The education of preschool children and the entire educational process within preschool institutions is considered in detail by N.V. Abramovskikh, E.N. Stepanova, L.V. Pozdnyak and other scientists. They perceive the education of preschool children and education in kindergarten as a holistic system of education, which contains the formation of the personality of children, their development, educational and educational processes. This also includes various teaching methods, forms and conditions.
For pedagogy, a significant step is that the process of education and training of preschool children is recognized as a system consisting of many elements.
Education of preschool children in preschool educational institutions
There are the following principles for organizing the educational process in kindergartens:
- Teaching preschool children requires taking into account the characteristics of each child related to his age and individual personal development. You also need to take into account the interests of children.
- Educational and educational tasks must be solved jointly with each other.
- It must be taken into account that the leading activity for children of this age is play. It is also necessary to alternate the activities of children.
- The teacher is obliged to structure his interaction with each child in such a way that it reflects his respect for him.
- It is necessary to create conditions that have a positive effect on the process of developing different abilities in children.
- It is necessary to provide preschool teachers with all the conditions for developing their competence and level of skill.
- It is necessary to encourage all participants in the educational process to implement the principles of the Declaration of Children’s Rights.
I.P. Podlaska believes that it is necessary to clearly distinguish the individual elements of the system. This will allow you to analyze the connections that exist in it and monitor the relationships between them. And this will improve the practice of the educational process.
This means that in order to manage the education process, it is necessary to have a systematic approach.
To do this, it is necessary to deeply theoretically analyze the process of education in kindergarten and the education of preschool children, as a structure in which there are certain patterns.
During the educational process, the teacher purposefully teaches children, develops their personal qualities, educates them, and helps children learn to self-educate.
The organized pedagogical and educational process in kindergarten is a system of relations between a teacher and a child, which sets the goal of teaching preschool children, raising each child as a fully developed personality and teaching him the necessary social skills.
As a result, the child develops diversified. He improves physically, his aesthetic and artistic perception and cognitive activity improve. His social and personal position is formed.
Teaching in kindergarten article (senior group) on the topic
Kindergarten education
Education in preschool age is a systematic, planned, purposeful process of developing children’s cognitive abilities, equipping them with a system of basic knowledge, and developing skills and abilities to the extent provided for by the “Kindergarten Education Program.” Education plays a leading role in the mental education of preschool children, since in the course of it all the tasks of mental education are comprehensively solved. It provides for the consistent communication of knowledge to children, its clarification and systematization, the development of cognitive processes and mental activity. Training contributes to the development of observation, curiosity and such qualities of the mind as inquisitiveness, intelligence, and criticality. Training is also necessary for the successful implementation of physical, moral, labor and aesthetic education. In kindergarten, children are taught cultural and hygienic skills, basic movements, they learn the rules of cultural behavior, they develop moral qualities, labor, visual, constructive, musical skills. Education in kindergarten is an important prerequisite for successful study at school not only because children master a system of knowledge, skills and abilities, but also because they form the foundations of educational activities. Soviet scientists have developed a theory of teaching preschool children. Alexandra Platonovna Usova made a great contribution to the development of Soviet preschool didactics. In her research, she showed the role of educational work in the educational process of kindergarten, gave a description of the educational activity of preschoolers and the features of its formation, revealed the content and methodology of teaching in the classroom. Education in kindergarten differs from school in content, organizational forms and methods. At school, students are equipped with the basics of scientific knowledge. The task of the kindergarten is to give preschoolers scientifically reliable, but elementary knowledge about surrounding objects and phenomena. The amount of knowledge and skills that preschoolers master is insignificant compared to school, but this knowledge and skills are of great importance for the further development of the child. V.F. Odoevsky called education in preschool age “a science before any science.” The content of education in kindergarten includes familiarization with surrounding objects, with the simplest connections and relationships between them, with the immediate causes of observed phenomena. Its purpose is to transfer to children not only knowledge and skills, but also the very methods of mastering them. There are different organizational forms of education in kindergarten and school. The main form of preschool education is an activity that differs from a school lesson in duration, structure, and level of requirements placed on children. In kindergarten, homework is not assigned and grades are not given; verification of acquired knowledge is carried out in the process of communicating new ones. Preschool education also