Modern models of organizing educational activities within the framework of the Federal State Educational Standard before

Modern models of organizing educational activities within the framework of the Federal State Educational Standard before

Hope Taved

Modern models of organizing educational activities within the framework of the Federal State Educational Standard before

Currently, very serious changes are taking place in the preschool education system. According to the Federal Law of the Russian Federation of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”

, Federal State Educational Standard for Preschool Education, preschool education is the first level of general education and key in the development of a child’s personality and the disclosure of his potential abilities. The main goal of policy in the field of preschool education is quality education for preschool children.

The educational process in our preschool institution is carried out according to the main educational program of preschool education of the MDOU "Kindergarten No. 7KV"

, developed in accordance with the requirements
of the Federal State Educational Standard for Education , taking into account the main basic regulatory documents. The main educational program is a model for organizing educational activities in a preschool educational institution , the goal of which is to create “conditions for the development of a child that open up the opportunity for his positive socialization, his personal development, the development of initiative and creativity based on cooperation with adults and peers and age-appropriate activities ” (
Federal State Educational Standards up to 2.2.4 ) .
The teaching staff of the kindergarten is actively working to create a model of the educational process, using new forms of its organization .
Each teacher of our preschool educational institution has developed a work program for children of their age group in accordance with the main educational program of the kindergarten, which ensures the diversified development of children, taking into account their age and individual characteristics in the main areas - physical, social-communicative, cognitive, speech and artistic-aesthetic development. We consider the educational process today as a systematic, purposeful process of comprehensive development, training and education of preschool children, taking into account their individual and age characteristics, carried out in various models and forms of preschool education, in accordance with the federal state educational standard. The educational process must provide each individual child with the opportunity to satisfy their developmental needs, develop their potential abilities, preserve their individuality, and the opportunity to self-actualize. The main task of kindergarten teachers is to create conditions under which the child develops, fully lives through preschool age and is motivated to move on to the next level of education.

The specificity of preschool age is such that the achievements of preschool children are determined not by the sum of specific knowledge, abilities and skills, but by a set of personal qualities, including those that ensure the child’s psychological readiness for school. It should be noted that the most significant difference between preschool education and general education is that in kindergarten there is no strict subject matter. The child's development takes place in play, not in learning activities .

The Federal for Education puts first place an individual approach to the child through play. The fact that the role of play as the leading activity of a preschooler is increasing and that it is given a dominant place is positive, since in recent years, due to social changes in society, computerization, as well as the intensive preparation of the child for school, play is leaving the world of childhood. Today our teachers are called upon to return cognitive, exploratory, creative play to childhood, in which the child learns to communicate, interact , with the help of which he learns about the world, the relationships of objects and people in this world. A game in which the child “tryes on”

assumes different roles in which his speech, memory, attention, thinking, emotions, and imagination develop.

The leading types of children's activities in a preschool institution are: gaming, communicative, motor, cognitive-research, productive, etc. Educational activities are carried out throughout the entire time the child is in the preschool organization .

The design of the educational process at the present stage is carried out by teachers in accordance with the population of students , their individual and age characteristics.

One of the main functions of managing the process of implementing the main educational program is planning educational activities . According to the Federal State Educational Standard for Preschool Education, planning educational activities in the MDOU “Kindergarten No. 7KV”

is based on a complex thematic principle. Complex thematic planning is the most effective when working with preschool children.

Taking into account the Federal State Educational Standard for Additional Education, the model for organizing the educational process includes:

- joint activities of children and adults , where directly educational activities with the main forms of organization : play, observation, experimentation, project activities , communication,

solving educational problems in the process of regime moments;

- independent activity of children , namely the developing subject-spatial environment.

Since the introduction of the Federal State Educational Standard for Education, joint activities of adults and children are distinguished by the presence of a partnership (equal)

position of an adult and a partner form
of organizing educational activities :
The main feature of the organization of educational activities by the teachers of our kindergarten is the departure from educational activities (classes, increasing the status of play as the main activity of preschool children; inclusion in the process of effective forms of work with children: ICT, project activities , gaming, problem-based learning situations within the framework of integration of educational areas.

"Class"

as a specially
organized form of educational activity in kindergarten is canceled, but this does not mean a transition to the position of “free
education ” of preschoolers.
The activity becomes interesting for children, a specific children's activity organized by the teacher , implying their activity, business interaction and communication , the accumulation by children of certain information about the world around them, the formation of certain knowledge, skills and abilities. The learning process remains. Teachers continue to “work” with children. Meanwhile, it is necessary to understand the difference between “old”
learning and
“new”
.

