Children's activities. Subject-spatial developmental environment in a group of middle preschool age, taking into account the requirements of the Federal State Educational Standards Subject-based environment in a kindergarten in accordance with the Federal State Educational Standards
Alexandra Veselova
Types of children's activities
Types of children's activities
Activity can be defined as a specific type of human activity aimed at knowledge and creative transformation of the surrounding world, including oneself and the conditions of one’s existence.
Preschool age is a bright, unique page in the life of every person. It is during this period that the process of socialization begins, the child’s connection with leading spheres is established. being: the world of people, nature, the objective world. There is an introduction to culture, to universal human values.
Therefore, the main task of preschool education is to create favorable conditions for the development of children in accordance with their age and individual characteristics, the development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world.
The Federal State Educational Standard identifies 5 educational areas, which are implemented through various types of organizations children's activities or their integration using a variety of forms and methods of work.
In the first place is the gaming activity, since it is determined by human nature itself. The main feature of the game activities is the possibility of human development and improvement, as well as the creation of conditions for communication and interaction with people of different ages and interests. The game brings together peers and people of different generations.
Game view children's activities, organized during special moments, joint, independent children's activities.
Cognitive and research activities are organized with the aim of developing children’s cognitive interests and their intellectual development. The main task is to form a holistic picture of the world and broaden one’s horizons.
Communicative activity is carried out throughout the entire period of the child’s stay in the preschool educational institution, and contributes to the child’s mastery of constructive ways and means of interaction with people around him - the development of communication with adults and peers, the development of all components of oral speech.
Motor activity organized during physical exercises, during routine moments, in joint activities of adults and children.
Self-service and elements of household work. This type activities include: self-service, domestic work indoors, domestic work outdoors.
Fine activity aimed at shaping the aesthetic side of the surrounding reality. This type activities realized through drawing, modeling, appliqué.
Musical activity aimed at developing the ability to emotionally perceive music. Directions work: listening, singing, song creativity, musical and rhythmic movements, dance and gaming creativity, playing musical instruments.
The perception of fiction is aimed at creating interest and need for reading books. Implemented through: reading books, discussing what you read, learning poetry, situational conversation. Children learn to be listeners and handle books carefully.
In the process of activities a child encounters difficulties; when he has a difficulty, he turns to the adults around him. Development scheme of any kind activity is like this:
1. Independent child activity
2. Difficulty
3. Joint activity with adults and peers
4. Joint activities with peers
5. Amateur performance
An important indicator of a child’s development is the level of mastery of various types of children's activities. Preschool teachers help the child at this stage, who in turn should be able to organize leading types of children's activities, as well as organize joint and independent activities of preschoolers.
Publications on the topic:
Productive activities of preschoolers in the context of the Federal State Educational Standard before (children's design) Preschool childhood is an important, intense and responsible period in development, both for the child himself and for the adults accompanying him.
Consultation for educators “Types and forms of children’s activities during walks” Municipal preschool educational institution Chukhloma kindergarten "Rodnichok" Chukhloma municipal district, Kostroma region.
Consultation “Productive activities” A child of the third year of life is distinguished by great activity and desire for independence. Therefore, there is a lack of conditions for manifestation.
Organization of children's cognitive activity in summer conditions. Modern preschoolers are inquisitive researchers of the world around them, they are ready to learn various types of experiences, experiments, and perceive.
Features of the organization of educational activities with the inclusion of various types of children's activities and cultural practices Features of the organization of educational activities with the inclusion of various types of children's activities and cultural practices in accordance.
“I feel right to say: Long live self-education in all areas. Only that knowledge is durable and valuable, which you obtained.
Supporting children's initiatives within the framework of project activities The modern system of preschool education is developing in accordance with the requirements for preschool education. MDOU "Children's.
The development of a child in preschool age is one of the main moments in the formation of personality.
During this period, the basic personality qualities are formed.
Features of development of preschoolers by age
In preschool age, a child is faced with a rapid expansion of the boundaries of his world and relationships between people. He acquires social responsibilities and masters new types of activities.
The baby awakens the desire for independence and participation in adult life. As a result, the child begins to become interested in games in which he copies the actions of adults. They also gain a certain independence, but it is constantly gently controlled by their parents.
Jr
The period lasts from 3 to 4 years. At this age, the first personal crisis occurs, in which the baby begins to defend the concept of “I myself.”
There are three main types of activities:
- a game;
- drawing;
- design.
Note! The child has sufficient consistency of motives and desires. Behavior begins to become somewhat consistent with certain rules and selected patterns.
Average
Period from 4 to 5 years. There is an increasing need not only within the family circle, but also with peers to build social connections and mechanisms. Against this background, cognitive skills increase and the main manifestation of character is formed.
The child defends his independence, ceasing to strictly observe the rules set by adults. Speech becomes the main means of communication and building social connections. The child’s creative abilities are activated and become more pronounced.
Senior
The period from 5 to 7 years, during which, in addition to the final formation of basic character traits, the ability to hide them if necessary appears, although not perfect.
The vocabulary of the child expands dramatically, and becomes figurative.
Important! Children need the support of relatives to whom they are strongly attached, and whose words are perceived as pure truth. From this, parents should choose the right words when communicating with the baby.
The child already accurately separates primary and secondary needs and chooses what is most valuable to him. Interest in teamwork and acquiring new knowledge is actively being developed.