differs in methods. Visual methods occupy a large place; didactic games and gaming techniques are widely used. The assimilation of new material occurs mainly in the process of active actions: practical manipulations with objects, various games, drawing, designing. However, as in school, education in kindergarten is programmatic in nature: it is mandatory for the teacher to fully implement the program, assimilate knowledge and skills by all children. In the learning process, he relies on the same didactic principles. Learning is a two-way process. It is successful only with the active participation of both the teacher and the children. The educator plays a leading role: he not only communicates new material, but also achieves its assimilation, actively influences the cognitive activity of children, and directs it. Preschool education is oral, pre-book, as V.F. Odoevsky and K.D. Ushinsky called it. A child acquires knowledge and skills from adults. This places great demands on their speech, both in content and form. The teacher must also have various skills in drawing, design, singing, rhythmic movements, etc., since demonstration is often used in teaching preschoolers. The result of learning is expressed both in the acquisition of knowledge, ability and skills, and in a change in the child’s personality, which occurs during educational activities. Educational activity is an independent activity of a child to acquire knowledge, skills, and methods of action. It proceeds under the guidance of a teacher. The educational activity of a preschooler is characterized by the fact that he understands the task assigned to him, is able to choose the necessary ways and means for its implementation, as well as ensure self-monitoring of the progress of the task and self-checking the results of his work. The main components of educational activity are, therefore, the acceptance of a task, the choice of ways and means for its implementation and adherence to them, self-control and self-test. Each of these components requires the child to have appropriate skills. So, in order to accept the task, preschoolers must be able to listen and hear the teacher, look and see what he shows, follow his instructions in mastering cognitive content, skills, and methods of action. For the child to be capable of choosing ways and means to achieve a set goal and could follow them; knowledge of possible ways and means is necessary, the ability to think through a work plan; act on it. During the work, he must show active mental interest, initiative and organization, act independently, achieve certain results in completing the task. As noted above, one of the components of educational activity is self-control, i.e. the ability to compare one’s actions, statements, judgments with what is taught. Self-control is an important point for children to develop attentiveness to the work process itself and the ability to make changes in the way they act. As a result, the child asks questions, asks to explain something again, retell it, etc. During the work, children begin to control their actions and critically evaluate its results. The teacher analyzes children's work and compares what each child has done with the sample. Children thoughtfully and with great interest compare their work with the standard and usually do not make mistakes in assessing it, often noticing even minor discrepancies. The emergence of self-control is a significant change in the child’s behavior and consciousness associated with learning. He begins to act independently, relying on demonstration and explanation, and does not resort to the example of his neighbor, which is sometimes incorrect. Concentration and independence appear: the learning process disciplines. All this gives the behavior of preschoolers a more organized character, making them more educated. Educational activity is formed gradually. Based on the research of A.P. Usova, she identified three levels of development of educational activities. The highest, first level is characterized by the fact that children listen to the teacher’s instructions, are actively guided by them in their work, correctly evaluate what has been done and ask questions about what is not clear, and achieve the desired results. At this level, children act consciously and do not resort to mechanical imitation. In this case, we can assume that the educational activity of preschoolers is basically formed. The second level is weaker. The existing signs of educational activity are unstable. At the same time, children can already learn: they listen to instructions, adhere to them in their work, when performing a task they tend to imitate each other, they exercise self-control by comparing their results with the results of others. The third level is the lowest. It is characterized by purely external general discipline in the classroom, but children are not yet able to learn: they listen to instructions, but do not seem to hear them, are not guided by them in their work, do not achieve results, and are not sensitive to assessment. Research and practice show that children are more successfully master educational activities during the learning process in the classroom, quickly assimilate the requirements placed on them if the teaching of certain knowledge, abilities and skills (for example, teaching literacy, the formation of elementary mathematical concepts) begins in a timely manner, taking into account the age characteristics and capabilities of children. In preschool age, especially in younger children, the role of play motivation in learning and the formation of educational activities is great. “The cat wants milk, let’s make bowls for it,” “Let’s build a house for the nesting doll,” “Let’s tell (read) a poem to the doll,” says the teacher, and the children eagerly get down to business. The teacher must gradually form in children cognitive motives for learning activities, that is, interest not only in the final result, but also in the very process of acquiring knowledge, in the ways of performing actions, so that they receive satisfaction from acquiring new knowledge