Organized educational activities

in the form of educational activities through the organization of children's activities

1. A child is an object of formative pedagogical influences of an adult. The adult is in charge. He guides and controls the child. 1. A child and an adult are both subjects of interaction . They are equal in importance. Each is equally valuable. Although an adult, of course, is older and more experienced.

2. The activity of an adult is higher than the activity of a child, including speech (an adult “a lot”

says) 2. The child’s activity is at least no less than the adult’s activity

3. The main activity is educational . The main result of educational activities is the solution of any educational task assigned to children by adults. The goal is the knowledge, skills and abilities of children. Children's activity is needed to achieve this goal. 3. The main activity is the so-called children's activities .

The goal is genuine activity ( activity )

children, and the development of knowledge, skills and abilities is a side effect of this activity.

4. The main model of organizing the educational process is educational. 4. The main model of organizing the educational process is the joint activity of an adult and a child

5. The main form of working with children is an activity. 5. The main forms of working with children are viewing, observing, talking, experimenting, research, collecting, reading, implementing projects, workshop, etc.

6. Mainly so-called direct teaching methods are used (with frequent use of indirect ones)

6. Mainly so-called indirect teaching methods are used
(with partial use of direct ones)
7. Motives for learning in the classroom, as a rule, are not related to children’s interest in the learning activity . "Holds"

children in the classroom have the authority of an adult.
That is why teachers often have to “decorate”
a lesson with visuals, game techniques, and characters in order to put the learning process into a form that is attractive to preschoolers.
But “the real goal of an adult is not to play at all, but to use a toy to motivate the development of subject knowledge that is unattractive to children.” 7. The motives for teaching, carried out as an organization of children's activities , are primarily related to the children's interest in these types of activities
8. All children must be present at the lesson 8. So-called free “entry”

and
the “exit”
of children, which does not at all imply the proclamation of anarchy in kindergarten. Respecting the child, his condition, mood, preferences and interests, the adult is obliged to provide him with the opportunity to choose - to participate or not to participate with other children in a joint business, but at the same time has the right to demand the same respect for the participants in this joint business.

9. The educational process is largely regulated. The main thing for an adult is to move according to a pre-planned plan or program. The teacher often relies on a prepared outline of the lesson, which contains the adult’s remarks and questions and the children’s answers 9. The educational process involves making changes (adjustments)

in plans, programs taking into account the needs and interests of children, notes can be used partially to borrow factual material (for example, interesting information about composers, writers, artists and their works, individual methods and techniques, etc., but not as a
“ready-made sample”
educational process.

According to the theory of L. S. Vygotsky and his followers, the processes of upbringing and teaching do not directly develop the child in themselves, but only when they have activity forms and have appropriate content, therefore the content of the program is implemented in acceptable forms for a preschool child: play , communicative, labor, motor, cognitive-research, musical and artistic, perception of fiction as a special type of children's activity and productive .

The development pattern of any type of activity is as follows : first it is carried out in joint activities with an adult , then in joint activities with peers and becomes an amateur activity .

The Federal State Educational Standards for Preschool Education direct teachers to “solving program educational tasks and during routine moments in accordance with the specifics of preschool education,” which is quite logical, since approximately 60% of the child’s time in the group is spent on routine moments.

In educational activities , at special moments, the tasks of forming a general culture for preschool children are solved: a culture of behavior, communication, activity , nutrition, sleep, health, life , development of their physical, intellectual, personal qualities and prerequisites for educational activities . This is daily work that is carried out throughout the entire stay of children in kindergarten, regardless of the season, event, calendar of holidays and memorable dates.

One of the main forms in the process of education and upbringing of children in kindergarten is the independent activity of children .

Scientific research indicates that under conditions of optimal upbringing and training, children can achieve a certain level of development of independence in various types of activities : play, communication, motor, cognitive-research, productive (drawing, modeling, artistic work, labor, music.

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

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

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

.

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

A preschool child has three basic needs: the need for communication, movement, and cognition. The group environment must meet these needs.

The standard requires that the developing subject-spatial environment be content-rich, transformable, multifunctional, variable, accessible and safe.

The organization of the developing subject-spatial environment in groups of kindergarten No. 7 is built in accordance with the Federal State Educational Standard for Education .