What a preschooler should know and leading activities
The main activities of preschool children are:
- game;
- educational;
- social.
By the end of the preschool period, the child should have certain knowledge. Children already easily navigate in space, easily adapt when surrounded by strangers, can determine the time both by arrows and on a scoreboard with numbers, and distinguish objects by size and depth.
Also, the preschooler must know his exact address with the nearest public transport stops and the rules of behavior on the street if he is left alone. Before school, kids can already draw their own conclusions from what they heard or saw.
Diagnostics of development
Diagnosis of the development of a preschool child includes determining his social development, as well as the degree of personality formation.
For this purpose, test play methods and an art test are used, in which the drawing made by the child is assessed.
Conversational tests are required to determine the child’s ability to fully and coherently describe objects, phenomena or feelings.
Testing to determine the development of a preschooler is required primarily before school.
The preschool period of children's development is the most active in terms of the volume of skills and knowledge acquired, the number of new activities and needs. Until the age of 7, the foundation of personality is laid.
The Federal State Educational Standard puts at the forefront an individual approach to the child and play, where the intrinsic value of preschool childhood is preserved and where the very nature of the preschooler is preserved. The leading types of children's activities will be: gaming, communicative, motor, cognitive-research, productive, etc.
It should be noted that educational activities are carried out throughout the entire time the child is in the preschool organization. This:
Joint (partnership) activities of the teacher with children:
Educational activities in special moments;
Organized educational activities;
Independent activity of children.
Educational activities are carried out in various types of activities and cover structural units representing certain areas of development and education of children (educational areas).
The main activities of children in the preschool educational institution:
1. Game activity - a form of child activity aimed not at results, but on the process of action And ways to implement and characterized by the child's acceptance conditional position (as opposed to his real life).
There are a huge number of classifications of children's games.
Traditional classification of children's games:
CREATIVE GAMES: Plot-role-playing, Directing, Dramatization Games, Theatrical Games, Games with building materials, Fantasy Games, Sketch Games.
GAMES WITH RULES: Didactic, Mobile.
Story-based role-playing games
The plot of the game is the sphere of reality that is reproduced by children.Depending on this, role-playing games are divided into:
n Games based on everyday stories;
n Games on industrial and social topics;
n Games with heroic and patriotic themes;
n Games on themes of literary works, films, television and radio programs.
The structure of a role-playing game includes the following components:
n the roles played by children during the game;
n play actions with the help of which children realize roles;
n playful use of objects(real ones are replaced by game ones).
Relationships between children are expressed in remarks, comments, and the course of the game is regulated.
Director's games - games in which the child makes dolls talk and perform various actions, acting both for himself and for the doll. During these games, the child acts as a director, designing actions, coming up with what his toys will do, how the plot of events will develop, and what its ending will be. It is the child himself who plays the role of each toy, comes up with names, chooses the main characters, good and bad characters, and also sets the main rules of the game.
Conditions for the development of director's games:
n Creating an individual space for the child, providing space and allocating time for play.
n Selection of play material (toys, substitute items, various items of clothing) for the child’s director’s play.
n Creating models (a house for a Barbie doll, a model of a knight’s castle or outer space).
Theater game is an effective means of socializing a preschooler. It involves emotional development: children become familiar with the feelings and moods of the characters, and master ways of expressing them externally.
Types of theatrical games:
1. Table theatrical games: table theater of toys, table theater of drawings.
2. Poster theatrical games: stand-book; flannelograph; shadow theater.
3. Dramatization games, including: finger theater; bibabo theater (glove); puppet show; dramatization game with caps on the head; improvisation.
Games with building materials are especially close to work activities. They instill in children qualities that directly prepare them for work. They carry out the development of children’s sensory abilities and consolidate sensory standards.
GAMES WITH RULES
Didactic game
The main goal of any didactic game is educational . Didactic game specially created by adults for educational purposes, and then learning proceeds on the basis of a gaming and didactic task. In didactic play, the child not only gains new knowledge, but also generalizes and consolidates it.
Based on didactic material: Games with objects, Board-printed, Verbal: games - errands, games - conversations, games - travel, games - assumptions, games - riddles.
Outdoor game- one of the means of comprehensive education of preschool children. Active play activities and the positive emotions it evokes enhance all processes in the body, improve the functioning of all organs and systems. Unexpected situations that arise in the game teach children to use acquired motor skills.
2. Cognitive - research activity - a form of child activity aimed at knowledge properties and relationships of objects and phenomena, development ways of cognition, contributing to the formation of a holistic picture of the world.
Kinds: Experimentation, research; Modeling: substitution, compilation of models, -activities using models; by the nature of the models (objective, symbolic, mental)
3. Communication activities - form of child activity aimed at interaction with another person as a subject, a potential communication partner, suggesting coordination And joining forces with the aim of building relationships And achieving a common result. This constructive communication and interaction with adults and peers; Oral speech as the main means of communication.
4. MOTOR ACTIVITY - a form of activity of a child that allows him to solve motor problems by implementing a motor function.
Kinds:
- Gymnastics: basic movements (running, walking, jumping, climbing, balance); drill exercises; dance exercises; with elements of sports games.
- Games: movable; with elements of sports.
- The simplest tourism.
- Scooter riding, sledding, cycling, skiing.
5. Self-service and elements of household work - a form of child activity that requires effort to satisfy physiological and moral needs; bringing a concrete result that can be seen/touched/felt.