and skills. Didactic principles are the basic principles that guide the teacher when organizing training. The term “didactic” comes from the Greek word “didaktikos,” which means “instructor.” Didactic principles were first formulated by the outstanding Czech teacher Jan Amos Comenius in the book “The Great Didactics, or How to Teach Everyone Everything,” written in the 17th century. Even then, Comenius put forward the principle of accessibility, systematicity and consistency of teaching, concentricity, clarity, activity, etc. Subsequently, didactic principles were developed by the founder of Russian pedagogy K. D. Ushinsky; based on the achievements of physiology and psychology of the second half of the 19th century. the great teacher gave a scientific substantiation of didactic principles. Soviet pedagogy puts forward the following didactic principles, which form the basis for teaching preschool children. The principle of developmental education. In order for training to successfully solve the problems facing it, it must be developmental. The idea of developmental education was put forward by the prominent Soviet psychologist L. S. Vygotsky. Its essence lies in the fact that training should not be oriented towards an already achieved level, but always be ahead of it, get ahead a little, so that the student needs to make an effort to master new material. In this regard, L. S. Vygotsky defined two levels of mental development: the first is the current level of preparedness, which is characterized by what tasks the student can perform independently; the second is the “zone of proximal development” - something that a child copes with with a little help from an adult. The teacher, guided by the principle of developmental education, gives children tasks at a sufficiently high level of difficulty so that their completion requires some effort and active mental activity. The principle of educational education. Soviet pedagogy clearly defined this principle, based on Lenin’s position on the partisanship of school and education. The task of education is not just to give knowledge, but also to form through it the correct attitude towards life, towards the surrounding reality, towards work, towards people. Teaching and upbringing as processes are inseparable. By determining the content of the lesson, the teacher also outlines educational tasks that must be solved during it. For example, when planning a lesson on the topic “How do people learn about each other,” the teacher sets an educational task - to clarify and systematize children’s knowledge about what means of communication people use to learn about each other, what items are needed in order to write and send letter. Together with the teacher, the children compose a letter to a sick friend, select the most beautiful drawings for him, thus showing care and attention. The kids observe the work of the nanny, learn what her work is, how much effort she gives them; the teacher strives to make children want to help the nanny and treat her work with care, i.e. educational and educational tasks are solved at the same time. The principle of accessibility of training. Education is only effective when it is feasible and accessible to children. Both the content of training and its methods must be accessible. The principle of accessibility was first formulated by Jan Amos Comenius as follows: “from close to distant, from simple to complex, from familiar to unfamiliar.” This principle underlies the design of curriculum. The program for preschoolers provides, first of all, for the study of those objects and phenomena that directly surround the child, familiarization with them proceeds from close to distant. So, first, children get acquainted with what is directly in the group room, then in kindergarten, in its surroundings, in their hometown, village, and only then with the concepts of “our Motherland”, “capital of the Soviet Union”. The principle of accessibility presupposes compliance with the measure of difficulty in holding new material, the correct ratio of difficult and easy. Accessibility of learning is ensured by relying on children’s existing knowledge and concrete presentation of the material. The principle of systematicity and consistency presupposes such a logical order of studying the material that new knowledge is based on previously acquired knowledge. This is exactly how the material is arranged in the program. This principle must also be observed in the practical organization of training. The teacher distributes the study of program material in classes in such a way as to ensure its consistent complication from lesson to lesson, the connection of subsequent material with the previous one, which helps to clarify and strengthen knowledge. For example, drawing on the theme “Autumn in the Garden” is preceded by observations of autumn nature in the kindergarten and in the park, conversations about autumn, and reading poems. Based on the consistent accumulation of knowledge about surrounding phenomena, the teacher forms generalized concepts in children. So, during the fall, children and their teacher observe changes in nature every day. In a general conversation, which is held at the end of the season, the teacher leads the children to a conclusion about the characteristic features of autumn, its differences from other seasons. In the preparatory group for school, the child must acquire a certain range of knowledge about the work of adults: work for the benefit of society is honorable and necessary case; Those who have particularly distinguished themselves in their work are awarded prizes, certificates, orders, and medals. To prepare children to understand the social significance of work, the teacher, starting from the younger group, consistently introduces the types of work activities of adults that are understandable to them, each time emphasizing how important the work of a cook, postman, builder, collective farmer, teacher, etc. is for people, how Those who work conscientiously are respected in our country. Based on the knowledge accumulated by children, the teacher