. This includes educational games, logic exercises, and entertaining tasks.
• Collective and individual labor activity is of a socially useful nature and is organized as household work and work in nature.
• The creative workshop provides children with the conditions to use and apply knowledge and skills. The workshops are varied in their themes and content, for example, handicrafts, introduction to folk crafts ( “Visiting folk craftsmen”
, viewing educational presentations, decorating an art gallery, book corner or library (
“Printing Workshop”
,
“Visiting a Fairy Tale”
, games and collecting.
• Musical, theatrical and literary living room (children's studio)
- a form of organizing artistic and creative activity of children, which involves organizing
the perception of musical and literary works, creative activity of children and free communication the teacher and children on literary or musical material.
• Children's leisure is a type of activity purposefully organized by adults for play and relaxation (for example, for handicrafts, artistic work, etc.)
.
• Entertainment promotes diversified development, introduces various types of art, awakens joyful feelings, elevates mood and vitality, and increases physical activity. Entertainment, on the one hand, consolidates the skills and abilities acquired in the classroom, and on the other hand, in an interesting way, evokes the need to learn new things, broaden one’s horizons and knowledge about the world around us.
According to the content, entertainment is classified into theatrical (puppet and shadow theaters, toy theater, flat theater, flannel, etc.); educational: KVNs and quizzes on the life and work of composers, artists, customs and traditions of the native country, environmental; sports: sports games, attractions, outdoor games, competitions and relay races; musical, literary, musical concerts;
• Project activity is one of the attractive and effective forms of joint partnership activities between preschoolers and adults.
Project activity can be considered as a type of cultural practice of a child , which is aimed at developing his universal cultural ways of acting (skills, universal competencies that help him act in all circumstances of life and activity.
Project activity, as a type of cultural practice , is the creation by the teacher of such conditions that allow children, independently or together with adults, to form practical experience , obtain it experimentally, analyze it and transform it.
Project activities cover different aspects of the personality development of preschoolers, starting from a young age. The organization of children's project activities allows the teacher to integrate almost all educational areas, since it involves the interaction of children with each other and the teacher , their active cooperation and creativity, knowledge and work. In project activities, the child feels like a subject, since he gets the opportunity to be an independent, proactive, active figure who is responsible for the experience of his activities and his actions. The essence of the project activity is to activate and maintain children’s interest in the identified problems. Project activities are based on the development of children’s cognitive interests, the ability to independently apply acquired ideas in typical situations, navigate the information space, fill in missing knowledge and acquire skills, and develop critical thinking. Project activities include: a task for children formulated in the form of a problem; purposeful children's activities; forms of organizing the interaction of children with the teacher and with each other ; the result of the activity as a way for the children to solve the project problem.
The implementation of cultural practices in the educational process occurs in two directions:
1. Cultural practices based on the initiatives of the children themselves.
This is an independent children's activity that occurs both individually and in the process of cooperation with peers. In this case, children's activity is aimed at independent knowledge of the environment, searching for answers to questions that have arisen, reproducing methods of action and testing cultural patterns , norms, creative implementation of plans, observation, research of objects that interest the child, individual and joint play with peers, artistic, constructive activities and etc. _
The object of the teacher's pedagogical support is such cultural practices that arise on the initiative of children, such as collecting, independent research and experimentation, free drawing and creation of homemade crafts, independent associations of children based on common gaming interests, fantasizing,
thematic improvisations, mummers and theatrical performances, travel games, joint construction of various objects, etc.
2. Cultural practices initiated, organized and directed by adults.
These cultural practices are directed by the teacher towards the development of independent communicative, research, creative and social activity of preschool children and are based on the support of children's initiatives and interests. Cultural practices are designed by the teacher in accordance with the educational tasks to be solved in accordance with the content of thematic planning, the age capabilities of the children, and current interests.
Cultural practices initiated also involve saturating children's lives with a variety of cultural events , which open up new facets of activity and new content of life for preschoolers. Children cannot find and organize these cultural These include themed children's parties designed by teachers, fairs and galleries-exhibitions of children's works, festivals, sports Olympiads and scholarly competitions, children's theatrical studios, workshops, museums, organization of , etc. p. This includes the participation of preschoolers in the traditions of the kindergarten: celebrating the birthday of the kindergarten and age group, congratulating teachers and staff, the children's theater festival, the “Farewell to Winter”
,
“Bird Day”
, alumni holiday
“Goodbye, Kindergarten”
, etc. The participation of preschoolers in exciting
cultural events initiated by teachers does not pass without a trace. Children begin to actively reproduce them in their independent activities, primarily in games, adding their imagination and new details.
Technologies for organizing cultural practices
1. Technology of the situation (situational approach)
.
The situational scenario for the development of preschoolers in kindergarten must be built as a system for children to actively solve various, gradually more complex, problematic tasks and situations that meet the children’s actual needs and interests, encouraging preschoolers to demonstrate independence, cognitive and communicative activity, and creativity. This requires the use of personality-oriented pedagogical technologies for the development of cultural experience at different stages of preschool childhood and the creation of an effectively functioning community of children and adults.