Types of child labor: Self-service, Household, Labor in nature, Manual labor.
The difference between the work of preschoolers:
n A preschooler cannot produce socially significant material assets, But, the results of some labor processes performed by a child turn out to be useful not only for the child, but also for other people.
n The work of a preschooler is closely related to play (imitation of the work actions of adults).
n In the process of labor, children acquire labor skills and abilities, but this non-professional skills , and skills that help a child become independent of an adult independent.
n The work of preschoolers does not have a permanent material reward.
n The labor of a child is situational, optional ; is based on the principle of voluntary participation of the child and excludes coercion.
6. Visual activity - a form of child activity that results in the creation of a material or ideal product.
Types: Drawing, Modeling, Application.
7. Constructive activity - a form of child activity that develops spatial thinking, forms the ability to foresee future results, provides an opportunity for the development of creativity, and enriches speech.
Characteristics of the play activity of preschool children.
In modern pedagogical theory, play is considered as the leading activity of a preschool child.
Leading position of the game:
1. Satisfies his basic needs:
The desire for independence, active participation in the life of adults (while playing, the child acts independently, freely expressing his desires, ideas, feelings. In the game, the child can do everything: sail on a ship, fly into space, etc. Thus, the baby, as K. pointed out. D. Ushinsky, “trying his strength”, living the life that awaits him in the future.
- the need for knowledge of the world around him (games provide the opportunity to learn new things, reflect on what has already been included in his experience, express his attitude to what is the content of the game).
- need for active movements (outdoor games, role-playing games, building materials)
- communication needs (playing children enter into various relationships).
2. In the depths of the game, other types of activities (work, learning) arise and develop.
As the game develops, the child masters the components inherent in any activity: he learns to set a goal, plan, and achieve results. Then he transfers these skills to other types of activities, primarily to work.
At one time, A. S. Makarenko expressed the idea that a good game is similar to good work: they are related by responsibility for achieving a goal, effort of thought, joy of creativity, culture of activity. In addition, according to A. S. Makarenko, the game prepares children for the neuropsychic costs that work requires. This means that the game develops arbitrariness of behavior. Due to the need to follow the rules, children become more organized, learn to evaluate themselves and their capabilities, acquire dexterity, dexterity and much more, which facilitates the formation of strong work skills.
3. The game contributes to the formation of the child’s new formations, his mental processes, including imagination.
One of the first to connect the development of play with the characteristics of children's imagination was K. D. Ushinsky. He drew attention to the educational value of images of the imagination: the child sincerely believes in them, therefore, while playing, he experiences strong, genuine feelings.
A sign of a game, as L. S. Vygotsky noted, is the presence of an imaginary or imaginary situation.
V.V. Davydov pointed out another important property of imagination, which develops in play, but without which educational activity cannot take place. This is the ability to transfer the functions of one object to another that does not have these functions (a cube becomes soap, an iron, bread, a car that drives along a table-road and hums). Thanks to this ability, children use substitute objects and symbolic actions in play (“washed hands” from an imaginary tap). The widespread use of substitute objects in the game will in the future allow the child to master other types of substitution, such as models, diagrams, symbols and signs, which will be required in learning.
Game activity, as proven by A.V. Zaporozhets, V.V. Davydov, N.Ya. Mikhailenko, is not invented by the child, but is given to him by an adult who teaches the child to play, introduces him to socially established methods of play actions (how to use a toy, substitute objects, other means of embodying the image; perform conventional actions, build a plot, obey the rules, etc. .).
Stages of development of gaming activity.
In the development of gaming activity, there are 2 main phases or stages.
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 relationships between people are modeled, and the content of the game becomes social relationships, the social meaning of an adult’s activity.
D.B. Elkonin also identified individual components of games characteristic of preschool age.
Game components include:
Game conditions.
Each game has its own playing conditions - the children, dolls, and other toys and objects participating in it. The selection and combination of them significantly changes the game at a younger preschool age. The game at this time mainly consists of monotonously repeated actions, reminiscent of manipulations with objects. For example, if the play conditions include another person (a doll or a child), then a three-year-old child can play “cooking dinner” by manipulating plates and cubes. The child plays cooking dinner even if he later forgets to feed the doll sitting next to him. But if you take away a doll from a child that prompts him to this plot, he continues to manipulate the cubes, arranging them by size or shape, explaining that he is playing “with cubes,” “it’s so simple.” Lunch disappeared from his ideas along with a change in game conditions);
The plot is that sphere of reality that is reflected in the game. At first, the child is limited to the family and therefore his games are connected mainly with family and everyday problems. Then, as he masters new areas of life, he begins to use more complex plots - industrial, military, etc. The forms of games based on old stories, say, “mother-daughter” games, are also becoming more diverse. In addition, the game with the same plot gradually becomes more stable and longer. If at 3-4 years old a child can devote only 10-15 minutes to it, and then he needs to switch to something else, then at 4-5 years old one game can already last 40-50 minutes. Older preschoolers are able to play the same thing for several hours in a row, and some games last for several days.
Those moments in the activities and relationships of adults that are reproduced by the child constitute the content of the game. The content of games for younger preschoolers is an imitation of the objective activities of adults. Children “cut bread”, “wash the dishes”, they are absorbed in the very process of performing actions and sometimes forget about the result - why and for whom they did it. Therefore, having “prepared lunch”, the child can then go “for a walk” with his doll without feeding her. The actions of different children are not consistent with each other, duplication and sudden changes of roles during the game are possible.
