Sample self-analysis of a lesson at a preschool educational institution
Target: To develop children's interest in knowledge about vegetables through the integration of educational areas: cognition, communication, socialization, artistic creativity, health.Tasks:
- To form children’s ideas about vegetables, the place of germination and their preparation for the winter;
- Strengthen children’s ability to describe vegetables according to their characteristic features,
according to the diagram;
- Improve the ability to write grammatically correctly and consistently construct your statements;
- Expand the active vocabulary, activate the names of vegetables in children’s speech.
- Continue to develop in children the ability to distinguish and name colors, practice comparing objects by color;
- Encourage children to answer questions by pronouncing words clearly.
To develop children’s ability to coordinate movements with text, understand and follow verbal instructions;
- Develop visual perception and memory, motor imagination and coordination of movements;
- Develop fine general and fine motor skills of the hands;
- Cultivate a friendly attitude towards peers;
- Create a favorable emotional atmosphere and conditions for active play activities of children.
Organizational activities, preparation for class
The lesson was carried out in accordance with the notes. The abstract was compiled independently, in accordance with the objectives of the basic general education program, corresponding to the given age of the children. To implement each task, techniques were selected in an interesting and entertaining form.
At every moment of the lesson there were visual aids that stimulated and activated the children’s mental activity. The manuals are of sufficient size and aesthetically designed. Their placement and use was rational, thoughtful in the learning space and in the lesson.
Music was used during the lesson to enhance emotional perception.
The organizational technique “Greeting” in poetic form” was aimed at developing communicative qualities and establishing friendly relationships both within the children’s team and between guests and children.
The lesson is dynamic, it includes techniques that provide for a quick change of activity. Conversation - sitting on chairs, moving around the group while looking for a way out of a problem situation with a hare - going to the garden, working with a test, developing fine motor skills of the hands - sitting on chairs, search activity - standing, working with cereals “Find a Vegetable”, logorhythmic exercise - “walking to the garden.” A quick rotation of techniques and changes in poses during the lesson made it possible to avoid fatigue in children.
Didactic activities of the teacher:
All aspects of the lesson are logical and consistent, subordinated to one topic. Moments from the educational areas of Cognition were integrated into the lesson: Reinforced the ability to describe a vegetable according to its characteristic features, according to the diagram; developed the ability to distinguish and name colors; Communication: children participated in the general conversation, listened without interrupting their peers; activated the children's vocabulary using words - the name of vegetables, practiced coordinating nouns and adjectives; “Socialization” to independently express goodwill and empathy. Artistic creativity: Improved children’s ability to roll plasticine between their palms with straight movements, reinforced pressing techniques, developing fine motor skills., Physical education; developed motor imagination and coordination of movements; Health: formed children’s ideas about vitamins and their importance. The techniques in the lesson were of a playful nature, based on game-based learning situations,
The use of the “Vegetable Garden” model helped to implement the main educational task in an interesting way - the formation of children’s ideas about vegetables and the place where they grow. My role was limited to learning to give detailed answers. This helped to achieve optimal results.
At every moment of the lesson, I tried to guide the kids to find solutions to the problem, helped them gain new experience, activate independence and maintain a positive emotional attitude.
The creation of search, problem situations intensified the mental and speech activity of children,
The specifics of working with children in the classroom were reflected in a person-centered approach. She encouraged timid children and praised them in order to consolidate their situation of success.
During the lesson, I tried to communicate with the children on the same level, tried to maintain the children’s interest in the lesson throughout the entire time.
The outcome of the lesson was organized in the form of a game problem situation “Guess the treat?” so that during it you can check the quality of assimilation of the material.
Due to the fact that the children are small and there were many choral responses, I plan to pay special attention to individual responses. It is also necessary to achieve clear pronunciation of words. Work on sound pronunciation, expand active and passive vocabulary. But, despite these difficulties, I believe that all the program tasks I set during the lesson were solved.
Kristina Vershinina
Analysis of classes in preschool educational institutions according to the Federal State Educational Standard before. Sample self-analysis of a lesson in a preschool educational institution according to the Federal State Educational Standard before
Analysis of classes in preschool educational institutions according to Federal State Educational Standards for preschool education
General information
1. Topic classes.
2. Date and place of its holding. Who conducts it?
3. Group.
4. Purpose:
What problems and formation of what personal qualities of pupils is this program designed to solve? class;
Tasks:
How is the specificity and realism of the goal realized (from the point of view of sufficient time to complete it, compliance with the preparedness of children to solve it, on previous classes, capabilities and abilities of children);
How is integration implemented? educational areas in accordance with the age capabilities and characteristics of students in class.
