Presentations for the lesson of home education for preschoolers. Children's electronic presentations and clips. Reading fiction
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Features of teaching preschool children The presentation was prepared by: teacher-psychologist of the Lyceum No. 4 Klyonina D.A.
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Peculiarities of educational work with preschool children Educational work with preschool children took shape in certain forms in accordance with the requirements of the times. Forms and means of educational work with children of preschool age in the didactics of Comenius, Pestalozzi in relation to the conditions of education in the family, to the labor processes that were carried out in the family, other than in the pedagogy and didactics of Owen and Frebel, where they are associated with the processes of raising children in the nursery institution.
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The changing conditions of upbringing determine the change in the forms and means of educational work with children. Therefore, it is legitimate to consider both the forms and means of educational work in their development, to see in them the obsolete and those new features that are caused by new tasks and conditions of education.
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Educational work with children can be carried out by a variety of means, depending on the goals for which it is carried out. These may be the goals of the overall development of the child without claims to be programmatic. Then the educational work can be done in the conditions of play, work, individual communication between an adult and a child, etc.
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Considering the means of educational work, we come across the concept of didactics in relation to preschool age (didactic games, didactic material, didactic method). This is important to emphasize. The requirements of didactics help to separate from the general course of the educational process that which is connected with learning in educational work.
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Didactic means of educational work can be divided into two groups: - the first group is characterized by the fact that the training is conducted by an adult, - in the second group, the teaching influence is transferred to didactic material, a didactic game built taking into account educational tasks. This difference is of a fundamental nature and determines the difference in the requirements for children.
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Let us consider the nature of learning in such didactic conditions, when the teaching role belongs to an adult. The main thing here is the psychological influence of an adult on a child, on a group of children. An atmosphere of joint activity of an adult and a child is created; the closer the adult is to the child, the greater the results he achieves. It is quite legitimate to define here the role that is assigned to the activity of the child.
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We find interesting statements about the role of the child's activity in L. N. Tolstoy and K. D. Ushinsky in connection with the criticism of classes according to the Froebel system. These statements contain the following idea: where a child is seen only as an object of influence, and not as a being capable of thinking independently to the best of his childish abilities, having his own judgments, capable of doing something on his own, the influence of an adult loses its value; where these abilities of the child are taken into account and the adult relies on them, the effect is different.
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Another group of means of educational work is based on the principle of autodidacticism. The educational influence here belongs to the didactic material, didactic game, educational and game tasks that automatically lead the didactic process, direct the child's strength, give him the opportunity for self-learning.
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In the didactic game, the most popular means of preschool education, the child learns to count, speak, etc., by following the rules of the game. An adult can only monitor the progress of the game and make adjustments to it. This group of means also includes educational work with children on the basis of a task. The process of mastering knowledge and skills here relies on the child's own strengths. It is assumed that children can learn reading, writing and counting in this way.
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The role of an adult is manifested indirectly: in the preparation of methodological educational and game tasks, in organizing the environment for these games, in changing tasks during the game, in individual lessons. With this nature of educational work, there is clearly a tendency to rely entirely on the independence of children, to remove the direct influence of an adult, to reduce his functions to a series of operations of indirect significance. The impression of the living process of such a game-learning is, of course, very pleasant: all children are engaged in a serious game, the scope of tasks really makes such games didactically meaningful.
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A characteristic feature of autodidacticism is that the child is given the opportunity to learn more or less by himself. In a didactic game, he is guided by the rules of the game, game actions, in educational-game tasks - instructions for performing such a task, prompted actions, in didactic material - a way of acting with him. Within the framework of the proposed child is independent.
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In educational-playing sessions, the adult is left with the development of tasks, control over their implementation and individual lessons in case of difficulties. He cannot teach knowledge and skills directly, the child must follow the path that the task prompts him.
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Means of educational work with preschoolers Children can acquire knowledge and skills in language, counting, drawing, construction, etc. only on the condition of training in these activities. Under these conditions, experience in the form of knowledge and skills will become the property of all children and will have an impact on their development. These tasks should not be associated with any special giftedness of children.