For middle preschoolers, the main thing is the relationships between people; they perform play actions not for the sake of the actions themselves, but for the sake of the relationships behind them. Therefore, a 5-year-old child will never forget to place the “sliced” bread in front of the dolls and will never confuse the sequence of actions - first lunch, then washing the dishes, and not vice versa. Children included in the general system of relationships distribute roles among themselves before the game begins.
For older preschoolers, it is important to obey the rules arising from the role, and the correctness of these rules is strictly controlled by them. Game actions are gradually losing their original meaning. Actual objective actions are reduced and generalized, and sometimes completely replaced by speech (“Well, I washed their hands. Let’s sit down at the table!”).
Game functions.
Play is the leading activity in preschool age; it has a significant impact on the development of the child. First of all, in play, children learn to fully communicating with each other. Younger preschoolers do not yet know how to truly communicate with peers. This is how, for example, the game of railroad is played in the junior group of a kindergarten. The teacher helps the children make a long row of chairs, and the passengers take their seats. Two boys who wanted to be a driver sit on the outer chairs at both ends of the “train”, honk, puff and “drive” the train in different directions. This situation does not confuse either drivers or passengers and does not make them want to discuss anything. According to D.B. Elkonina, younger preschoolers “play side by side, not together.”
Gradually, communication between children becomes more intense and productive. In middle and older preschool age, children, despite their inherent egocentrism, agree with each other, distributing roles in advance or during the game itself. Discussion of issues related to roles and control over the implementation of the rules of the game becomes possible due to the inclusion of children in common activities.
The game contributes to the development of not only communication with peers, but also voluntary behavior of the child. Arbitrariness of behavior manifests itself initially in subordination to game rules, and then in other types of activities. For arbitrariness of behavior to occur, a pattern of behavior that the child follows and control over compliance with the rules are necessary. In the game, the model is the image of another person, whose behavior the child copies. Self-control only appears towards the end of preschool age, so initially the child needs external control - from his playmates. Children control each other first, and then each of them controls themselves. External control gradually falls out of the process of behavior management, and the image begins to regulate the child’s behavior directly.
The game develops motivational-need sphere of the child. New motives for activity and goals associated with them arise. In addition, the game facilitates the transition from motives that have the form of affectively colored immediate desires to motives-intentions that stand on the verge of consciousness. When playing with peers, it is easier for a child to renounce his fleeting desires. His behavior is controlled by other children, he is obliged to follow certain rules arising from his role, and has no right either to change the general pattern of the role or to be distracted from the game by something extraneous.
The game promotes development of the child’s cognitive sphere. In developed role-playing games with its intricate plots and complex roles, children develop their creative imagination.
In general, the child’s position in the game radically changes. While playing, he acquires the ability to change one position to another, coordinate different points of view.
Thus, the features of the game as an activity:
Display and active-speech character, specific motives (the main motive is the child’s experience in the game of aspects of reality that are significant for him, interest in actions with objects, events, relationships between people. The motive may be the desire for communication, joint activity, cognitive interest. However, as L.S. Vygotsky noted, a child plays without realizing the motives of his activity);
The game contains an imaginary situation and its components (roles, plot, imaginary phenomenon);
Games have rules (hidden, arising from the role, plot, and open, clearly expressed);
Active imagination; repetition of play and play action (due to the desire to imitate, the child repeats the same actions and words many times, and such repetition is necessary for mental development. It is on repetition that many outdoor games are built);
Independence (this feature is especially evident in creative games, where children independently choose a plot, develop it, and determine the rules);
Creative character, which allows children to show initiative and imagination in constructing a plot, in choosing content, in creating a play environment, in choosing visual means to perform roles;
Emotional richness (play is impossible without a feeling of joy, satisfaction, evokes aesthetic emotions, etc.).
Characteristics of children's cognitive and research activities.
Under cognitive activity Preschool children should understand the activity that arises regarding cognition and in its process. It is expressed in the interested acceptance of information, in the desire to clarify and deepen one’s knowledge, in the independent search for answers to questions of interest, in the use of comparison by analogy and in contrast, in the ability and desire to ask questions, in the manifestation of elements of creativity, in the ability to assimilate the method of cognition and apply it to another material.
The result of educational research activities are knowledge. Children at this age are already able to systematize and group objects of living and inanimate nature, both by external features and by habitat. Changes in objects and the transition of matter from one state to another are of particular interest to children of this age. The child’s questions reveal an inquisitive mind, observation, and confidence in the adult as a source of interesting new information (knowledge) and explanations.
Preschoolers are natural explorers. And this is confirmed by their curiosity, constant desire to experiment, desire to independently find a solution to a problem situation. The teacher’s task is not to suppress this activity, but, on the contrary, to actively help.
This activity originates in early childhood, at first representing a simple, seemingly aimless (processual) experimentation with things, during which perception is differentiated, the simplest categorization of objects by color, shape, purpose arises, sensory standards and simple instrumental actions are mastered.
During the period of preschool childhood, the “island” of cognitive and research activity is accompanied by play and productive activity, intertwined with them in the form of indicative actions, testing the possibilities of any new material.
By the senior preschool age, cognitive-research activity is isolated into a special activity of the child with its own cognitive motives, a conscious intention to understand how things work, learn new things about the world, and streamline one’s ideas about any area of life.