A feature of the educational situation is the emergence of an educational result (product)
during specially organized interaction
between the teacher and the child . Such products can be either material (a story, drawing, craft, collage, exhibit for an exhibition), or intangible (new knowledge, image, idea, attitude, experience)
. Focus on the final product determines the technology for creating educational situations.
organized by the teacher confront children with the need to understand, accept and solve the task. Gaming techniques and various types of visualization are actively used, including diagrams, subject and conditional graphic models. The teacher also widely uses situations of choice ( practical and moral )
.
Providing preschoolers with real rights to practically choose the means , goals, objectives and conditions of their activities creates the basis for personal self-expression and independence.
Educational situations can “trigger”
initiative activity of children through posing a problem that requires an independent solution, through attracting children's attention to materials for experimentation and research activities, for productive creativity.
Algorithm for organizing the situation.
a) Defining the goal.
The purpose of the situation can be dictated by the events of the current moment or be addressed to the problems of the moral life of people, art, or the interests of children. The main thing is that the goal is timely, meets the real needs of children and is accepted by them. b) Constructing the content and choosing the form of the situation.
The content of the situation is directly related to the form of its implementation. The teacher should determine : how widespread the situation will be, what form of communication will be leading - monologue, dialogue (round table, question and answer evening)
.
Such game forms as KVN, “What?
Where? When?" ,
“Field of Miracles”
,
“Guess the Melody”
. c) Preparing the situation.
- Formulation of the situation. Each situation requires the creation of a certain emotional mood of the participants. For this purpose, musical accompaniment, demonstration of video materials and slides, and decoration of the room with posters and drawings are used. Design elements can include participant emblems, balloons and flowers.
— Organization of participants in the situation. The teacher acts as a leader, the students . Individual children or micro-groups may be given instructions for decorating, inviting guests, preparing competitions and concert numbers. The individual interests and inclinations of the students . In a more developed team, the teacher may cede his role as the main leader of the situation to one of the children.
d) Carrying out the situation. If the technology algorithm of the situation is followed accurately, it is expected by the students with interest and is experienced as a bright event.
d) Analysis of the results of the situation. Such an analysis is organized on the next day after the situation. The following questions should be put at the center of the discussion of the results of the situation: what new did you learn; in what ways did you change your understanding of this problem; what attracted you to preparing for the event; what can be done in the future.
2. Game technology.
It is difficult to find a child's activity that rivals play in importance. Education uses a huge variety of games.
Algorithm for organizing the game:
a) Creating a gaming state for the participants.
Any game begins with the mental transformation of a real situation into an imaginary one. the teacher uses various attributes, distinctive signs of participants, emblems, attributes, and organizes a surprise moment. At such a moment, the participants in the game develop a specific emotional attitude towards everything that is happening, towards the people around them and towards themselves, and an emotional premonition of something mysterious and interesting appears.
b) Organization of gaming communication.
Game communication is a two-pronged process: it involves both real communication between specific participants in the game and imaginary communication between game characters and assumed roles. Therefore, when organizing play groups, when distributing roles, it is important to take into account the real relationships of the pupils : their age, experience, interests, sympathies. But it is equally important to provide the participants of the game with imaginary communication: to support their role-playing actions and experiences, emotional identification with the character and participation in the role-playing interaction.
This technological problem is solved using a number of pedagogical operations:
— establishing personal contact between game participants;
- children’s voluntary acceptance of a play role;
— establishing game rules that are binding on all participants;
— ensuring authoritative “judging”
, monitoring compliance with the rules of the game;
- organizing communication “from the child”
(
the teacher emotionally identifies himself with the playing children).
the teacher himself in the children’s play communication and to adopt a play position. Play in the process of education cannot exist as a spontaneous interaction between children; Only with the pedagogical participation of the teacher does play become the most important means of education .
Playing position of the teacher :
- a quick and organic transition from a real plan of behavior to play behavior (for example, completely serious obedience to the order of a child performing a responsible role, participation in general play activities);
- manifestation of a friendly attitude towards children, optimism, a sense of humor, a certain internal state of turning to one’s childhood experience, a kind of “infantilization”
your behavior;
- indirect pedagogical guidance of children's play, subtle hints, help, without leaving the play role.
c) Organization of game action.
Game action is always associated with the mental and physical activity of pupils and is manifested in their performance of certain movements 14 (team ball game, labor operations ( "Santa Claus's Workshop"
, behavioral actions (the plot-role-playing game
“In Search of the Mysterious Island”
).
The game action is directed by the rules of the game or its plot. There are often cases when children need to be taught the first game actions: introduced to the rules of the game, shown techniques for orienteering, etc. But the technology of a pedagogically organized game obliges to “hide”
the direct teaching principle, taking into account the characteristics of this type of child activity.
The teacher who organizes the game always sets himself a certain pedagogical goal. But the child does not directly realize these pedagogical goals in the game; they must be transformed into his individual goals, which are associated with the desire “to make it fun and interesting”
,
“to win”
,
“to defeat an opponent”
,
“to get a prize”
.