Presentation for classes in the senior, preparatory group of kindergarten. Acquaintance with the most famous and age-appropriate museums in St. Petersburg. The purpose of the lesson: familiarizing preschoolers with the history and culture of their native city. At the end of the presentation, questions to check the degree of assimilation of the material.
Abstract of a drawing lesson with children of the senior group "Still Life"
Work tasks:
1. To develop in children the ability for visual activity (sense of color, composition)
2. Encourage children to independently convey images using the means of expression available to them (color, shape)
3. Continue to introduce children to the genres of painting.
4. Continue to develop fantasy, imagination.
Materials: multimedia presentation, wax crayons, sheets of paper, fruits or fruit models.
Lesson progress:
The teacher, together with the children, consider the fruits brought.
What shape, what color, what feel.
The teacher invites the children to listen to one story that happened to these fruits and includes a presentation.
“There lived four friends - Apple, Apricot and two sisters Plum. But one day there was a quarrel between them because each decided that he was the most beautiful and the most delicious.
“I am the most beautiful,” said the Apple and moved away from his friends. "No, I'm the most beautiful" - said the apricot and also stepped aside. “No, no, we are the most delicious, the most elegant and the sweetest,” the Plums shouted, but no one heard them anymore, because the friends fled in different directions. But then Orange came to them and said that each of them was beautiful and tasty in its own way. Orange reconciled friends.
The teacher invites the children to draw a fragment of this story (two fruits together, one to the side, three together, etc.)
After the children finish drawing, the teacher asks the children what the name of the picture is, which depicts flowers, fruits, vegetables, dishes.
After the children's answers, he sums up “Yes, that's right, still life. Today we all painted still life. See how different they turned out, despite the fact that we depicted the same fruits. It all depends on how we will arrange the objects on a sheet of paper. It's called composition."
The teacher invites the children to come up with their own story with fruits at home and draw a fragment from it.
Target audience: for preschoolers
Presentation for an extracurricular activity for a preschool class. Objectives of the event: to develop children's knowledge of ordinal counting within 10 (direct and reverse counting). To consolidate and generalize the knowledge of children about the properties of geometric shapes. Develop the ability to compare numbers. To improve the ability of children to navigate in space. Develop attention, thinking, fine motor skills. Raise interest in mathematics and the desire to work in a team.
Target audience: for preschoolers
This presentation provides material on spring fires. It tells about the dangers of grass being set on fire, about the consequences of fires. The material is presented in a clear, accessible language for preschool children.
Target audience: for preschoolers
The multimedia didactic manual "GUESSING MUSIC COUNTRY" is an interactive musical and didactic game for the development of auditory perception in children of senior preschool age (5-7 years old).
Dasha, a traveler from the cartoon of the same name, greets the children and informs them that today they are going on a journey through the musical country "Guessing" with the help of a magic card.
Purpose of the game: to activate the auditory perception of children.
- develop the ability to distinguish by ear the nature of music, genres of music, timbres of musical instruments;
- to form the ability to independently make decisions and make choices;
- arouse interest in the process of perception of music.
It can be used by music directors, educators both at music lessons and during subgroup and individual lessons, as well as by parents.
Target audience: for preschoolers
Interactive coloring "Find the number" is intended for children of senior preschool age and students of grade 1. The resource was created with the aim of consolidating knowledge of numbers, developing attention, memory and perseverance. The resource can be used for individual or frontal work at the stage of consolidating knowledge in mathematics lessons, at extracurricular activities. Consists of 13 slides, the transition to the next slide is carried out only with the correct answer. The work was done in Microsoft Office Power Point 2007.
Target audience: for preschoolers
The presentation is designed for children of senior preschool age (5-6 years). This presentation is used as additional material on the development of logical relationships in children in collaboration with a teacher or parents. The purpose of the game is to teach children the classification of geometric shapes according to two characteristics at the same time (size, shape), the selection of those figures that correspond to these characteristics.
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The structure of the labor process; the goal; the motive of labor; the subject of labor (material); tools of labor (equipment, tools) labor actions, intermediate results; final result, its significance.
