What is the content approach in dow. System-activity approach in the educational activities of preschool educational institutions as the basis of the Federal State Educational Standards of preschool education

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1 Municipal budgetary preschool educational institution kindergarten combined type 1 “Alyonushka” Theoretical seminar Topic: “Activity approach in educational activities with preschoolers" Konstantinovsk, Rostov region

2 Goal: 1. To systematize the knowledge of teachers about the activity approach in the educational process of preschool educational institutions, 2. To show the need to use this method in the work of a teacher modern stage development of preschool education. Seminar plan. 1. Activity approach in educational activities with preschoolers. Senior teacher Chukarina N.K. 2. “GCD structure based on the activity approach.” Teacher Fominicheva T.V. 3. “The role of the teacher in the implementation of the activity approach” Head of the educational organization of educators Luponos Z.N. 4. Summary of the seminar. Booklets and reminders.

3 1.Activity method in educational activities with preschoolers. The preschool education system switched to new stage: evidence of this is the emergence of a fundamentally new document of the Federal State Educational Standard of Preschool Education (FSES DO). The Federal State Educational Standard for Preschool Education sets guidelines for the development of the preschool education system and makes a number of changes to the organization of the educational process in preschool educational institutions. A preschooler is, first of all, an activist striving to understand and transform the world. The child should not be a passive listener, receiving ready-made information transmitted to him by the teacher. It is the child’s activity that is recognized as the basis for the development of knowledge, which is not transmitted in finished form, but is mastered by children in the process of activities organized by the teacher. Thus, educational activity acts as a collaboration between the teacher and the child, which contributes to the development of communicative abilities in children, as required component educational activities. Development is based not on passive contemplation of the surrounding reality, but on active and continuous interaction with it. What is the activity approach to educational activities with preschoolers? The activity approach in education assumes that a person in the learning process should not learn something, but learn something, i.e. learn to carry out activities. The work comes to the fore here, and knowledge plays a secondary role, being a means of doing this work and a means of learning. “If you want to feed a person once, give him a fish. If you want to feed him for life, teach him to fish.” Confucius The activity approach is the organization and management by the teacher of the child’s activities when solving specially organized

4 educational tasks of varying complexity and issues. These tasks develop not only the child’s subject, communicative and other types of competencies, but also the child himself as a person. The activity approach is a way to master the educational environment without mental and physical overload of children, in which every child can self-realize and feel the joy of creativity. The activity is defined as specific type human activity aimed at understanding and creatively transforming the surrounding world, including oneself and the conditions of one’s existence. Activity-system human actions aimed at achieving a specific goal. “I hear, I don’t remember, I see, I remember, I do, I understand. Confucius Principles of the activity approach: the principle of taking into account the leading types of activities and the laws of their change; the principle of subjectivity of education; the principle of taking into account sensitive periods of development; the principle of overcoming the zone of proximal development; the principle of enrichment, strengthening, deepening child development; the principle of designing, constructing and creating a situation of educational activity; the principle of mandatory effectiveness of each type of activity; the principle of high motivation for any type of activity; the principle of mandatory reflectivity of all activities; the principle of moral enrichment of activities used as a means; the principle of cooperation in organizing and managing various types of activities; the principle of child activity in the educational process. Senior teacher Chukarina N.K.

5 2. GCD structure based on the activity approach. I propose to consider the structure of GCD based on the activity method 1. Creation of a problem situation 2. Target setting 3. Motivation for activity 4. Designing solutions to a problem situation 5. Performing actions 6. Analyzing the results of activities 7. Summing up. First stage. At the beginning there is an invitation to activity: “Today, let me be whoever wants to join.” Playful motivation is important here, which helps guide children’s activities in a playful way. Someone comes to visit or a toy Bring in something so that most children are interested Remove something, leaving an empty space Do something unusual in the presence of children with a request to move away and not disturb (look closely out the window, play with the junior teacher checkers, etc.) Intrigue (wait, after exercise I’ll tell you; don’t look, I’ll show you after breakfast; don’t touch, it’s very fragile, it’ll ruin it; for example, it’s snowing, hang a sheet on the window before the children arrive “Guys, don’t look yet, I have There’s such a beautiful picture there, we’ll talk about it later." Main part. After we have outlined a task for joint activity, the teacher suggests possible ways its implementation. In the process, he offers new ways, developing content, and increases the child’s interest in the work of his peer. Encouraging communication, discussing problems. Putting forward various options for what to do to resolve the problem. Do not evaluate children’s answers, accept any, do not offer to do or not do something, but