forms a generalized idea of the importance of human labor for society. The principle of children’s consciousness and activity in assimilation and application of knowledge. Knowledge is strong when it is realized and comprehended. Awareness of them occurs the more effectively the more actively the child operates with them; mastering knowledge occurs more successfully if children are given mental tasks. When researching learning issues, the following experiment was conducted. The children were given two types of instructions—directions on how they should act. The first type was conventionally called dictation: a sequence of actions was dictated to preschoolers. Each new action was named after the previous one was completed. The second type of instruction was conventionally called holistic: the task was presented to the children immediately, in its entirety. Practice has shown that with complete instructions, children act more independently and confidently, although they sometimes forget the sequence of operations. Dividing the process into small operations in the case of dictation instructions causes purely mechanical execution of actions; At the same time, children can perform quite complex work, but do not develop mentally. Holistic instructions give the child greater freedom of action and offer a more mentally challenging task. This contributes to the development of the child’s activity and greater independence. When using holistic instructions, the teacher tells the children how to vary and diversify the methods of action, and encourages their initiative. For example, he gives them the task of making a cart out of thick paper: he shows the finished design and asks them to think about how it can be made, remember what work the children have done before, which one the cart looks like, what is new in this work. Thus, children independently, with the guiding role of the teacher, determine the progress of the task. To enhance the cognitive activity of preschoolers, the teacher uses various techniques. One of them is asking questions. “Why do you think that this picture depicts autumn?”, “How did you guess that the riddle says about a rainbow?”, “What will happen to the snow when we bring it indoors?” In search of an answer, children rely on their practical experience; If they find it difficult, the teacher attracts them to observation, reflection. Shiroko is used in kindergarten to receive comparison. In the process of observation, the teacher teaches children to distinguish the characteristic features of the appearance of objects, living objects, find similarities and the difference between them. Initially, such a comparison is just in the simultaneous examination of two items or living objects, and later preschoolers can find similarities or the difference when considering only one object based on the idea of the compared with it. Comparative observations make it possible to make a conclusion not only about external similarities or differences, but also to establish some patterns arising from them. For example, when comparing a dragonfly and butterflies, the children establish that their appearance depends on the methods of nutrition: “The butterfly has a proboscis, but the dragonfly does not, because the butterfly drinks juice, and the dragonfly catches on the summer of flies.” The purpose of forming cognitive activity can The elementary search activity of children is organized, which is expressed in the fact that the teacher puts forward cognitive tasks, which are then solved in the process of direct active observation, the participation of babies in elementary experiments, heuristic conversations conducted by the teacher. For example, on a frosty day, children are set: “Do you think it is possible to sculpt snowballs today? Why not? What should be done with snow so that it is easy to sculpt from it? " To answer these questions, children consider snow, try to blind snowballs, express their judgments, why it is difficult to do. Then they bring snow into a warm room and sculpt from it again. Based on the observations and experiments, children come to the conclusion that the properties of snow depend on the air temperature. As a result of the elementary “research” in which they participated, the knowledge gained will be conscious and strong. The student creates the conditions for the application of the acquired knowledge in active activity. After an excursion to the library, he suggests checking whether all books in the book corner are in order, and organizes collective work on their repair. The next day, children are offered to organize a game in the library. So, in active activity (work, game), knowledge obtained in classes is fixed that books must be protected. The results of children's education are directly dependent on the degree of activity in the assimilation and application of knowledge, skills that make up the program material of kindergarten. Explosion of children in the learning process can be recommended for different techniques. It is necessary to provide the opportunity to be active in the course of classes to those preschool children who show little themselves. So, in the stories according to the picture, according to the plan, according to the model, in solving problems, it is necessary that these children speak first. A call for an answer should not turn into a communication of the teacher with only one child. It should be given the task of one of the children, to interest the whole group to interest it; In the process of the story, observation, it should be noted what is important for all babies, which they also need to work on. Then the children will relate to what each of them does or says, as their own business. Therefore, you also need to be able to pay attention to what one or another child says or does. All children become active, but for this it is necessary to teach their lives in the team, to manage it, to manage it. Because the child’s thinking is visual-shaped. The principle nominated by Komensky, this principle was formulated as follows: “Everything that is possible to be provided for