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Setting the goal of work In order for children to understand the need for work, special situations are created. Setting the goal of labor is carried out taking into account the age, characteristics of the work of children: First, the goal is set by an adult (younger group) Then joint goal setting (middle group) The goal is set by children on their own (older group) situation or game play. You can also use problem situations, requests They cope better if they work in familiar conditions and the result is important for children
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Labor motivation for younger preschoolers, the process of labor itself is important in middle preschool age; for children, the result of labor is important in senior preschool age; children, not only the result of labor is important, but also the opportunity to show their “skill” processes that create objects necessary for play or everyday life It is important to use interesting methods for organizing the work of children Use attractive equipment
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Selection of objects of labor At a younger preschool age, the teacher draws the attention of children to disorder and selects the objects of labor himself, explaining why they need to be washed (cleaned, arranged, removed). In middle preschool age, this activity should be carried out together with children. At older preschool age, children are taught to independently select objects of labor and explain their choice. Methods: Demonstration and explanation, conversation, problem situations, exercises, simulation
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Preparation of work equipment It is important to include children in the preliminary selection of tools and equipment for work. At the same time, the educator should help to establish a connection between the set of tools and the purpose of the work. At a younger preschool age, the teacher: selects the items necessary for work (apron, basin, etc.), shows the children each of them, clearly names it, asks to pronounce the names in chorus so that they are better remembered by the children, explains the purpose of each item, demonstrates its location.
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Preparation of work equipment In middle preschool age, this work should be done with children. Older preschoolers prepare equipment on their own, the teacher only helps by asking leading questions. At this age, it is important to form in children the idea that the result of labor depends on the correct choice of labor equipment and the convenience of its location.
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Fixing the attention of children on the composition and order of performance of labor actions Each labor action is shown, explained and motivated. The labor process itself is demonstrated in stages. The teacher fixes the attention of children on each significant labor action and its intermediate result, emphasizing its difference from the final result - Particular attention should be paid to the correctness and sequence of the performance of labor actions by children. To do this, you can use a display, explanation, artistic word, encouragement.
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The final result of labor - A distinctive feature of labor activity is obtaining a result. It is from this position that it is necessary to introduce children to the culture of the labor process, telling them that they should prepare for work, conveniently arrange equipment, maintain order in the workplace, clean it up after finishing work. Achieving the intended result is an indicator of the correct organization of the process. The social significance of the result of labor must be determined
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The mechanism for the implementation of educational work on labor education. In the formation of labor skills, it is necessary: to specifically teach children to perform specific actions. training is organized identically in each age group. The main methodical technique for developing skills is showing the performance of elementary actions and their sequence. Familiarization of children with the methods of performing a new action requires a detailed demonstration and detailed explanation of each movement, their sequence.
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The mechanism for the implementation of upbringing and educational work on labor education is of decisive importance in this case, the active behavior of the child, that is, his practical participation in the implementation of this action. - as the children develop the skills of individual actions, the teacher moves from showing to detailed verbal explanations. They contribute to the consolidation of skills, the development of precise movements, provide the opportunity to act according to every word of the teacher.
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The mechanism for the implementation of upbringing and educational work on labor education For the formation of skills, a long-term systematic participation of children in the performance of labor tasks is necessary. Practicing in the performance of certain actions, they begin to perform these actions not only correctly, but also quickly. In the formation of labor skills, a unified approach on the part of the teaching staff, unity of requirements is important. If educators are not interested in the results of the children's work, they quickly lose interest in everyday work.
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When managing children's work activities, it is necessary to tell children about the benefits of work so that they can have an idea of how necessary and important work is; list to the children the entire volume of upcoming activities, for example: “You are all on duty today, we will clean our room, what needs to be done? to ensure that all types of labor and their content correspond to the age capabilities of children; strictly observe the norms of the load performed by children, preventing their overload and overwork; gradually expand the independence of children;
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to create a favorable psychological atmosphere, to form in children a benevolent attitude towards all participants in labor activity, the desire to help each other; to direct the attention and efforts of children to the qualitative performance of labor activities. provide children with greater independence to perform work, but at the same time control their actions, increasing the requirements for the quality of the work performed. to form self-esteem in children so that they can compare their work results with the results of their peers.