6 offer something to choose from. Rely on children's personal experience when choosing assistants or consultants. During the activity, the teacher always asks the children: “Why, why are you doing this?” so that the child comprehends every step. If a child does something wrong, give him the opportunity to understand for himself what exactly, you can send another child to help. The final stage. Each child works at his own pace and decides for himself whether he has finished or not. At the final stage, adults’ assessment of children’s actions can only be given indirectly. How to compare the result with the goal: what was planned and what happened. Find someone to praise for something (not only for the result, but also for the activity in the process). Teacher Fominicheva T.V. 3. “The role of the teacher in the implementation of the activity approach” The personality of the teacher is called upon to become a mediator between the activity and the subject of the activity (the child). Thus, pedagogy becomes not only a means of education and training, but to a greater extent a means of stimulating creative and exploratory activity. Updating the content of education requires the teacher to search for methods, techniques, pedagogical technologies, activating the activity and activity of the child, developing the child’s personality in the process of various types of activities. That is why the activity-based approach is so in demand in organizing the educational process in preschool educational institutions.

7 The role of the teacher in the implementation of the activity approach is great, since it is the teacher who is the key figure in the educational process. In the process of implementing the activity approach in education, the formation of a child’s personality and his advancement in development occurs not when he perceives knowledge in a ready-made form, but in the process of his own activity aimed at “discovering new knowledge.” The principle of activity distinguishes the child as an actor in the educational process, and the teacher is assigned the role of organizer and manager of this process. It is difficult to overestimate the role of the teacher’s activities, its influence on the process of formation and development of the child’s personality. Everything is important here: the rejection of the authoritarian style of communication in favor of a democratic one, and personal qualities teacher, and the ability for self-development, and his professional competence. The teacher faces the following tasks: 1. Create conditions to make the child motivated in the process of acquiring knowledge; 2. Teach the child to independently set a goal and find ways and means to achieve it; 3. Help the child develop the skills of control and self-control, assessment and self-esteem. Based on the above, we can formulate the basic rules of the activity approach: Give the child the joy of creativity, awareness of authorship. Lead the child from own experience to the public Be not “ABOVE”, but “NEAR” Rejoice at the question, but do not rush to answer Teach to analyze each stage of the work By criticizing, stimulate the child’s activity. Head of the educational organization of educators Luponos Z.N.

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System-activity approach as the basis for the implementation of the Federal State Educational Standard for Education

(Municipal budgetary preschool educational institution “Kindergarten of a combined type No. 1 “Swallow” ZMR RT, Zelenodolsk)

“It is necessary that children, if possible,

studied independently, and the teacher guided

this an independent process And

gave him material"

K.D. Ushinsky.

The system-activity approach is the methodological basis of the concept of the state standard of general education of the second generation.

The Federal State Educational Standard is based on a systemic and activity-based approach, which ensures:

• education and development of personality traits that meet the requirements information society;
• development of educational content and technologies that determine the ways and means of personal and cognitive development of students;
• development of the student’s personality based on the assimilation of universal educational actions of cognition and mastery of the world;
• confession decisive role ways of organizing educational activities and interaction of participants in the educational process in achieving the goals of personal, social and cognitive development of students;
• taking into account the role and significance of activities and forms of communication to determine the goals and paths of education and upbringing;
• diversity of organizational forms and accounting individual characteristics every student (including gifted children and children with disabilities) disabilities health);
• enrichment of forms of interaction with peers and adults in cognitive activity.

Task modern preschool educational institution- prepare a graduate with the ability and desire to acquire knowledge that allows him to feel confident in independent life. The use of a system-activity approach in the educational process makes it possible to create the environment necessary for the formation of a modern graduate of a preschool educational institution.

Currently, the use in teaching of techniques and methods that form the ability to independently obtain new knowledge, collect the necessary information, put forward hypotheses, draw conclusions and conclusions, and develop the skills of independence and self-development in preschoolers is becoming increasingly relevant in the educational process.

This can be achieved through a systematic, activity-based approach to teaching, the main goal of which is to teach how to learn.

The implementation of the activity method technology in practical teaching is ensured by the following system of didactic principles:

1. The principle of activity is that the child does not receive knowledge in a ready-made form, but obtains it himself.

2. The principle of continuity means such an organization of training when the result of activity at each previous stage ensures the beginning of the next stage.