To organize the independent activities of children in each age group of our kindergarten, a developing subject-spatial environment has been created that corresponds to the age of the children.

When creating a developmental space in group rooms, teachers took into account the leading role of play activities in the development of children . This ensures the emotional well-being of each child, the development of his positive sense of self, competence in relations to the world, to people, to himself, inclusion in various forms of cooperation, which are the main goals of preschool education and upbringing .

The subject-development environment is organized in such a way that every child has the opportunity to do what he loves. Placing equipment in sectors allows children to unite in subgroups based on common interests (construction, drawing, manual labor, theatrical and play activities ; experimentation). The interests of both boys and girls are taken into account both in work and in play. Mandatory equipment includes materials that activate cognitive activity : educational games, technical devices and toys, etc. Materials that encourage children to master literacy are widely used. When organizing the subject-developmental environment, the principle of integration of educational areas was taken into account. The subject-spatial environment in groups changes depending on the educational situation, the changing interests and capabilities of children.

There are many games, toys and equipment in the groups, ensuring children's free choice. The selection of toys, furniture and equipment for the premises was determined by maximizing the conditions for the child’s sensory development and so that he felt comfortable and experienced positive emotions. The entire organization of the educational process presupposes freedom of movement for the child throughout the group. The group layout allows for work with subgroups and individual work. There is a division between areas for noisy and quiet games.

We managed to create conditions that meet the spiritual, social, cognitive, aesthetic, communicative, and general cultural needs of children. The subject-spatial environment created in groups provides children with the opportunity to act individually or together with peers, without imposing mandatory joint activities .

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

In connection with the introduction of the Federal State Educational Standard one of the priority and most effective means of teaching and raising children in organizing educational activities . Our teachers work with great passion on various interesting projects.

Any project is a product of cooperation between children, teachers and parents . It allows you to develop cognitive interest in various fields of knowledge, form communication skills and moral qualities. Participation in the project helps the child feel important, feel like a full participant in events, and helps strengthen the position of “I myself”

,
“I will do”
,
“I can”
.
Children have the opportunity to express themselves in various activities , contribute to the common cause, show individuality, and win a certain position in the group.
At the heart of any project is a problem that requires research to solve. Mandatory components of the project are children's independence (with the support of a teacher, co-creation of children and adults. Parents of our students participate in the implementation of the program, in creating conditions for the full and timely development of the child. They are active participants in all projects, and not just outside observers: they actively participate in and exhibitions of joint family creativity.Teachers hold parent meetings, consultations on various topics of interest to parents, and introduce children to their achievements.

So, all the presented forms of organizing educational activities are well known to us, teachers. And today they need to be organized in such a way that they are aimed at the child, and no matter what form and method of working with children the teacher chooses, it is very important to adhere to the position “not above the child, but with him”

Models and types of preschool education. To educators

Models and types of teaching for preschool children

Modern models of preschool education: traditional (authoritarian, educational-disciplinary model) and student-oriented. Traditional: the goal is to equip children with knowledge, skills and abilities (KAS), instill obedience, reproductive activity. The results of preschool education were assessed by the amount of knowledge: it was believed that the more “invested” in the child, the more successfully he was taught.

A distinctive feature of the educational and disciplinary model was the uniformity of content, methods and forms of teaching, i.e. training was carried out according to uniform programs, curricula and manuals. Methods of communication - instructions, explanations, prohibitions, demands, threats, punishments. The teacher’s task is to implement the program and satisfy the requirements of management and regulatory authorities. The child is the object of application of the forces of the educational system. The center of the pedagogical process is frontal forms of work with children, the class-lesson system, children’s activity is suppressed, play is strictly regulated and infringed. Results: mutual alienation of adults and children, loss of initiative by children, negativism.

The urgent need of modern society for people with independent, creative thinking prompted scientists (S.A. Amonashvili, V.V. Davydov, V.A. Petrovsky, etc.) to develop a different learning model based on personality-oriented interaction between the teacher and the child . The purpose of such training is the development of intellectual; spiritual, physical abilities, interests and motives for activities, including educational ones (i.e., the personal development of the child), the acquisition of himself as a unique individuality. To realize this goal, the child, starting from an early age of life, should support the desire to join the world of human culture by mastering the means and methods transmitted to him that are necessary for this inclusion. The teacher needs to organize children and involve them in an active process of solving cognitive and practical problems, during which each child could feel his growth, the joy of creativity and improvement.