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use more intelligible and convincing living examples, a genuine example of labor. Vital visibility will ensure the greatest clarity of ideas in the process of further conversations; through the stories of the educator, it is necessary to clarify, consolidate the knowledge gained, use visual methods, skillfully combining them with verbal ones (story, conversation). use artwork. With its emotionality, imagery, liveliness, a children's book infects children with the enthusiasm of work: it awakens interest, respect for work, a desire to imitate the heroes of literary works, like them, to work well.
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when forming elementary labor skills, one should think over its organization and methods that are used in teaching children certain skills. before dividing responsibilities between children, it is necessary to agree on who will do what work, as well as teach children some rules for dividing responsibilities. allocate tasks that would become the content of the work of individual children.
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discussing with the children what things still need to be done, in their opinion, so that “everything is in order” in the group, raising the question of whether they will be able to complete this work in the allotted time, what things should be done first. pay attention to how children relate to each other when distributing work among themselves, in what form they express their disagreement, whether they know how to correctly make a remark to a friend, to prove the validity of their claims
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Preschool didactics
Ya.A. Comenius "Mother's School". The purpose of preschool education: the development of a variety of knowledge about the world, moral development and preparation for school. Preference - the organization of sensory knowledge. F. Fröbel developed a system of teaching in preschools up to the verbal explanations of the teacher, the replies of the children, the poetic or song accompaniment of the actions performed.
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V.F. Odoevsky “ABC for use in orphanages”, “Science before science. Grandfather Iriney's book. The main task is to teach children to learn, to develop their mental abilities, without striving for an abundance of knowledge. Exercises for the development of skills to observe, compare, analyze, name objects and determine their purpose.
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K.D. Ushinsky "Native Word", "Children's World". The development of mental strength and speech of the child, the formation of the ability to control their mental processes and behavior. N.K. Krupskaya. Doshk. education should guarantee the child the right to education (knowledge of the world around him, broadening his horizons, accumulating knowledge).
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In the 50s. A.P. Usova. Doshk. training - the unity of educational, training and educational work. By the 60s. the methodology of musical education (N.A. Metlov, N.A. Vetlugina), teaching the native language (O.I. Solovieva), the development of basic movements (A.I. Bykova), visual activity (N.P. Sakulina), the formation elementary mathematical representations (A.M. Leushina).
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At the present stage, psychological and pedagogical studies appear: age-related opportunities for mastering knowledge (A.V. Zaporozhets, D.B. Elkonin, V.V. Davydov); ways to implement the developmental function of doshk. training (L.A. Wenger, N.N. Poddyakov); the use of information technologies (S.L. Novoselova, L.A. Paramonova, S.A. Kozlova, A.N. Davidchuk, etc.); communication in the process of solving a learning problem (E.V. Subbotsky, N.Ya. Mikhailenko, N.A. Korotkova).
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Learning process
Specially organized interconnected activities of those who teach (teaching) and those who are taught (teaching).
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Learning principles
Objective patterns, starting points that guide the teacher in the selection of content, determining the forms of organization, methods and means of teaching.
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The principle of nurturing education. The arbitrariness of behavior, mental processes is developed; mastery of communication skills. The principle of developmental education requires the orientation of the educational process to the potential capabilities of the child (L.S. Vygotsky. ZBR). The principle of science. Assimilation by the child of real knowledge that correctly reflects reality.
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The principle of accessibility. Rules according to Ya.A. Comenius: to move from studying what is close (the history of the native land) to what is far away (general history); move from the easy to the difficult, from the known to the unknown. The principle of learning at a high level of difficulty (L.V. Zankov). Learning comes with a lot of effort.
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The principle of visibility. Overestimation of visibility can delay the development of verbal-logical thinking. The principle of systematic and consistent. Logical construction of the content and learning process. The principle of awareness of the learning process (I.Ya. Lerner). The development of a reflective position in a child: how I found out that I did not know how I thought before, why I was wrong, what I want to know, etc.
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Learning Models
The educational and disciplinary model is an authoritarian style. The motto of training is "If you can't - we'll teach you, if you don't want to - we'll force you." Personally-oriented interaction between the teacher and the child. The purpose of education is the development of intellectual, spiritual, physical abilities, interests, motives of the child.