5. Psychological justification for the choice of form and content activities:
Correspondence classes general educational and correctional-developmental goals and objectives, the level of development of students, their age characteristics;
Implementation of a comprehensive thematic principle (the topic of a specific classes selected in the context of the general topic being studied);
During classes joint activities of adults and children are realized, the main component is interaction.
6. Observation of progress classes
How convincingly, clearly, emotionally were the goals and objectives of the upcoming activity revealed to the students?
What knowledge did the students acquire during classes:
what social attitudes were formed among the pupils, towards what socially useful
activities encouraged them class;
what vital values were formed.
Controllability classes:
How is the opportunity to evaluate intermediate and final results implemented;
What conclusions did the students make during the course and at the end of the work;
What results have you achieved?
What was the impact of the class on the formation of public opinion of the group and individual students on their relationships.
what could be the consequence of this classes for the development of the team, for the formation of its social orientation.
What is its impact on individuals? pupils:
Emotional and aesthetic responsiveness to beauty in art;
work ethics, artistic activity.
aesthetics of behavior
Methods of work, the nature of relationships, their compliance with educational tasks, age and individual characteristics, the level of development of relationships in the group team.
7. General assessment of the educational event
To what extent were educational goals and objectives achieved?
Reasons for successes, failures, mistakes?
General assessment of the educational value of the work performed.
Psychological and pedagogical conclusions and suggestions to educators and pupils:
Efficiency classes in relation to each child;
analysis of children's activities(teacher) And children's self-analysis of their work;
Reflective moment (the teacher encourages the child to express his attitude to the situation, to his activity).
8. Analysis activities of the teacher
Which character traits of the teacher contributed to effective work with students, which, on the contrary, hindered
The teacher encourages children to take initiative and independence, encourages the expression of subjectivity;
The teacher stimulates and encourages children's individual achievements;
What pedagogical abilities were demonstrated when carrying out effective work with students?
The teacher takes into account the characteristics of each child (pace of activity, emotional state, level of development of mental processes, temperament)
Teacher "sees" every child nka: helps, stimulates, encourages.
Sample self-analysis of a lesson in a preschool educational institution according to the Federal State Educational Standard for Preschool Education
Target: To develop children’s interest in knowledge about vegetables through integration educational areas: cognition, communication socialization, artistic creativity, health.
Tasks:
Formation of children's understanding of vegetables, the place of germination and their preparation for the winter;
Strengthen children’s ability to describe vegetables according to their characteristic features, according to the diagram;
Improving the ability to construct your statements grammatically correctly and consistently;
Expand the active vocabulary, activate the names of vegetables in children’s speech.
Continue to develop in children the ability to distinguish and name colors, practice comparing objects by color;
Encourage children to answer questions by pronouncing words clearly.
Developing children’s ability to coordinate movements with text, understand and follow verbal instructions;
Development of visual perception and memory, motor imagination and coordination of movements;
Development of fine general and fine motor skills of the hands;
Developing a friendly attitude towards peers;
Creating a favorable emotional atmosphere and conditions for active play activities of children.
Organizational activities, preparation for occupation
Class was carried out in accordance with the outline. Abstract compiled on one's own, in accordance with the tasks educational program, corresponding to the given age of children. To implement each task there were techniques have been selected, in an interesting and entertaining way.
For every moment classes There were visual aids that stimulated and activated children to think. The manuals are of sufficient size and aesthetically designed. Their placement and use was rational, thoughtful in the learning space and in class.
On class music was used to enhance emotional perception. Organizational reception "Greetings" in poetic form" was aimed at developing communicative skills, establishing friendly relationships both within the children's team and between guests and children.
The lesson is dynamic, it includes techniques that provide for a quick change of activity. Conversation - sitting on chairs, moving around the group while looking for a way out of a problem situation with a hare - going to the garden, working with dough, developing fine motor skills of the hands - sitting on chairs, search activity - standing, working with cereals "Find a vegetable", logorhythmic exercise - "walking in the garden". Quick changeover of techniques and changes of poses during classes allowed to avoid children's fatigue.