The cognitive-research activity of an older preschooler in its natural form manifests itself in the form of so-called children’s experimentation with objects and in the form of verbal exploration of questions asked to an adult (why, why, how?)
If we consider the structure of children's research, it is easy to notice that it, just like research conducted by an adult scientist, inevitably includes following specific steps:
Identification and formulation of the problem (choice of research topic);
Proposing a hypothesis;
Search and offer possible solutions;
Collection of material;
Generalization of the obtained data.
Poddyakov N.N. identifies experimentation as the main type of indicative research (search) activity. The more varied and intense the search activity, the more new information the child receives, the faster and more fully he develops.
He identifies two main types of indicative research activities.
First. The activity in the activity comes entirely from the child. At first, the child, as it were, disinterestedly tries out different objects, then acts as a full-fledged subject, independently constructing his activity: setting a goal, looking for ways and means of achieving it, etc. In this case, the child satisfies his needs, his interests, his will.
Second. The activity is organized by an adult, he identifies the essential elements of the situation, and teaches children a certain algorithm of actions. Thus, children receive the results that were determined in advance for them.
The following are identified as the main developmental functions of cognitive and research activity at the stage of senior preschool age:
development of the child’s cognitive initiative (curiosity)
· the child’s mastery of fundamental cultural forms of ordering experience: cause-and-effect, generic (classification), spatial and temporal relationships;
· the child’s mastery of fundamental cultural forms of ordering experience (schematization, symbolization of connections and relationships between objects and phenomena of the surrounding world);
·development of perception, thinking, speech (verbal analysis-reasoning) in the process of active actions to search for connections between things and phenomena;
· broadening children's horizons by taking them beyond immediate practical experience into a broader spatial and temporal perspective (mastering ideas about the natural and social world, elementary geographical and historical concepts).
The experimental research model of cognitive activity uses the following logic of methods:
· questions from the teacher that encourage children to pose a problem (for example, remember the story by L.N. Tolstoy “The jackdaw wanted to drink...” What situation did the jackdaw find itself in?);
· schematic modeling of the experiment (creation of a flow chart);
·questions that help clarify the situation and understand the meaning of the experiment, its content or natural pattern;
· a method that stimulates children to communicate: “Ask your friend about something, what does he think about it?”;
·the “first try” method of applying the results of one’s own research activities, the essence of which is for the child to determine the personal and value meaning of the actions he has performed.
Characteristics of the labor activity of preschool children.
The concept and features of the work activity of preschool children
In the large encyclopedic dictionary work is defined as expedient, material, social, instrumental activity of people aimed at meeting the needs of the individual and society.
Labor activity- this is an activity aimed at developing in children general labor skills and abilities, psychological readiness for work, the formation of a responsible attitude towards work and its products, and a conscious choice of profession.
Labor activity of preschool children is the most important means of education. The entire process of raising children in kindergarten can and should be organized so that they learn to understand the benefits and necessity of work for themselves and for the team. Treating work with love and seeing joy in it is a necessary condition for the manifestation of a person’s creativity and talents.
The work activity of preschool children is educational in nature- that’s how adults look at him. Labor activity satisfies the child’s need for self-affirmation, knowledge of his own capabilities, and brings him closer to adults - this is how the child himself perceives this activity.
In their work activities, preschoolers master a variety of skills and abilities necessary in everyday life: in self-service, in household activities. Improving skills and abilities does not only mean that the child begins to do without the help of adults. He develops independence, the ability to overcome difficulties, and the ability to exert volition. This brings him joy and makes him want to master new skills.
Tasks of work activity
Preschool pedagogy identifies the following main tasks of children’s work activity:
Familiarization with the work of adults and instilling respect for it;
Training in simple labor skills;
Fostering interest in work, hard work and independence;
Fostering socially oriented motives for work, the ability to work in a team and for a team.
Social functions of labor activity
Considering work activity from the point of view of the influence it has on the social life of a preschooler, we can distinguish seven special functions of work:
1. The socio-economic (reproductive) function consists of the influence of preschool children on familiar objects and elements of the natural environment with the aim of transforming them into new objects to meet the needs of the collective. The implementation of this function allows one to reproduce standard material or symbolic (ideal) conditions of their future social life.
2. The productive (creative, creative) function of work activity consists of that part of work activity that satisfies the preschooler’s needs for creativity and self-expression. The result of this function of labor activity is the creation of fundamentally new or unknown combinations of pre-existing objects and technologies.
3. The social-structuring (integrative) function of labor activity lies in the differentiation and cooperation of the efforts of preschool children participating in the labor process. As a result of the implementation of this function, on the one hand, specialized types of labor are assigned to preschoolers participating in work activities; on the other hand, special social connections are established between preschoolers, mediated by the exchange of results of their joint work activities. Thus, two sides of joint labor activity - division and cooperation - give rise to a special social structure that unites preschoolers into a team, along with other types of social connections.
4. The social-controlling function of work activity is due to the fact that activity organized in the interests of the team represents a certain social institution, i.e. a complex system of social relations between preschool children, regulated through values, norms of behavior, standards of activity and rules. Therefore, all preschoolers participating in work activities are subject to an appropriate system for monitoring the quality of the duties they perform.
5. The socializing function of work activity manifests itself at the individual and personal level. Thanks to participation in it, the composition of social roles, behavioral patterns, social norms and values of preschoolers is significantly expanded and enriched. They become more active and full participants in public life. It is thanks to their work activity that most preschoolers experience a feeling of “need” and importance in the team.
