Types of reflection used in preschool educational institutions
In the theoretical literature, several types of classifications of reflection are distinguished. In relation to preschool educational institutions, the following classification is more appropriate and acceptable:
Finished works on a similar topic
Coursework Reflection in a preschool educational institution 450 ₽ Abstract Reflection in a preschool educational institution 280 ₽ Test paper Reflection in a preschool educational institution 250 ₽
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- Reflection on the content of an educational lesson is aimed at identifying the level of understanding and assimilation by children of the material that was presented by the teacher. Through this type of reflection, the teacher establishes logical connections between acquired knowledge and the ability to use it in practical activities.
- Reflection on pedagogical activity - provides an opportunity to comprehend the techniques and methods of work used by the preschool teacher when organizing training sessions. When conducting this type of reflection, the teacher teaches children to meaningfully control and plan their thinking, their actions, and evaluate their correctness. It is necessary to evaluate only those rules of action that are familiar and understandable to the child.
- Reflection of emotional state and mood - the mood and attitude of students are assessed at the beginning and end of the training session. At the beginning of a training session, reflection helps to identify the children’s emotional mood for the lesson, and at the end, satisfaction from its implementation is revealed.
The importance of reflection in preschool educational institutions according to the Federal State Educational Standard
According to the Federal State Educational Standard, one of the main tasks of preschool educational institutions is to create the conditions necessary for the comprehensive development of children, according to the specifics of preschool age.
Much attention is paid to supporting children's individuality and initiative, the ability to make decisions in various situations, and expressing their own thoughts and feelings. Based on this, practicing teachers have a need to search for new methods and means of developing conscious activity in preschool children and developing the ability to analyze their own activities. One such method is reflection. The main requirements for preschool teachers are their organization of educational activities with preschool children, demonstrating professionally competent and correct completion of the lesson, using reflective assessment techniques.
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Definition 1
Reflection is the ability to comprehend and analyze one’s own internal state.
Currently, preschool teachers have accumulated sufficient experience in developing reflective skills in preschool children. Control over the organization of work on the development of reflective skills in children within the preschool educational institution is carried out by a methodologist who evaluates the methods and techniques of reflection selected by teachers, in accordance with the age characteristics of the children.
Note 1
It is advisable to begin the development of reflexive activity skills in preschool children from the second youngest group, that is, with children of the fourth year of life.