A children's game must have an effective conclusion. In a pedagogically organized children's game, it is important to recognize all participants: winners - with special prizes and the assignment of “titles”
and
"titles"
; losers - for their achievements during the game, for their desire to win, for their revenue and mutual assistance.
2. Technology of collective creative work.
The solution to a common problem by a children's community may have the following algorithm.
a) Joint development of ideas for collective activities. It is important to arouse in children the desire to join in collective activities and emotional uplift. The idea can be put forward through brainstorming
, leading to the accumulation of a bank of collective ideas.
b) Joint planning and finding ways to achieve a common goal. Organizing children's discussion of the content of the upcoming activity, predicting intermediate and final results: mutual exchange of opinions, distribution of roles, taking into account the desires and capabilities of everyone (for example, in the situation of staging a play - costume designers, artists, actors, etc.). The teacher communicates with children “as equals”
- this simulates children's creativity and promotes the organization of collective dialogue. It is possible to have an interrogative style of communication with the group, creating problematic situations (for example, what is the best and most interesting way to spend Birthday Day, an Evening of surprises for kids, etc.).
c) Choosing a way to organize cooperation. The simplest thing is to unite children with a common goal and a common result: each child plans and performs actions individually (for example, the common goal is to make invitation cards for parents, each child develops and carries out his own version of such a ticket; the result is all parents will receive tickets, a feeling of joy for all children). Another variant
— the general goal of the activity is carried out by several subgroups, and the final result depends on the quality of the work of each subgroup. With this kind of organization, more collaborative relationships emerge between children, which strengthens friendships. Activities of this type cause a feeling of satisfaction in each participant, a feeling of usefulness arises (for example, 15 when creating a common panel “Magic Land”
, having divided into subgroups of their own free will, the children independently decide who will do what plot).
d) Joint independent activities of children. The teacher’s task is to organize mutual support and assistance in the process of performing activities, positive reinforcement, which emphasizes the importance of intermediate results. Interacting with children, the teacher acts as a director and takes different positions depending on the degree to which the children have mastered the activity and the development of collective relationships: organizer (studies children, regulates their relationships, plans content and proposes tasks, demonstrates ways of cooperation, helps organize joint actions, participant ( discusses and finds solutions together with children, involves the “isolated”
children, emphasizes their strengths, stimulates the desire for cooperation,
consultant (helps children resolve controversial problems, stimulates co-creativity)
.
e) Achievement, awareness and assessment of the significance of the result. The teacher focuses on the personal contribution of each participant to the common cause and emphasizes the importance of joint efforts. Involves the assessment of other people significant to children - parents.
The topic of joint activities can be different: “We are preparing to meet a friend after illness”
,
“Let's make an exhibition of drawings for our parents”
,
“Let's delight the kids with gifts made by ourselves”
,
“Farewell to winter”
,
“Getting ready for the fair”
, etc.
3. Project activities.
Project activity is one of the attractive and effective forms of joint partnership activities between preschoolers and adults.
Children's interests can serve as the starting point for project activities. Project topics, depending on children's interests and development goals, touch on different spheres of reality and cultural practices . For example, the Green Pharmacy
,
“Vitaminia Country”
,
“The ABC of Health”
have a valeological direction and orient children to
cultural practices of health conservation . The projects “My Family”
,
“Book of Friends”
,
“It’s Fun to Walk Together”
are related to the social and moral development of children and
cultural practices of communication , friendly interaction and humanistically oriented activities. The projects “The Magical World of Nature”
,
“The Mysteries of Water”
,
“My Favorite Pets”
,
“The Kingdom of the Snow Queen”
are related to the knowledge of nature and
cultural practices of educational and research activities. Literary and artistic direction and corresponding 16 cultural practices prevail in the projects “My Favorite Fairy Tale”
,
“Literary Basket”
,
“Book Week”
.
At the same time, it should be especially emphasized that, regardless of the leading topic, in every joint project there is an integration of children's experience. Opportunities open up for children to engage in cultural practices of learning , co-creation, cooperation, communication, emotional exchange and mutual support. This reveals the integrative essence of cultural practices . The results of children's project activities, depending on the theme of the project, can be presented in the form of an exhibition of children's works, various crafts, layouts, travel maps, board games, drawings, photo albums, emblems, children's writings (poems, fairy tales, riddles, concerts, theatrical performances , homemade books, etc. In each project, the presentation of the results is organized taking into account children's suggestions and initiatives, so that children have a feeling of satisfaction from interesting joint activities, the joy of cooperation, creativity, mutual support, and a feeling of a single, friendly family is created.
Project activities include:
- a task for children, formulated in the form of a problem;
- purposeful children's activities;
— forms of organizing the interaction of children with the teacher and with each other ;
- the result of the activity as a way for the children to solve the project problem.
The result of the organization of cultural practices is the child’s individual sociocultural experience :
— experience of behavior in various life situations;
— experience in applying norms and rules of behavior;
- experience of emotional reaction to what is happening;
— experience in organizing your activities;
— experience of communication and interaction; — experience of demonstrating initiative and independence.