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Visual Methods
Observation is the ability to peer into the phenomena of the surrounding world, to single out the essential, basic in them, to notice the main thing, to reflect on what has been seen, to express thoughts in a word. K.D. Ushinsky: "If the teaching has a claim to the development of the mind in children, it must exercise their ability to observe."
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Observation Requirements
The object of observation should be interesting for children; Observation in such conditions that allow to reveal its characteristic features; The teacher outlines the purpose of observation, determines the range of new knowledge; The acquired knowledge should be developed in the activities of children (retelling, drawing, modeling, art work, play); Accompany observation with the exact word: name objects, their signs, actions.
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Demonstration (review)
Demonstration of paintings, reproductions, filmstrips, slides, videos, etc. gives the child a visual image of familiar and unfamiliar objects. Pictures, schemes form static visual images. Technical teaching aids are used to create dynamic visual images.
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Practical Methods
Exercise Experiences and experimentation. Modeling.
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An exercise
Repeated repetition by the child of mental or practical actions of a given content. Revealing hidden signs with the help of elementary experiments (turning water into steam, snow into water, experiments with sand and clay, with wax). Observation develops, the ability to compare, compare, make assumptions, draw conclusions.
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Modeling
Visual-practical method of teaching. Model - a generalized image of the essential properties of the modeled object (room plan, geographical map, globe, etc.). Modeling is based on the substitution principle: a real object is replaced by another object, its image, a conventional sign (D.B. Elkonin, L.A. Venger, N.A. Vetlugina, N.N. Poddyakov). A pebble is a candy, sand is a porridge for a doll, a child is a dad, a driver, etc.
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The purpose of models is to facilitate the child's knowledge, to open access to hidden properties, qualities of things, their connections. Models of teaching sound analysis of words (L.E. Zhurova), designing (L.A. Paramonova), for the formation of natural history knowledge (N.I. Vetrova, E.F. Terentyeva), ideas about the work of adults (V.I. Loginova , N.M. Krylova) and others.
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Conditions for using the simulation
Formation in preschoolers of the ability to analyze, compare, generalize, abstract from non-essential features in the knowledge of the subject.
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Game methods and techniques
They cause increased interest, positive emotions, help to focus on the educational task, which becomes not imposed from the outside, but a desired, personal goal. Didactic games, imaginary situation in expanded form.
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Didactic game
1 function - improvement and consolidation of knowledge. The child transforms, transforms them, learns to operate with them depending on the game situation. 2 function - the assimilation of new knowledge and skills of different content. (In the game "North, South, East, West," preschoolers learn to navigate with a compass, use route maps.)
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Imaginary situation in expanded form
Knowledge about plants - the game "Flower Shop"; Knowledge of the hometown - a game-journey; About arts and crafts - the game "Exhibition", "Souvenir Shop", "Journey to the Past". Guessing and guessing riddles, introducing elements of competition (in older groups), creating a game situation (“Let's show our toys to the bear”; “Let's teach Parsley to wash our hands”; “Let's help the bunny arrange the pictures”).
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verbal methods
They allow you to transfer information, set a learning task, indicate ways to solve it: Teacher's story Conversation Introductory and summarizing conversations Reading fiction
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Teacher's story
Knowledge of various content is conveyed in a figurative form: about current events, about the seasons, about writers, composers, artists, about the native city, etc. The stories of the teacher from personal experience “My first teacher”, “How I learned to read”, “Games of my childhood”, “My favorite toy”, “My friends”, etc. are interesting. Demonstration of visual material (objects, their images).
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Conversation
It is used in cases where children have some experience and knowledge about the objects and phenomena to which it is dedicated. It develops the ability to listen to each other, not to interrupt, to supplement, not to repeat what has already been said, to tactfully and kindly evaluate statements. It teaches to think logically, to speak out definitely, to draw conclusions, generalizations, educates children's feelings, forms an attitude to the events in question.
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Types of conversations by content
Ethical - education of moral feelings, the formation of moral ideas, judgments, assessments. Topics: “About politeness”, “How to behave at home and on the street”, “About a friend and friendship”, “My beloved grandmother”, etc. Accompanying the conversation by reading a work of art, showing illustrative material, showing a film.
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Cognitive conversation is determined by the curriculum and is connected with the content of children's lives, the events of current life, with the surrounding nature and the work of adults.