Didactic activities of the teacher
All moments classes logical and consistent, subordinated to one topic. IN class points from educational fields Cognition: Reinforced the ability to describe a vegetable according to its characteristic features, according to the diagram; developed the ability to distinguish and name colors;
Communication: children participated in the general conversation, listened without interrupting their peers; activated the children's vocabulary using words - the name of vegetables, practiced coordinating nouns and adjectives; "Socialization" on one's own express kindness and empathy. Artistic creation: Improved children’s ability to roll plasticine between their palms with straight movements, reinforced pressing techniques, developing fine motor skills. Physical Culture; developed motor imagination and coordination of movements.
Health: formed children’s ideas about vitamins and their importance. Receptions for class were of a playful nature and were based on game-based learning situations.
Using the model "Garden", helped in an interesting playful way to implement the main educational task - the formation of children’s ideas about vegetables and the place where they grow. My role was limited to learning to give detailed answers. This helped to achieve optimal results.
In every moment classes I tried to guide the kids to find solutions to the problem, helped them gain new experience, activate independence and maintain a positive emotional attitude.
The creation of search, problem situations intensified the mental and speech activity of children,
Specifics of working with children class reflected in the person-centered approach. She encouraged timid children and praised them in order to consolidate their situation of success.
During classes I tried to communicate with children on the same level, I tried to maintain children’s interest in occupation throughout the entire time.
Bottom line classes was organized in the form of a game problem situation “Guess the treat?” so that during it you can check the quality of assimilation of the material.
Due to the fact that the children are small and there were many choral responses, I plan to pay special attention to individual responses. It is also necessary to achieve clear pronunciation of words. Work on sound pronunciation, expand active and passive vocabulary. But, despite these difficulties, I believe that all the program tasks I set during classes were decided.
Analysis of modern classes in preschool educational institutions according to the Federal State Educational Standard
General information
1. Topic of the lesson.
2. Date and place of its holding. Who conducts it?
3.Group.
4.Goal:
what problems this lesson is designed to solve and what personality traits to develop in students;
Tasks:
how the specificity and realism of the goal is realized (from the point of view of sufficient time to complete it, compliance with the children’s preparedness for solving it in previous lessons, the capabilities and abilities of the children);
how the integration of educational areas is implemented in accordance with the age capabilities and characteristics of students in the classroom.
5. Psychological justification for the choice of form and content of activity:
compliance of the lesson with general educational and correctional-developmental goals and objectives, the level of development of students, and their age characteristics;
implementation of a comprehensive thematic principle (the topic of a specific lesson is chosen in the context of the general topic being studied);
During the lesson, the joint activity of an adult and children is realized, the main component is interaction.
6.Observing the progress of the lesson
How convincingly, clearly, emotionally were the goals and objectives of the upcoming activity revealed to the students?
What knowledge did the students acquire during the lesson:
what social attitudes were formed among the pupils, towards what socially useful
activity prompted their occupation;
what vital values were formed.
Controllability of the lesson:
how the opportunity to evaluate intermediate and final results is implemented;
what conclusions did the students make during the course and at the end of the work;
what results have been achieved?
How did the lesson affect the formation of public opinion of the group and individual students on their relationships.
what could be the consequence of this activity for the development of the team, for the formation of its social orientation.
What is its impact on individual pupils:
emotional and aesthetic responsiveness to beauty in art;
work ethics, artistic activity.
aesthetics of behavior
Methods of work, the nature of relationships, their compliance with educational tasks, age and individual characteristics, the level of development of relationships in the group team.
7. General assessment of the educational event
To what extent were educational goals and objectives achieved?
Reasons for successes, failures, mistakes?
General assessment of the educational value of the work performed.
Psychological and pedagogical conclusions and suggestions to teachers and students:
the effectiveness of the lesson in relation to each child;
analysis of children’s activities (by the teacher) and children’s self-analysis of their work;
reflexive moment (the teacher encourages the child to express his attitude to the situation, to his activity).
8.Analysis of the teacher’s activities
What character traits of the teacher contributed to the effective work with students, which, on the contrary, interfered
the teacher encourages children to show initiative and independence, encourages the manifestation of subjectivity;
the teacher stimulates and encourages children's individual achievements;
What pedagogical abilities were demonstrated during the effective work with students?
the teacher takes into account the characteristics of each child (pace of activity, emotional state, level of development of mental processes, temperament)
The teacher “sees” each child: helps, stimulates, encourages.
Sample self-analysis of a lesson at a preschool educational institution
Target: To develop children's interest in knowledge about vegetables through the integration of educational areas: cognition, communication, socialization, artistic creativity, health.