3. The principle of a holistic view of the world means that the child must form a generalized, holistic view of the world (nature-society-himself).

4. Principle psychological comfort involves the removal of stress-forming factors in the educational process, the creation of a friendly atmosphere in the preschool educational institution and in the classroom, focused on the implementation of the ideas of cooperative pedagogy.

6. The principle of variability presupposes the development of variable thinking in children, that is, an understanding of the possibility of various options for solving a problem, the formation of the ability to systematically enumerate options and select the optimal option.

7. The principle of creativity presupposes maximum focus on creativity in the educational activities of preschoolers, their acquisition of their own experience of creative activity. Forming the ability to independently find solutions to non-standard problems.

The holistic structure includes six successive stages:

1. Introduction to the situation;
2. Updating;
3. Difficulty in the situation;
4. Children's discovery of new knowledge (method of action);
5. Inclusion of new knowledge (method of action) into the child’s system of knowledge and skills;
6. Comprehension (result).

Introduction to the situation

At this stage, conditions are created for children to develop an internal need (motivation) to participate in activities. Children record what they want to do (the so-called “children's goal”). It is important to understand that a “children’s” goal has nothing to do with an educational (“adult”) goal.

To do this, the teacher, as a rule, includes children in a conversation that is necessarily personally significant for them, connected with their personal experience.

The emotional inclusion of children in the conversation allows the teacher to smoothly move on to the plot, with which all previous stages will be connected.

The key phrases for completing the stage are the questions: “Do you want to?”, “Can you?”

With the first question (“Do you want?”), the teacher shows the child’s freedom of choice of activities. It is no coincidence that the next question is: “Can you?” All children usually answer this question: “Yes! We can do it!” By asking questions in this sequence, the teacher purposefully develops in children faith in their own strengths.

At the stage of introduction to the situation, a methodologically sound mechanism of motivation (“need” - “want” - “can”) is fully included. And at the same time, meaningful integration of educational areas and the formation of the most important integrative qualities of the individual are carried out.

Update

This stage can be called preparatory to next stages, in which children must “discover” new knowledge for themselves. Here in progress didactic game The teacher organizes children’s objective activities, in which mental operations (analysis, synthesis, comparison, generalization, classification, etc.) are purposefully updated, as well as the children’s knowledge and experience necessary for them to independently construct a new way of action. At the same time, children are in the game plot, moving towards their “childish” goal and do not even realize that the teacher, as a competent organizer, is leading them to new discoveries.

In addition to training mental operations and updating children’s experience, the teacher pays attention to the development of such integrative qualities as the ability to listen to an adult, follow his instructions, work according to rules and patterns, find and correct one’s mistakes, etc.

The actualization stage, like all other stages, must be permeated educational tasks, the formation in children of primary value ideas about what is good and what is bad (for example, you can’t fight, offend little ones, it’s not good to snitch, you need to share, you need to respect adults, etc.).

Difficulty in the situation

This stage is key, since it contains, as in a “seed,” the main components of the structure of reflexive self-organization, which make it possible to determine the right way to overcome the difficulty. Within the framework of the selected plot, a situation is simulated in which children are faced with difficulties in individual activities.

The teacher, using the question system “Could you?” - “Why couldn’t they?” helps children gain experience in identifying difficulties and identifying their causes.

Since the difficulty is personally significant for each child (it interferes with the achievement of his “childish” goal), the child has an internal need to overcome it, that is, now cognitive motivation. Thus, conditions are created for the development of curiosity, activity, cognitive interest.

In early preschool age, this stage ends with the words of an adult: “That means we need to find out.”, and in older groups with the question: “What do you need to know now?” It is at this moment that children acquire the primary experience of consciously setting an educational (“adult”) goal for themselves, while the goal is articulated by them in external speech.

Thus, strictly following the stages of technology, the teacher leads children to the point that they themselves want to learn “something.” Moreover, this “something” is absolutely concrete and understandable to children, since they themselves (under the guidance of an adult) named the cause of the difficulty.

Children's discovery of new knowledge (method of action)

On at this stage The teacher involves children in the process independent decision questions problematic nature, search and discovery of new knowledge.

Using the question “What should you do if you don’t know something?” The teacher encourages children to choose a way to overcome the difficulty.

In early preschool age, the main ways to overcome difficulties are the methods “I’ll figure it out myself,” “I’ll ask someone who knows.” An adult encourages children to ask questions and teaches them to formulate them correctly.