The person-oriented model of interaction between a teacher and a child has its own pedagogical technology: the transition from explanation to understanding, from monologue to dialogue, from social control to development, from management to self-government. At the same time, learning is realized in joint activities, cooperation between the teacher and children, in which the teacher is an assistant, adviser, senior friend.

Modern researchers note that the actual educational process in kindergarten involves building a model of personality-oriented interaction between a teacher and a preschool child based on the following positions of its participants:

subject-object model - the adult is in the position of a teacher in relation to children, setting certain tasks for them and offering specific ways and actions to solve them;

object-subject model - an adult creates a developmental environment, a unique objective world in which children act freely and independently;

subject-subject model - the position of equal partners included in a common joint activity.

All presented models take place in the real pedagogical process of a preschool educational institution, and their use depends on the need to solve a variety of educational problems. In this regard, modern works examine various forms of organizing the learning process associated with these positional models and are divided accordingly into three types:

Direct acquaintance of children with the means and ways of knowing or reflecting the surrounding reality.

Direct teaching - the teacher defines a didactic task, sets it for the children, gives a sample of its implementation, and, while completing the task, directs the activity of each child to achieve a result.

Transfer of information from children to adults, when children act independently and an adult observes their activities.

Methods of activity. A problematic situation is created, which the child cannot solve with the help of existing knowledge and skills, including cognitive ones. To do this, he must turn over his experience, establish other connections in it, master new knowledge 3. An equal search by adults and children as subjects of activity for solving a problem during observation, discussion and experimentation.

Indirect learning consists in the fact that the teacher, based on the collected data on the development of children, organizes the subject-material environment: consistently selects certain means with which to optimize the process of mastering new learning skills (books, toys, etc.). Then it is necessary to include these means in children’s activities, enrich their content, and influence the development of communication and business cooperation. (so, the children exchange impressions about where they were in the summer, and the teacher takes out the atlas and visually searches, examines and studies together).

Organization based on the presented models of educational work with children is carried out through the creation of problem-based, developmental, educational situations.

MAGAZINE Preschooler.RF

Gosteva L.A. MBDOU "Kindergarten "Bell" Chernyanka village

In modern conditions and approaches to preschool education in accordance with the Federal State Educational Standard for Preschool Education, quest games are quite relevant. They are a new way of interaction in independent, playful activities of children, promoting cooperation between adults and children, their initiative and independence.

This form of organizing children’s educational activities contributes to the development of the child’s active position in the process of solving game search problems. This is a child’s activity in which he, independently or together with an adult, discovers new practical experience and acquires knowledge. This is a game-based pedagogical technology, and a form of interaction between teachers, children and their parents, which contributes to the formation of skills to solve certain problems based on competent choice through the implementation of a certain plot, the opportunity to show ingenuity and logical thinking, demonstrate their talents and get a lot of positive impressions.

Quest technology, like modern educational technology, takes into account all types of children’s knowledge and the structure of the game, which ensures the successful implementation of the educational standard.

The essence of any quest is to find as many targets as possible. To do this, the game participants have to interact with each other, analyze the available information, use dexterity, erudition and all their skills. By taking part in quests, a child discovers new abilities and character traits, while receiving vivid emotions and unforgettable impressions.

The main advantage of the quest is that this form of organizing activities unobtrusively, in a playful, entertaining way helps to activate the cognitive and thinking processes of the participants. With the help of such a game, you can achieve educational goals: implement project and game activities, introduce new information, consolidate existing knowledge, practice children’s skills. In addition, competitive activity teaches children to interact in a group of peers, increases the atmosphere of cohesion and friendship, develops independence, activity and initiative. Thus, children's quests help to achieve the following tasks:

• educational (participants learn new knowledge and consolidate existing knowledge);
• developmental (during the game there is an increase in educational motivation, the development of creative abilities and individual positive psychological qualities, the formation of research skills, and self-realization of children);
• educational (skills of interaction with peers, tolerance, mutual assistance and others are formed).

It is customary to distinguish several types of such teaching and educational processes (linear, assault, circular), because in most cases the teacher is not only a teacher teaching certain material, but also an educator, so to speak, a moral mentor.

When considering the structure of quests, it is important to take into account that it should be applied not to an individual child, but to an entire team, because at the present stage of human development, only joint actions can provide the best result.