Tasks:
Formation of children's understanding of vegetables, the place of germination and their preparation for the winter;
Strengthen children’s ability to describe vegetables according to their characteristic features, according to the diagram;
Improving the ability to construct your statements grammatically correctly and consistently;
Expand the active vocabulary, activate the names of vegetables in children’s speech.
Continue to develop in children the ability to distinguish and name colors, practice comparing objects by color;
Encourage children to answer questions by pronouncing words clearly.
Developing children’s ability to coordinate movements with text, understand and follow verbal instructions;
Development of visual perception and memory, motor imagination and coordination of movements;
Development of fine general and fine motor skills of the hands;
Developing a friendly attitude towards peers;
Creating a favorable emotional atmosphere and conditions for active play activities of children.
Organizational activities, preparation for class
The lesson was carried out in accordance with the notes. The abstract was compiled independently, in accordance with the objectives of the basic general education program, corresponding to the given age of the children. To implement each task, techniques were selected in an interesting and entertaining form.
At every moment of the lesson there were visual aids that stimulated and activated the children’s mental activity. The manuals are of sufficient size and aesthetically designed. Their placement and use was rational, thoughtful in the learning space and in the lesson.
Music was used during the lesson to enhance emotional perception. The organizational technique “Greeting” in poetic form” was aimed at developing communicative qualities and establishing friendly relationships both within the children’s team and between guests and children.
The lesson is dynamic, it includes techniques that provide for a quick change of activity. Conversation - sitting on chairs, moving around the group while looking for a way out of a problem situation with a hare - going to the garden, working with dough, developing fine motor skills of the hands - sitting on chairs, search activity - standing, working with cereals “Find a vegetable”, logorhythmic exercise - “walking to the garden.” A quick rotation of techniques and changes in poses during the lesson made it possible to avoid fatigue in children.
Didactic activities of the teacher
All aspects of the lesson are logical and consistent , subordinated to one topic. Moments from the educational areas of Cognition were integrated into the lesson: Reinforced the ability to describe a vegetable according to its characteristic features, according to the diagram; developed the ability to distinguish and name colors;
Communication: children participated in the general conversation, listened without interrupting their peers; activated the children's vocabulary using words - the name of vegetables, practiced coordinating nouns and adjectives; “Socialization” to independently express goodwill and empathy. Artistic creativity: Improved children’s ability to roll plasticine between their palms with straight movements, reinforced pressing techniques, developing fine motor skills of the hands. Physical Culture; developed motor imagination and coordination of movements.
Health : formed children’s ideas about vitamins and their importance. The techniques in the lesson were of a playful nature and were based on playful learning situations.
The use of the “Vegetable Garden” model helped to implement the main educational task in an interesting way - the formation of children’s ideas about vegetables and the place where they grow. My role was limited to learning to give detailed answers. This helped to achieve optimal results.
At every moment of the lesson, I tried to guide the kids to find solutions to the problem, helped them gain new experience, activate independence and maintain a positive emotional attitude.
Creation of search engines , problematic situations intensified the mental and speech activity of children,
The specifics of working with children in the classroom were reflected in a person-centered approach. She encouraged timid children and praised them in order to consolidate their situation of success.
During the lesson, I tried to communicate with the children on the same level, tried to maintain the children’s interest in the lesson throughout the entire time.
The outcome of the lesson was organized in the form of a game problem situation “Guess the treat?” so that during it you can check the quality of assimilation of the material.
Due to the fact that the children are small and there were many choral responses, I plan to pay special attention to individual responses. It is also necessary to achieve clear pronunciation of words. Work on sound pronunciation, expand active and passive vocabulary. But, despite these difficulties, I believe that all the program tasks I set during the lesson were solved.
Introspection
GCD in the senior group
Integration of educational areas “Speech development” “Cognitive development” “Social and communicative” “Physical development”
Topic: "Sea voyage"
Educational:
Develop children's speech with the help of riddles and proverbs
Develop the ability to select adjectives for nouns
Expand and enrich children's vocabulary.
Educational:
Develop a cognitive interest in nature.
Develop children's imagination and cognitive abilities.
Develop fine motor skills through finger games
Practice the relationship between words and actions.
Educational:
Cultivate responsiveness and a desire to help.
Materials, equipment:
A disk with a recording of the sound of the sea, tables and chairs for creating a ship, ships with ribbons, illustrations of sea inhabitants, an envelope with tasks, an easel, a pool of water, nets, buckets, napkins for each child, fish, kinders (pebbles, a chest with chocolate coins , tree.