6. The social developmental function of work activity is manifested in the results of the impact of the content of work activity on preschoolers. It is known that the content of work activity, as the means of labor improve, due to the creative nature of man, tends to become more complex and continuously updated. Preschoolers are motivated to increase their level of knowledge and expand the range of their skills, which encourages them to acquire new knowledge.
7. The social-stratification (disintegrative) function of labor activity is a derivative of the social-structuring one. It is due to the fact that the results of different types of work activities of preschoolers are rewarded and assessed differently. Accordingly, some types of work activities are recognized as more, and others - less important and prestigious. Thus, work activity performs the function of some kind of ranking. At the same time, the effect of a certain competition for receiving the most significant praise appears between preschoolers.
Tools for preschoolers' work activities
The means of labor activity of preschool children should ensure the formation of fairly complete ideas about the content of the work of adults, about the worker, his attitude to work, about the importance of work in the life of society; assistance in teaching children the labor skills available to them and organizing various types of work in order to develop in them a positive attitude towards work and establish friendly relationships with peers during their activities. Such means are:
Familiarization with the work of adults;
Training in labor skills, organization and planning of activities;
Organization of children's work in a content accessible to them.
Types of work activities of preschoolers
The work activities of children in kindergarten are varied. This allows them to maintain their interest in work and provide them with a comprehensive education. There are four main types of child labor: self-care, domestic labor, outdoor labor and manual labor.
Self-care is aimed at caring for oneself (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational significance of this type of work activity lies, first of all, in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-care begins to be recognized as a responsibility.
Household work of preschoolers is necessary in the daily life of a kindergarten, although its results are not so noticeable in comparison with other types of their labor activity. This type of work activity is aimed at maintaining cleanliness and order in the premises and area, helping adults in organizing routine processes. Children learn to notice any violation of order in a group room or area and, on their own initiative, eliminate it. Household work is aimed at serving the team and therefore contains great opportunities for developing a caring attitude towards peers.
Labor in nature involves the participation of children in caring for plants and animals, growing plants in a corner of nature, in a vegetable garden, in a flower garden. This type of work activity is of particular importance for the development of observation, nurturing a caring attitude towards all living things, and love for one’s native nature. It helps the teacher solve the problems of children’s physical development, improving movements, increasing endurance, and developing the ability for physical effort.
Manual labor develops children's constructive abilities, useful practical skills and orientation, creates interest in work, readiness to do it, cope with it, the ability to evaluate one's capabilities, and the desire to do the job as best as possible (stronger, more stable, more graceful, more accurate).
Forms of organizing the labor activity of preschool children
The labor activity of preschool children in kindergarten is organized in three main forms: in the form of assignments, duty, and collective work.
Assignments are tasks that the teacher occasionally gives to one or more children, taking into account their age and individual capabilities, experience, as well as educational tasks.
Instructions can be short-term or long-term, individual or general, simple (containing one simple specific action) or more complex, including a whole chain of sequential actions.
Carrying out work assignments helps children develop an interest in work and a sense of responsibility for the assigned task. The child must concentrate his attention, show strong will in order to complete the task and inform the teacher about the completion of the assignment.
In younger groups, the instructions are individual, specific and simple, containing one or two actions (lay out spoons on the table, bring a watering can, remove dresses from the doll for washing, etc.). Such elementary tasks involve children in activities aimed at benefiting the team, in conditions where they are not yet able to organize work on their own.
In the middle group, the teacher instructs the children to wash doll clothes, wash toys, sweep paths, and rake sand into a pile on their own. These tasks are more complex, because they contain not only several actions, but also elements of self-organization (prepare a place for work, determine its sequence, etc.).
In the older group, individual assignments are organized in those types of work in which children have insufficiently developed skills, or when they are taught new skills. Individual assignments are also given to children who need additional training or particularly careful supervision (when the child is inattentive and often distracted), i.e. if necessary, individualize methods of influence.
In a school preparatory group, when carrying out general assignments, children must demonstrate the necessary self-organization skills, and therefore the teacher is more demanding of them, moving from explanation to control and reminder.
Duty duty is a form of organizing children’s work, which involves the child’s mandatory performance of work aimed at serving the team. Children are alternately included in different types of duty, which ensures systematic participation in work. The appointment and change of duty officers occurs daily. Duties have great educational value. They place the child under conditions of obligatory fulfillment of certain tasks necessary for the team. This allows children to develop responsibility towards the team, caring, and an understanding of the necessity of their work for everyone.
In the younger group, in the process of running errands, children acquired the skills necessary to set the table and became more independent when doing work. This allows the middle group to introduce canteen duty at the beginning of the year. There is one person on duty at each table every day. In the second half of the year, duties are introduced to prepare for classes. In older groups, duty in a corner of nature is introduced. The duty officers change daily, each of the children systematically participates in all types of duty.
The most complex form of organizing children's work is collective work. It is widely used in the senior and preparatory groups of kindergarten, when skills become more stable and the results of work have practical and social significance. Children already have sufficient experience in participating in various types of duty and in carrying out various assignments. Increased capabilities allow the teacher to solve more complex problems of work: he teaches children to negotiate upcoming work, work at the right pace, and complete a task within a certain time frame. In the older group, the teacher uses such a form of uniting children as common work, when children receive a common task for everyone and when, at the end of the work, a general result is summed up.