The structure of the quest includes:

• statement of the problem (introduction) and distribution of roles;
• list of tasks (stages of completion, list of questions, etc.);
• the procedure for completing the task (fines, bonuses);
• the final goal (prize).

Building quests requires certain principles and conditions:

• all games and tasks must be safe (children should not be asked to jump over a fire or climb a tree);
• the tasks assigned to children must correspond to the age of the participants and their individual characteristics;
• under no circumstances should the child's dignity be humiliated in any way;
• It is necessary to introduce different types of activities into the content of the scenario, since children of the specified age, according to their psychological and age characteristics, cannot perform monotonous tasks;
• tasks must be thought out in such a way that they are consistent and logically interconnected;
• the game should be emotionally charged with the help of scenery, music, costumes, and equipment;
• preschoolers must clearly understand the goal of the game they are striving for (for example, find a treasure or save a good character from an evil one);
• you should consider time intervals during which children will be able to complete the task, but will not lose interest in it;
• The role of the teacher in the game is to guide the children, “push” them to the right decision, but the children must make the final conclusions on their own.

Quests for preschoolers in kindergarten perform not only an entertaining function, they help to realize educational goals. Therefore, the tasks correspond to the chosen topic and in their content correspond to the level of knowledge and skills of the children. To do this, the teacher clearly indicates the purpose of the upcoming game and takes into account the technical capabilities of organizing the event.

Tasks for a children's quest can be very diverse: riddles;

puzzles; games “Find the Differences” , “What’s Odd?” ; puzzles; creative tasks; sand games; labyrinths; sports relay races and much more.

Exciting games - travel in the form of quests increase the efficiency of the educational process, but here a lot depends on the teacher, where the manifestation of his creative activity is required, since the scenario must be developed independently, taking into account the complex thematic plan and the interests of the children. The main criterion for the quality of a quest can be considered its originality, safety, subordination to one plot, theme, and creation of an atmosphere of the playing space.

Thus, quests are one of the ways aimed at the self-development of a child, his personality, and the development of creative and cognitive activity. And this is one of the main requirements of the FGSO DO.

Models of teaching preschoolers

Models of learning. The style of interaction between the teacher and children can be different: authoritarian, democratic and even liberal. Depending on the style, the learning model is formed. If the authoritarian style predominates, then we are talking about an educational and disciplinary model. With the dominance of the democratic style of interaction between the teacher and children, a person-oriented model develops. The listed models differ in goals, objectives, content and teaching methods.

For a long time, the education system, including preschool, was dominated by the educational and disciplinary model, the purpose of which was to equip children with knowledge, skills and abilities. The results of preschool education were assessed by the amount of knowledge: it was believed that the more “invested” in the child, the more successfully he was taught. A distinctive feature of the educational and disciplinary model was the uniformity of content, methods and forms of teaching, i.e. training was carried out according to uniform programs, curricula and manuals.

The urgent need of modern society for people with independent, creative thinking prompted scientists (Sh.A. Amonashvili, V.V. Davydov, V.A. Petrovsky, etc.) to develop a different teaching model based on the student-oriented interaction of the teacher and a child. The purpose of such training is the development of intellectual; spiritual, physical abilities, interests and motives for activities, including educational ones (i.e., the personal development of the child), the acquisition of himself as a unique individuality. To realize this goal, the child, starting from an early age of life, should support the desire to join the world of human culture by mastering the means and methods transmitted to him that are necessary for this inclusion. The teacher needs to organize children and involve them in an active process of solving cognitive and practical problems, during which each child could feel his growth, the joy of creativity and improvement.

The person-oriented model of interaction between a teacher and a child has its own pedagogical technology: the transition from explanation to understanding, from monologue to dialogue, from social control to development, from management to self-government. At the same time, learning is realized in joint activity, cooperation between the teacher and children, in which the teacher is an assistant, adviser, senior friend.

A few more similar articles from our website:

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Article 1, what is a child

Formation of a culture of knowledge

Types of training teaching aid (junior group) on the topic

Plan

1 Direct training.

2. Problem-based learning.

3. Indirect learning.

The main responsibility of the teacher is to organize children and involve them in the active process of solving cognitive and practical problems, during which students feel their growth, the joy of creativity, and improvement. The personality-oriented model has its own pedagogical technology: the transition from explanation to understanding, from monologue to dialogue, from social control to development, from management to self-government. Learning is realized in joint activities, cooperation between the teacher and children, in which the teacher is an assistant, adviser, senior friend. It is necessary to take into account that any teaching model, including such a progressive one as the student-oriented one, is studied by scientists, and is implemented and put into practice by a teacher in a particular institution in the process of interaction with students. The teacher is the main person in transforming the learning process on a humanistic basis.