GCD structure
Direct educational activities (hereinafter referred to as GED) were carried out with a group of children of senior preschool age 5 - 6 years old.
The educational activity itself consisted of three interconnected parts, during which children gradually performed various actions. This structure is completely justified, since each part of direct educational activity is aimed at solving certain problems and offers a choice of methods and techniques.
Introductory part: organization of children, motivation for upcoming activities. At the organizational stage of the NOD, the problem-situational method was used. The children were asked to go on a treasure hunt.
The main part of the educational activity was a specially organized and independent activity of children aimed at solving assigned problems.
Throughout the entire process, NOD created problematic situations to solve the assigned tasks.
In the final part of the NOD, I also used a game problem situation - filling out a marine logbook, so that during its completion I could check the assimilation of the material and confirm the successful implementation of the educational task. There were surprise moments (candy). She reinforced the positive results of the lesson with verbal encouragement and the presentation of medals.
To implement each task, I selected techniques that helped solve them. The techniques were based on playful learning situations in which I tried to encourage children to engage in active speech activity.
When working with children, I used conversation, questions to children for intelligence and logical thinking - all this contributed to the effectiveness of educational activities, mental activity and the development of children’s speech.
The material for the educational activities was selected at a level accessible to children, corresponded to their psychological characteristics and was rational for solving the set goals and objectives. They were active, attentive, and felt comfortable. All this is confirmed by the results of our activities.
All elements of GCD are logically united by a common theme.
This structure of the lesson is completely justified. Since each part of the lesson is aimed at solving certain pedagogical problems and offers a choice of adequate methods and techniques. The content of the lesson corresponded to the assigned tasks.
Activities at GCD are characterized as joint and individual.
At GCD I used the following forms of work: frontal, individual, group.
1. Verbal (questions for children, clarification, encouragement);
2. Visual demonstration (image of sea animals, ships, map);
3. Practical (drawing a road, catching stones, performing actions with objects (unscrew, wind ribbons on a pencil)
4. Game (treasure search, exercises on the relationship between words and actions);
5. Control methods (analysis of completed tasks was carried out in the form of filling out a maritime log, performance results were assessed using medals);
Methods include a system of techniques that are combined to solve learning problems. Techniques (explanations, instructions, demonstration, commands, play techniques, artistic expression, encouragement, helping the child, analysis, introductory conversation) are aimed at optimizing the individual development of each child.
I believe that the form of organizing the direct educational activities of children that I chose was quite effective and dynamic. I tried to comply with the norms of pedagogical ethics and tact. I believe that the tasks set in direct educational activities were completed! GCD has achieved its goal!
How does it affect children attending kindergartens? This question makes every parent worry. Previously, the priority of the educational process in school was preparation for school. Those who have become familiar with the Federal State Educational Standards program have noticed that kindergarten graduates are no longer required to be able to read and write. Now he must leave the preschool walls as a harmoniously developed personality, ready to fit into the school system and withstand the troubles of life. The emphasis is on raising modern children who are growing up in the age of global information attack.
Accordingly, group classes must comply with innovations. Therefore, constant monitoring of the team’s work is necessary. To do this, an analysis of a lesson in a preschool educational institution according to the Federal State Educational Standard is carried out by a senior educator, methodologist, or self-analysis by a direct teacher. Both working moments and final results are assessed. The main thing for the inspector is to decide for what purpose he is conducting the research. This may be the study of working methods, the level of knowledge of a specialist, methods of pedagogical influence. In each specific case, the subject of analysis will be different.
Why is the analysis of classes in preschool educational institutions according to the Federal State Educational Standard for Preschool Education carried out?
Parents should know that they carry a certain meaning. They pursue two goals: developmental and educational. An analysis of classes at a preschool educational institution according to the Federal State Educational Standard helps determine the direction of activity. The table shows a step-by-step lesson for preschoolers. Filling it out helps the teacher take all these points into account when preparing for classes.
Developmental classes can only be conducted after training sessions. They are an indicator of the child’s accumulated experience and acquired knowledge. If a preschooler has not acquired the necessary skills, he is not ready to make independent decisions based on them.
Questions to consider
A methodologist or teacher must answer several basic questions in order to correctly analyze a lesson in a preschool educational institution according to the Federal State Educational Standard. The sample questionnaire may not be suitable for some specialized kindergartens, but for most preschool institutions it will be useful. Here are some of them:
- Are the children ready for the upcoming lesson, do they understand why it is being held?
- What form does the lesson take? Is the material perceived, is it accessible?
- Is the amount of information exaggerated?