In the preparatory group, joint work takes on special importance when children become dependent on each other in the process of work. Joint work gives the teacher the opportunity to cultivate positive forms of communication between children: the ability to politely address each other with requests, agree on joint actions, and help each other.
Characteristics of productive activity of preschool children.
Productive activity in preschool education refers to the activities of children under the guidance of an adult, as a result of which a certain product appears. Productive activities include design, drawing, modeling, appliqué, theatrical activities, etc.
Productive activities are very significant for a preschooler; they contribute to the comprehensive development of his personality, the development of cognitive processes (imagination, thinking, memory, perception), and reveal their creative potential.
Classes in various types of artistic activities and construction create the basis for full and meaningful communication between children and adults and peers.
Productive activity, modeling objects of the surrounding world, leads to the creation of a real product, in which the idea of an object, phenomenon, situation receives material embodiment in a drawing, design, or exchange of images.
The product created during productive activity reflects the child’s understanding of the world around him and his emotional attitude towards it, which allows us to consider productive activity as a means of diagnosing the cognitive and personal development of a preschooler.
It is important to note that in the process of productive activity, cognitive activity and social motivation are formed.
Prerequisites for productive activities The child’s need for independence and activity, imitation of an adult, mastering objective actions, and the formation of coordination of hand and eye movements are highlighted.
Drawing, sculpting, appliqué, design help to reveal the child’s individuality, and the positive emotions they feel during creative inspiration are the driving force that heals the child’s psyche, helps children cope with various difficulties and negative life circumstances, which allows them to use productive activities in correctional – therapeutic purposes. Therefore, teachers distract children from sad and sad thoughts and events, relieve tension, anxiety, and fears. The question of using productive activity in the work of teachers and psychologists is currently relevant today.
productive activity closely related to knowledge of the surrounding life. Initially, this is a direct acquaintance with the properties of materials (paper, pencils, paints, plasticine, etc.), knowledge of the connection between actions and the result obtained. In the future, the child continues to acquire knowledge about surrounding objects, materials and equipment, but his interest in the material will be determined by the desire to convey his thoughts and impressions of the world around him in pictorial form.
productive activity closely related to the decision tasks of moral education. This connection is carried out through the content of children’s work, which reinforces a certain attitude towards the surrounding reality, and through the development in children of observation, activity, independence, the ability to listen and carry out tasks, and bring the work started to completion.
In the process of productive activity, such important personality qualities are formed: as activity, independence, initiative, which are the main components of creative activity. The child learns to be active in observation, doing work, showing independence and initiative in thinking through content, selecting material, and using a variety of means of artistic expression. Equally important is the cultivation of purposefulness in work and the ability to bring it to the end.
productive activity is of great importance in solving aesthetic problems education, since by its nature it is an artistic activity. It is important to cultivate in children an aesthetic attitude towards the environment, the ability to see and feel beauty, and develop artistic taste and creative abilities. A preschooler is attracted to everything bright, sounding, and moving. This attraction combines both cognitive interests and an aesthetic attitude towards the object, which is manifested both in evaluative phenomena and in the activities of children.
During productive activities, children learn to use materials carefully, keep them clean and tidy, and use only the necessary materials in a certain sequence. All these points contribute to successful learning activities in all lessons, especially in labor lessons.
Characteristics of communicative activity of preschool children.
In modern Russian society, the problem of human communication comes to the fore, i.e. interaction through communication, where it, in turn, plays an important role as a means of personal development. The formation of personality begins at birth through the process of communication between the child and close adults (these are parents, brothers, sisters, and other family members). The introduction of children to social norms occurs in preschool age, when the child acquires basic social knowledge and acquires certain values necessary for him in later life.
Let us note that according to the introduced standard of preschool education, it is assumed that the communicative and personal educational area will be highlighted. The organization of communicative activities should promote constructive communication and interaction with adults and peers, mastery of oral speech as the main means of communication.
Child's ability to communicate is one of the criteria for the effectiveness of the educational process in preschool educational institutions. Communication acts as a form of open action in the upbringing of preschool children, therefore the success of fruitful interaction between a child and an adult will depend on how well the preschooler’s communicative activity is developed.
Let us turn to the definition of the concept of communicative activity. Communication activities, as noted by M.I. Lisin, this is the interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result. Communication activities is one of the most important ways of obtaining information about the outside world and a way of forming a child’s personality, its cognitive and emotional spheres.
According to the views of domestic psychologists (L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, M.I. Lisina, D.B. Elkonin, etc.), communicative activity acts as one of the main conditions for the development of a child , the most important factor in the formation of his personality, and finally, the leading type of human activity aimed at knowing and evaluating oneself through other people.
Communication activity is developing, according to M.I. Lisina, in several stages.
1. First of all, this is the establishment of a relationship between a child and an adult, where the adult is the bearer of activity standards and a role model.
2. At the next stage, the adult no longer acts as a carrier of samples, but as an equal partner in joint activities.
3. At the third stage, relations of equal partners in joint activities are established between the children.
4. At the fourth stage, the child in collective activity acts as a bearer of samples and standards of activity. This position makes it possible to realize the child’s most active attitude towards the activity being mastered and to solve the well-known problem of transforming what is “known” into what is “really operating.”