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Conversations for didactic purposes
Introductory prepares children for upcoming activities, observation. The teacher reveals the experience of children, actualizes knowledge, which is the basis for the perception of new objects, phenomena, and arouses interest in activities. Generalizing is carried out with the aim of summarizing, clarifying, systematizing knowledge. Methods: the story of the teacher and children, reading poems, listening to music, commenting on visual material.
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Reading fiction
Fiction is a source of knowledge about the world around us, the most important means of educating a child's feelings, developing thinking, imagination, and memory. Requirements: compliance with the age and level of development of children, preparation for the perception of the work with a short conversation, setting an educational task, after reading a conversation that helps to understand the content of the work. Verbal techniques: questions to children, indication, explanation, explanation, pedagogical assessment.
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Types of questions (A.I. Sorokina)
Requiring a simple statement of facts known to the child (who?, what?, what?, where?, when?). Encouraging children to mental activity, to the formulation of conclusions, conclusions (why?, why?, why?, for what purpose?).
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Forms of organization of training
Individual Group (with a subgroup) Frontal (with the whole group)
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Individual form
Correspondence of tasks, content, methods and means of education to the level of development of the child. Uneconomical. Great nervous costs, emotional discomfort of the child. Psychologically, a child is always closer to another child. He “takes information” from an adult, learns methods of action, and looks at his peers, as if in a mirror: what am I?
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Necessary for frequently ill children with behavioral problems (restless, irritability, impulsive behavior, etc.), with pronounced abilities for a particular activity (drawing, singing, mathematics, etc.).
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Group form of education
The basis for the subgroup is the personal sympathy of children, the commonality of their interests, but not the coincidence in the levels of development. Subgroups must sit autonomously. The theme of the lesson is common to all.
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Front lessons
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Excursion structure
Preparatory stage. The theme, content, timing are outlined. Formulates questions, selects fragments from poems, proverbs and sayings. Methods and means: communication of new information, updating the experience of children, the use of works of art in order to influence the emotional sphere of the child.
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During the tour, the leading method is observation. Questions: focusing attention, requiring a statement of facts (what is it called, what parts, what qualities does it have, etc.); activating thinking (to establish connections, relationships); stimulating the activity of the imagination, encouraging creative thinking, conclusions, judgments.
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Post-excursion work is aimed at expanding, clarifying, systematizing knowledge. Receptions: registration of materials brought from the excursion (cones, acorns, stones, etc.), appeal to thin. works, work in the corner of the book (designing the albums “Our City”, “Our Park”, “Who Lives in the Forest”, etc.), in the corner of nature (making models, herbariums, etc.), organizing games, summarizing conversations.
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The main milestones in the development of a child from three to seven years of life: A new social situation of development is emerging; The role-playing game becomes the leading activity; During the game, preschoolers master other activities; There are important neoplasms in the mental and personal spheres; There is an intensive intellectual development of the child; - Formed readiness for learning at school.
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The driving forces of the development of the psyche of a preschooler: - the need for communication; - the need for external impressions; - the need for movement.
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1. Relationships with adults are changing; 2. Sufficiently systematic learning becomes possible; 3. Relations with peers; 4. Awareness of one's own "I"; 5. The formation of the child's personality; 6. The leading means of communication is language.
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Role-playing game as the main activity of a preschooler The first stage (3-5 years) is characterized by the reproduction of the logic of people's real actions; the content of the game are objective actions. At the second stage (5-7 years), real relations between people are modeled and the content of the game becomes social relations, the social essence of the activity of an adult.
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Sensory development - improvement of sensations, perception, visual representations. Thinking develops from visual-effective to figurative. Memory of recognition and reproduction. The growing arbitrariness of the imagination.
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The emergence of such neoplasms as diligence, internal position, adequate self-esteem are important components of school readiness. The readiness system also includes sensorimotor coordination (mainly visual-motor), which helps the child to simultaneously listen, look at the sample and draw or write. An important indicator of readiness for school is the distribution and concentration of attention, arbitrariness, including the ability to subordinate activity to a certain pattern or rule, the degree of generalization and internalization of cognitive processes and orientation, i.e. those parameters of cognitive development, which were mentioned above.