In didactics, different types of learning have developed: direct, problem-based, indirect.

1 Direct training.

Direct teaching assumes that the teacher defines a didactic task and sets it for the children (we will learn to draw a tree; compose a story based on the picture that lies in front of each of you). Next he gives an example of ways to complete the task (how to draw a tree, how to write a story).

Conclusion: - during the lesson, the teacher directs the activities of each child to achieve results. To do this, he trains children in mastering the methods and actions necessary to complete a task and acquire new knowledge.

2. Problem-based learning.

Problem-based learning lies in the fact that children are not given ready-made knowledge and are not offered methods of activity. A problematic situation is created, which the child cannot solve with the help of existing knowledge and skills, including cognitive ones. To do this, he must “reverse” his experience, establish new connections in it, and acquire new knowledge and skills. In problem-based learning, children can understand a problematic situation and resolve it in dialogue with each other and the teacher, who directs the search in the right direction, in joint thinking. Collective search activity is a chain of thought and action going from the teacher to the children, from one child to another. Solving a problem situation is the result of teamwork. Research (I. Ya. Lerner, N. N. Poddyakov, L. A. Paramonova, etc.) emphasizes the special role of problem-based learning in the development of children’s mental activity and their creative powers. “Thinking,” writes S. L. Rubinstein, “usually begins with a problem or question, with surprise or bewilderment, with a contradiction. This problematic situation determines the involvement of the individual in the thought process; it is always aimed at solving some problem.” The moral aspect of problem-based learning is obvious: together they “discovered,” for example, why the glass “cryed” in the dressing room when they ran there, caught in the area by sudden rain. The thought of one child (the glass fogged up from steam) continued the guess of the other children (where did the steam come from in the room - maybe from our wet clothes?; why did only the glass become wet?). Children freely express their thoughts, doubts, follow the answers of their comrades, argue or agree. A certain style of business cooperation is emerging, based on a dialogue of equal partners (T.A. Kulikova). The teacher’s task is to lead a complex ensemble, where every child can be a soloist. He involves children in a joint mental search and provides assistance in the form of instructions, explanations, and questions. Cognitive activity is accompanied by a heuristic conversation, during which the teacher poses questions that encourage children, based on observations and previously acquired knowledge, to compare, juxtapose individual facts, and then come to conclusions through reasoning. The main driving force behind problem-based learning is the system of questions and tasks that are offered to children. The most effective questions are, first of all, those that require establishing the similarities and differences between objects and phenomena. A special place is occupied by problematic issues that encourage us to reveal the contradiction between established ideas and newly acquired knowledge. Questions that activate children’s imaginative thinking and imagination are valuable.

Conclusion: - given the important role of problem-based learning in activating the mental activity of children, in the development of cooperative relationships between them, we can talk about its advantages over direct teaching. However, one should also remember the “weaknesses” of problem-based learning. First of all, it can be difficult for a teacher to determine the degree of difficulty of a problem situation for children in a group (subgroup). For some, everything about this problem may be clear, known from past experience, while others, on the contrary, “do not see” what it is, have not yet “grown up” to it. Therefore, it is important to select a search group of no more than 5-6 people with an “equal start”. Also, problem-based learning requires a lot of time and reduces the information capacity of classes. Taking these circumstances into account, problem-based learning should not be considered the only type of learning: it is advisable to combine it with direct and indirect learning.

3. Indirect learning.

The essence of indirect learning is that the teacher studies the level of training and education of children, knows their interests; observes development trends, sees the slightest sprouts of something new in the child, something that is just hatching.