5. The last stage in the development of communicative activity, on the one hand, allows the child to use the learned material not in a formulaic way, but creatively, contributes to the development of the positions of the subject of the activity, helps to see the meaning of objects and phenomena; on the other hand, by setting norms and patterns of activity to comrades, demonstrating ways of performing it, the child learns to control and evaluate others, and then himself, which is extremely important in terms of the formation of psychological readiness for schooling.
As already noted, regulatory documents of preschool education are focused on the development of communicative activities of preschoolers. Let us highlight those social and psychological characteristics of the child’s personality that teachers and psychologists should focus on in the process of implementing the educational process.
So, completing the stage of preschool education, the child must be:
Initiative and independent in communication;
Confident in their abilities, open to the outside world, have a positive attitude towards themselves and others, have a sense of self-esteem;
Be able to interact with peers and adults, participate in joint games.
Among the goals are the ability to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, try to resolve conflicts, as well as the ability to express one’s thoughts and desires well.
It is worth noting that the developed communicative skills of a preschool child will ensure his successful adaptation among his peers and will allow him to improve communicative competence in the process of educational activities during the transition to a new stage of education. The development of communicative activity, as well as the child’s ability to actively participate in it, is a necessary condition for the success of educational activities, the most important direction of social and personal development.
Characteristics of children's perception of fiction.
Perception of fiction is considered as an active volitional process, which does not involve passive contemplation, but activity, which is embodied in internal assistance, empathy with the characters, in the imaginary transference of “events” to oneself, in mental action, resulting in the effect of personal presence, personal participation.
The perception of fiction by preschool children is not reduced to a passive statement of certain aspects of reality, even very important and significant ones. The child enters into the circumstances depicted, mentally takes part in the actions of the characters, experiences their joys and sorrows. This kind of activity extremely expands the sphere of a child’s spiritual life and is important for his mental and moral development.
Listening to works of art along with creative games, is of utmost importance for the formation of this new type of internal mental activity, without which no creative activity is possible. A clear plot and a dramatized depiction of events help the child to enter the circle of imaginary circumstances and begin to mentally cooperate with the heroes of the work.
During preschool age, the development of an attitude towards a work of art goes from the child’s direct naive participation in the depicted events to more complex forms of aesthetic perception, which, for a correct assessment of a phenomenon, require the ability to take a position outside them, looking at them as if from the outside.
So, the preschooler is not egocentric in perceiving a work of art. Gradually, he learns to take the position of a hero, mentally support him, rejoice at his successes and be upset by his failures. The formation of this internal activity in preschool age allows the child not only to understand phenomena that he does not directly perceive, but also to relate from the outside to events in which he did not directly participate, which is crucial for subsequent mental development.
Artistic perception child throughout preschool age develops and improves. L. M. Gurovich, based on a generalization of scientific data and his own research, considers age-related characteristics of perception preschoolers literary work, highlighting two periods in their aesthetic development:
From two to five years, when the child does not clearly separate life from art,
And after five years, when art, including the art of words, becomes valuable in itself for the child).
Let us briefly dwell on the age-related characteristics of perception.
For children junior preschool age characteristic:
The dependence of text understanding on the child’s personal experience;
Establishing easily recognizable connections when events follow each other;
The focus is on the main character, children most often do not understand his experiences and motives for his actions;
The emotional attitude towards the characters is brightly colored; there is a craving for a rhythmically organized style of speech.
IN middle preschool age Some changes occur in the understanding and comprehension of the text, which is associated with the expansion of the child’s life and literary experience. Children establish simple causal connections in the plot and, in general, correctly evaluate the actions of the characters. In the fifth year, a reaction to the word appears, interest in it, the desire to repeatedly reproduce it, play with it, and comprehend it.
According to K.I. Chukovsky, a new stage of the child’s literary development begins, a keen interest arises in the content of the work, in comprehending its inner meaning.
IN senior preschool age children begin to become aware of events that did not occur in their personal experience; they are interested not only in the actions of the hero, but also in the motives of actions, experiences, and feelings. They are able to sometimes pick up on subtext. An emotional attitude towards the characters arises on the basis of the child’s comprehension of the entire conflict of the work and taking into account all the characteristics of the hero. Children develop the ability to perceive text in the unity of content and form. The understanding of the literary hero becomes more complex, and some features of the form of the work are realized (stable turns of phrase in a fairy tale, rhythm, rhyme).
Studies note that in a 4-5 year old child the mechanism for forming a holistic image of the semantic content of the perceived text begins to fully function.
Aged 6 – 7 years understanding mechanism the content side of a coherent text, distinguished by its clarity, has already been fully formed.
L.M. Gurovich noted that in the process of developing artistic perception, children develop an understanding of the expressive means of a work of art, which leads to a more adequate, complete, deep perception of it. It is important to form in children a correct assessment of the characters in a work of art. Conversations can provide effective assistance in this regard, especially using problematic questions. They lead the child to understand the “second”, true face of the characters, previously hidden from them, the motives of their behavior, and to independently re-evaluate them (in the case of an initial inadequate assessment). A preschooler's perception of works of art will be deeper if he learns to see the elementary means of expressiveness used by the author to characterize the depicted reality (color, color combinations, shape, composition, etc.).
Thus, the ability to perceive a work of art, to realize, along with the content, elements of artistic expression, does not come to the child by itself: it must be developed and educated from a very early age. With targeted pedagogical guidance, it is possible to ensure the perception of a work of art and the child’s awareness of both its content and the means of artistic expression.