perception by feelings, namely: visible - for vision for perception, hearing - hearing, smells - smell, subject to taste - taste; Available to touch - by touch. If any objects can be immediately perceived by several feelings, even if they are immediately covered by several feelings. ” D. Ushinsky, referring to the characteristics of preschool children, wrote: “Children's nature clearly requires clarity. Teach the child to some five words unknown to him, and he will suffer in vain and in vain on them, but connect twenty such words with the pictures and-the child will learn them on the fly. You explain a very simple thought to the child, and he does not understand you; You explain to the same child a complex picture, and he understands you quickly. ”Modern pedagogy believes that various types of visibility should be used in preschool training: observation of living objects, examination of objects, paintings, samples, the use of technical tools, the use of schemes, models . Princip an individual approach to children. Children differ in different levels of flexibility of mental activity - some quickly find answers, others need to thoroughly think in order to come to the right conclusion; A different pace of assimilation of knowledge - one quickly grasps and remembers, others need prolonged work and repetition to learn new material. At different pace, skills are also formed: one child performs actions automatically after a dozen repetitions, in others this number of repetitions doubles and tripled, and only then the action becomes automated. The educational institution organizes work with children, taking into account their individual characteristics. If he had been doing the same with all preschoolers, then some would successfully cope with the material, while others would gradually lag behind more and more. It is wrong if the teacher in his work relies only on children who know the material, those who always raise their hand; Then the same guys are actively working, and some part remains passive. Not having time for active children, they gradually lag behind in the development and assimilation of knowledge. The differentiated approach to learning requires a certain flexibility from the teacher: to give a more difficult task to a strong child, to put a more difficult question before him, to entrust a greater amount of work - this will support his interest in classes; At the same time, to ensure that all the children fulfill the tasks assigned to them, to ask those who do not raise their hand; provide timely assistance to the weaker, select individual tasks to them within their individual “zone of proximal development”, ask them available questions, make it possible to feel that they are also able to learn the material. Having been worried about didactic principles, the teacher achieves the best results in teaching children. Preschool age is determined by the "Education Program in kindergarten." It includes the development of speech, familiarization with others, familiarization with fiction, the development of elementary mathematical representations, teaching visual and constructive skills, musical education, development of movements. When selecting software material, it should be taken into account that it is, on the one hand, to children to be solved , and on the other hand, he developed their mental abilities as much as possible; So that he was not only a margin of information, but also enables preschool children closer to understanding the laws that strangled the world around him; In order for children to receive such knowledge that would encourage them to observe the environment, establish relationships and dependencies, draw conclusions. The Soviet scientists are constantly working on improving the teaching program taking into account the capabilities of children. The determination of the content of each section of the training program for preschool children is carried out in the course of the relevant methods. In preschool pedagogy, the section "Familiarization of children with others" is separately studied.
The importance of the educational process
The importance of the educational process is to create conditions that are most suitable for the timely launch of a personality formation program. As a process, the education of preschool children should be aimed at achieving specific goals and objectives. It should be gradual and go through different stages. You also need to help your child gain experience in different activities.
The educational process in kindergarten has the same principles as the educational process in general. It has the same structure. Also, the logic of its construction is no different. However, there are some specific features characteristic of teaching children in kindergarten. These features are associated with the age of children and the pattern of their development in the preschool period.
Moreover, in each institution, teaching preschool children is unique in some way. Even within one group in one institution, each child has its own approach. Several parties take part in the design of the educational process in any institution. The state plays its role. A lot depends on the parents of the children and the preschoolers themselves. But the key role, of course, lies with the educator.
Main tasks of preschool education
Kindergarten is the second social institution in a child’s life after the family. Education in kindergarten is aimed primarily at teaching children to live in society, developing the necessary skills of communication and interaction with people around them. For preschool children, communication with peers is a necessary component of harmonious development, because thanks to the developed effect of imitation, learning in a team allows you to master new knowledge and skills much faster. Many parents are frightened by the process of their child’s adaptation to kindergarten. However, the competent behavior of educators makes it possible to smooth out this process and carry it out as painlessly as possible, in contrast to the difficulties that await home children in the school community.