Based on the collected data on the development of children, the teacher organizes the subject-material environment: consistently selects certain means with the help of which the process of mastering new knowledge and skills can be optimized, and interests that have arisen can be strengthened. These can be books, games, toys, plants, equipment for experiments, utensils, etc. Next, it is necessary to include these tools in children’s activities, enrich their content, and influence the development of communication and business cooperation. For example, the children of the older group returned after a summer holiday, some of them visited other cities and countries. Children exchange impressions, but their knowledge is fragmentary, although it has a bright emotional coloring. The teacher shows the book - an atlas for preschoolers, explains its features, and together with the children looks for cities and countries where they have visited. Next, he organizes an examination of the atlas, encourages students to “read conventional signs” (sights, industry, flora and fauna). “Discovering the meaning” of symbols encourages travelers to write coherent stories about their summer trips. Their stories are of interest to other children, who are also in a hurry to share their personal impressions of their vacation. It turns out that there are different countries, cities, holiday villages, villages. And this is the basis for enriching the subject-material environment with new objects through which indirect learning is organized: paintings and pictures, videos about rural life, work, about different landscapes, bodies of water (seas, oceans, rivers, lakes, ponds), etc. . As a result of such training, preschoolers acquire basic geographical knowledge; their cognitive interests expand, cooperation between children develops. With indirect learning, the motto becomes “If you learn yourself, teach someone else.” Therefore, it is important to create conditions through which children can demonstrate their competence in this or that matter, tell others about what they know, and teach what they can do. A child is especially inspired if a teacher turns to him for help: “Seryozha, when I was little, I knew how to play chess a little. Help me remember how to place the pieces and how they move.” The teacher as a student. Agree that this is not a common occurrence, so other children become not only spectators in the “chess school”, but also active participants: they remember the names of the pieces, their location on the board, methods of movement, exchange opinions, ask questions, and empathize with the players. And in the evening they will proudly tell their parents: “I know all the chess pieces! I learned it myself!”; “I learned to ride a horse!”

Conclusion: - the meaning of indirect learning is that the teacher teaches children to use different means to understand the world around them, puts the child in the position of teaching others, i.e. actively promotes mutual learning and self-learning of students. Managing mediated learning requires the teacher to be able to predict the pedagogical process, flexibility, and mobility of behavior.

Forms of teaching children and their characteristics

Article “Forms of teaching children and their characteristics.
Models and types of training." There are three forms of training organization. 1) individual 2) group 3) frontal 1) The individual form of training contains many positive qualities. The teacher determines the task and content. Methods and means of teaching. These classes cannot become the main form of training. But in some cases, individual lessons are necessary (children who are often ill, restless, excitable). By working with these children, individual education helps them acquire the necessary knowledge and skills. 2) Group form . Classes are conducted with a subgroup (no more than 6 people). Each subgroup should have children with different levels of development (the stronger ones help the younger ones). 3) Frontal classes are conducted with all children. Their content can be activities of an artistic nature, music. knowledge, performance demonstration, acquaintance with works of art. In such classes, the effect of “emotional impact and empathy” is important. The teacher outlines the program content and implements it during the lesson. Types of training. Direct training. The teacher sets a task, gives an example of teaching methods and, in the process of work, guides the child towards the result. Most importantly, the teacher trains children in mastering methods of action. Problem-based learning. The child is not given ready-made knowledge. A problematic situation is created. Children must understand the problem, discuss it with the teacher, solve it - look for solutions. The main method is heuristic conversation, the essence is asking questions. Children give answers based on previously acquired knowledge, a business style develops, and cooperation develops. Indirect learning - through objects, things, etc. Organization by the teacher of the subject-material environment. It creates interest. Intensify the activities of children. These tools are then used in teaching. The purpose of such training is to teach children. obtain knowledge using different sources. Models of learning . In the practice of a teacher, there are 2 types of models: an educational-disciplined model, a personality-oriented one. Academically disciplined. Goal: to equip children with knowledge, skills, abilities, and instill obedience. Methods of communication - instructions, explanations, prohibitions, demands, threats, punishments, notations. Shout. The teacher’s task is to implement the program and satisfy the requirements of management and regulatory authorities. Frontal forms of work with children are carried out. Play as a main activity is limited in time. Result: mutual alienation of adults and children. Personality-oriented. When communicating with children, the teacher adheres to the principle “Not next to and not above, but together!” Goal: to promote the development of the child as an individual. The tasks being solved are: developing the child’s trust in the world, a sense of joy of existence (psychological health), the formation of the beginnings of personality, the development of the child’s individuality. Methods of communication require the ability to take the child’s position, take into account his point of view, and not ignore his feelings and emotions. Communication tactics are cooperation. Viewing the child as a full partner in a cooperative environment. Great importance is attached to the game. The expected results are an expansion of the “degrees of freedom” of the developing child. The personality-oriented model of communication does not imply the abolition of systematic education and upbringing of children, nor does it negate the fact that public preschool education is the first link of the general system of public education.

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