In older preschool age, another way to overcome the difficulty is added: “I’ll figure it out myself, and then test myself according to the model.” Using problematic methods (leading dialogue, stimulating dialogue), the teacher organizes the children’s independent construction of new knowledge (method of action), which is recorded by the children in speech and signs. Children develop such an important integrative quality as “the ability to solve age-appropriate intellectual and personal tasks (problems).” Children begin to comprehend their actions and their results, and gradually realize the way through which new knowledge is acquired.

Thus, children gain experience in choosing a method for solving a problem situation, putting forward and justifying hypotheses, and independently (under the guidance of an adult) “discovering” new knowledge.

Inclusion of new knowledge (method of action) into the child’s system of knowledge and skills

At this stage, the teacher offers situations in which new knowledge (the constructed method) is used in conjunction with previously mastered methods. At the same time, the teacher pays attention to the children’s ability to listen, understand and repeat the adult’s instructions, apply the rule, plan their activities (for example, in older preschool age questions like: “What will you do now? How will you complete the task?”). In senior and preparatory groups individual tasks can be performed in workbooks (for example, when playing “School”).

Children develop their ability to independently apply acquired knowledge and methods of action to solve new tasks (problems), and transform methods of solving problems (problems). Particular attention at this stage is paid to developing the ability to control the way they perform their actions and the actions of their peers.

Comprehension (result)

This stage is a necessary element in the structure of reflexive self-organization, as it allows one to gain experience in performing such important universal actions as recording the achievement of a goal and determining the conditions that made it possible to achieve this goal.

Using the question system “Where were you?” - "What did you do?" - “Who did they help?” The teacher helps the children comprehend their activities and record the achievement of the “children’s” goal.

Next, using the question “Why did you succeed?” The teacher leads the children to the fact that they have achieved the “children’s” goal due to the fact that they have learned something new and learned something. Thus, he brings together “children’s” and educational (“adult”) goals and creates a situation of success: “You succeeded. because you have learned (learned).” In younger groups, the teacher spells out the conditions for achieving the “children’s” goal himself, and in older groups, children are already able to independently determine and voice the conditions for achieving the goal. Considering the importance of emotions in the life of a preschooler, special attention should be paid to creating conditions for each child to receive joy and satisfaction from a job well done.

The system-activity approach to education is not at all a set of educational technologies or methodological techniques. This is a kind of philosophy of education, a methodological basis on which various systems developmental training. The main idea of ​​the activity approach is connected not with the activity itself, but with activity as a means of formation and development of the child’s subjectivity.

“A bad teacher presents the truth, a good teacher teaches you to find it” A. Disterverg

Literature:

1. A. G. Asmolov. System-activity approach to the development of new generation standards.
2. Abdillina L.E., Peterson L.G., Formation of prerequisites for universal educational activities in preschoolers // Preschool Education Management. - 2013. - No. 2
3. A.A. Leontyev. Technology of developmental education: some considerations // “School 2000.” Concepts. Programs. Technologies. Vol. 2. - M., 1998.
4. Selevko G.K. Modern educational technologies: Textbook.-M.: Public education.-1998.- p.60-65
5. Federal State Educational Standard for Preschool Education 2013
6. L.G. Peterson, Yu.V. Agapov, M.A. Kubysheva, V.A. Peterson. System and structure of educational activities in the context of modern methodology. M., 2006.
7. Catalog “Preschool education. Everything about preschool education: methods, articles, advice to parents, educational games, manuals, materials, fairy tales" - http:\\www.shcool.edu.ru

As the basis of the Federal State Educational Standard, it has become especially relevant in the context of innovations currently occurring in our country, including in the field of preschool education. It has become an important means of socio-economic and cultural formation of the intellectual potential of the Russian Federation.

The significance of changes in the system of additional education

The basis of the Federal State Educational Standard is a systematic, activity-based approach to each child, developing in the younger generation the ability to solve complex problems and tasks. Modern society puts forward serious demands on the process additional education. Russia needs moral, educated, enterprising young people who are able to predict the results of their actions, who are ready to feel pride and responsibility for their family and country.

Because priority educational system and society is considered to be the preparation of young people entering a new life, the result of training is characterized by their successful adaptation in society.

The system-activity approach as the basis of the Federal State Educational Standard is aimed at creating optimal conditions for self-realization of the younger generation of post-industrial society. A teacher cannot “sculpt” or “make” a child with a passive version of teaching and upbringing. Only when schoolchildren are involved in joint activities available desired result, fulfill a social order in in full.