The tasks of preschool education in kindergarten include teaching the basic laws of communication: the child learns to seek a compromise between his desires and the interests of others, to defend his point of view and at the same time be able to restrain himself when resolving disputes. Under the supervision of a teacher, children acquire the first skills of independence, which form the basis for the child’s self-organization at home and, in the future, at school. It is especially valuable that in a children's group all these skills are formed in the most natural way - during play and in the process of communicating with other children.
Of course, kindergarten education does not in any way detract from the value of home education. However, given that modern families rarely have more than one child, kindergarten remains the most accessible source of communication and development in a team.
In addition to getting to know society, the goals of education in kindergarten are the mental, physical, moral and aesthetic development of the child. All these are necessary components for the formation of a full-fledged self-sufficient personality. The teacher’s task is to offer a wide variety of activities that will allow each student in the group to realize their potential. This could be drawing, designing and creating applications, music classes, physical education or gymnastics, and also, additionally, learning a foreign language, choreography and much more. In this way, conditions are created for the development of five basic personal potentials - cognitive, communicative, value-based, artistic and physical.
Basic models of the educational process
To determine which model of the educational process will be most optimal in a child care institution, you need to study the main models that exist in kindergartens today and are successfully practiced:
1. Educational.
Today this model is one of the most common in children's educational institutions. The principle of this model is to separate different teaching methods and build each individual method on its own logic.
The adult in this model plays the role of a teacher. He takes full initiative in what and how the children will do. He directs their activities almost the entire time they are within the kindergarten.
To implement this model, the teaching of preschool children and the educational environment are rigidly programmed in advance using various techniques. The educational process itself is based on discipline. It is a lot like a school uniform.
The subject environment in the group is organized in such a way as to support the classes being conducted. Therefore, each subject plays the role of a teaching aid. The educational model is attractive because it is highly technological, the teacher can easily understand and apply it.
Teachers also have many notes issued by methodologists and practitioners. Therefore, he can easily find material for classes.
2. Complex thematic
This model is slightly different from the previous one. It is based on the fact that the basis of the content is the topic. This topic is presented to children in an emotional way and communicated in the form of knowledge. Moreover, children not only receive ready-made knowledge, they seem to receive it during their own activities and experience them.
The teacher no longer plays the role of a teacher, but a partner for children, thereby becoming one step closer to them psychologically.
A teacher operating within this model is more free in his approaches. He can be creative.
The teacher himself determines what topics need to be introduced into classes. He also organizes the systematic nature of the educational process. Education for preschool children is structured in such a way as not only to develop the child’s personality, but to expand his understanding of the world around him.
This model is especially popular with pediatric speech therapists. Since selecting topics and creatively implementing them during classes requires great pedagogical and creative potential.
3. Subject environment.
The educational process is based on the principles of projection on the subject environment. The teacher organizes the subject environment in the group. He selects educational materials and encourages children to try to interact with them.
The essence of this model is well revealed - the Montessori model.
This approach relies on the self-development of the preschooler, limiting his education to the subject environment. Therefore, there is no systematicity in the educational process. The child’s horizons narrow sharply. At the same time, the teacher does not need to creatively organize the educational process.
The model is based on technological solutions.
What is the basis for teaching preschool children in kindergarten?
Let's distinguish two groups:
- forms of work with preschoolers that are adequate to their age-related abilities. Focus on the development of all types of child activities, especially play, since it is the leading activity at this age.
- The education of preschool children is structured in such a way that they interact with adults. They play together, read together, communicate, do various physical exercises, play music, conduct research, learn something new.
How and why is preschool education changing?
The field of preschool education is changing rapidly around the world, driven by both negative and positive trends. These include increased attention to early childhood development, an increase in the number of professional teachers, research to identify shortcomings in existing educational systems and improve curricula, and increased public and private funding.
An overemphasis on literacy and mathematics skills is seen as a negative factor, which negatively affects the balance of the approach to learning. Topics such as social, emotional development and professionalism are often neglected in universities and colleges. As a result, future teachers are not competent enough to work with children. Another problem is the uneven distribution of priorities by parents, which is why the expansion of opportunities in preschool organizations does not receive proper support. In addition, educational programs adopted for reasons of expediency and efficiency deprive the child of the opportunity to explore the world around him independently and express his opinions.
Based on the research conducted, conclusions can be drawn about which factors most influence changes in the preschool education system.