- Which baby senses are involved?
- Are the actions that students perform meaningful?
- What is the psychological climate in the children's team?
- Are preschoolers interested in what they are doing?
- What is the quality of the prepared material?
- Did the activity promote children's creative activity?
These questions will help at the initial stage and will be useful if, for example, an analysis of a lesson in a preschool educational institution according to the Federal State Educational Standard in mathematics is carried out.
Lesson Analysis Plan
Acting in accordance with a certain list is what the one who analyzes classes at a preschool educational institution according to the Federal State Educational Standard should do. A sample presented by experienced colleagues will help with this. What points need to be included in it?
2. Date of the event.
3. Venue.
4. Full name the one who conducts the lesson.
5. Age of children and name of group.
6. Set tasks and methods for solving them.
7. Justification of the selected material and method of conducting the lesson from the point of view of the psychological characteristics of the students.
8. Description of the learning process from the children's point of view. Monitoring the impact of the training carried out in accordance with individual characteristics.
9. Evaluation of the teacher’s actions. Justification of both positive and negative aspects. Studying children's opinions.
10. Summing up. Analysis of the teacher’s personality, his character traits that contribute or hinder the learning process.
According to such a plan, you can monitor any training in kindergarten and perform, for example, an analysis of a lesson in a preschool educational institution according to the Federal State Educational Standard in Fine Arts.
Teaching preschoolers fine arts
If fine arts are taught in kindergarten, then it is necessary to analyze the teaching of this subject. To begin with, a parallel is drawn between the age of the children, their drawing abilities and the proposed teaching program. Assess the load, educational and emotional; the quality of the selected material and visual aids. The way a teacher knows how to teach knowledge and involve students in the learning process. It is important that the teacher’s explanations are accessible and correct.
The analyst must imagine the difference between teaching in junior and senior groups when analyzing a lesson in a preschool educational institution according to the Federal State Educational Standard. The sample, if provided, must correspond to the age of the students. The duration and breakdown of the lesson into stages is important for the proper organization of the process in the preschool team, the same as comparing children's work with each other.
In drawing lessons, it is important to evaluate such criteria for completed tasks as correctness of form, proportionality of individual parts, compliance with the task, design, use of paper space, location of the drawing on the plane. It is necessary to note the child’s independence, his skills, and the development of motor skills.
Independent analysis of classes in preschool educational institutions according to the Federal State Educational Standard
A sample drawing lesson fully reflects the process of monitoring pedagogical work. But the teacher can evaluate his activities independently. In this case, you must act in accordance with the same plan. For example, how self-analysis is carried out in a lesson on telling time.
First, the teacher formulates the general topic of the lesson. Then he sets goals that need to be achieved in the process of work. They can be specific: learn to tell time by watch, have an understanding of instruments that measure time. And developing: to activate memory and attention, develop logical thinking, determine cause and effect.
Then set goals for yourself. Most likely, they will be educational.
- Understand the use of technologies: information, gaming, personal, communication.
- Track the relationship between all actions performed.
- Describe the procedure and tools for its implementation.
- Analyze the children’s actions, their reactions, perception of the lesson and the teacher.
- Note whether the situation in the group contributed to maintaining the health of the students.
What should a child become according to the Federal State Educational Standards plan?
Analysis of classes is carried out to ensure that preschoolers develop in the conditions provided for by the State Standard. Children, having graduated from kindergarten, should, according to the compilers of the Federal State Educational Standard, be cultured, proactive, with developed communication skills, capable of joint activities.
The attitude towards the world should be positive. The main skills are the ability to negotiate, joy for other people’s successes, understanding other people’s feelings, non-conflict. A developed imagination should help the child in future activities and social life. Speech should become an instrument for expressing one’s own thoughts and desires. A preschooler must have certain knowledge and skills that facilitate adaptation to a new team.
Will they prepare for school?
Reading and writing have ceased to be the main priorities. The main thing is the formation of a stress-resistant personality that can easily cope with the difficulties of adult life. But preparation in kindergarten should help you successfully master the school curriculum. Children are different, and the approach to teaching them must be appropriate. But the development of the child’s psychological, physical, and communicative activities comes to the fore.
Therefore, in the future, a preschooler will be happy to go to school, as he will be physically and mentally prepared for it. Children in the modern world receive more information than previous generations. Therefore, training with them should reach a new level. Already at a young age, the child masters complex gadgets. And the learning process in a preschool educational institution should raise his knowledge to a new level, and not slow down the development process.