New educational trajectories

The system-activity approach as the basis of the Federal State Educational Standard involves assessing the quality of education according to certain criteria:

• learning results are personal and socially significant;
• high-quality knowledge allows children to build individual educational trajectories for personal development;
• differentiation of training is allowed while maintaining the unity of theoretical material;
• increased motivation of schoolchildren to study is manifested;
• conditions are created for personal and general cultural improvement;
• the formation of competencies is carried out in different subject areas.

The system-activity approach as the basis of the Federal State Educational Standard has practical significance, it is relevant and in demand in modern society.

History of formation

The idea of ​​combining activity and systems approaches was proposed by domestic scientists and teachers. The system-activity approach as the methodological basis of the Federal State Educational Standard appeared in 1985. Among its developers, we highlight E.V. Ilyenkov, E.G. Yudin, and psychologist A.G. Asmolov. The developers of the new educational system carefully studied the experience of foreign colleagues, as well as the methods of developmental and advanced learning created by L. S. Vygotsky, L. V. Zankov, D. B. Elkonin.

The system-activity approach as the methodological basis of the Federal State Educational Standard was the result of a synthesis of various innovative technologies created in the 20th century by foreign and domestic psychologists and scientists. He included the best teaching experience of several decades. Today, the system-activity approach is the basis of domestic education at all levels, including the preschool system.

The educational process in preschool educational institutions is regulated state standards, developed for the preschool educational program.

The essence of the approach

The system-activity approach as the basis of the Federal State Educational Standard for preschool education has the following essence:

• development and education personal qualities, which fully meet the needs information environment, modern economy, based on tolerance, respect for representatives of other nationalities;
• system-activity approach, the basis of the Federal State Educational Standard of Preschool Education, is considered as a transition to educational environment to a strategy of social construction and design based on the content and methods of education, ensuring individuality, cognitive activity and personal development of students;
• focus on learning outcomes (the student’s personality is formed on the basis of his assimilation of universal learning actions in the process of learning about the world around him);
• a decisive role is given to methods of organizing activities, as well as options for achieving social, personal, cognitive improvement of students.

Forms and methods

The system-activity approach as the basis for the implementation of the Federal State Educational Standard makes it possible to take into account the age-related, physiological, and psychological characteristics of children. Particular importance in the new educational system is given to the search for forms of communication between mentor and student for full and productive joint activities.

New technologies ensure a smooth transition from preschool education to the school level.

The system-activity approach as the basis for the implementation of the Federal State Educational Standard is distinguished by various organizational forms and allows taking into account the individual abilities of each individual student. Teachers can work not only with gifted children, but also with children with health limitations.

Personality development

As a result of joint fruitful activity, children get the opportunity to realize their creative potential.

The system-activity approach is the basis for the effective implementation of the second generation Federal State Educational Standard. This method differs from traditional educational technologies in its variety of forms and the possibility of active inclusion in search and research activities.

How else do innovative educational technologies differ? The system-activity approach is the basis of the Federal State Educational Standard of LLC, without it it is difficult to fulfill the requirements that society places on the level of modern education.

The basis for the success of each child, the formation of his skills and numerous competencies, should be a systematic change of methods and types of activities, which is fully ensured by innovative educational technologies.

System-activity approach as technological basis The Federal State Educational Standard needs an updated methodological base. It involves the selection of a set of innovative approaches and techniques that allow the teacher to enhance the students’ own activities.

Specifics of the approach

The system-activity approach to teaching is the basis of the Federal State Educational Standard for preschool education. At the end of the last century, in domestic education attention was paid only to the acquisition of knowledge. No one attached importance to the issue related to the search for effective ways to assimilate theory, the development of individuality, the formation of citizenship and patriotism in the younger generation.

Training was based on the verbal method and forms of transmitting ready-made information, impersonality and monotony, passive learning Guys. The information that they were forced to memorize was useless; schoolchildren did not need it in Everyday life, did not contribute social adaptation and success in the profession.

Relevance of the method

Peterson created the system-activity approach. As the basis of the Federal State Educational Standard, he proposed the organization and control of educational and educational activities children of preschool age in the context of life activities. Required condition is accounting life plans, interests, value guidelines, the use of innovative techniques and techniques.

The new preschool education paradigm has an activity-based version. Its main goal is to develop the personality of a preschooler on the basis of mastering universal ways formation of skills and abilities that form the instrumental basis of UUD.

The system-activity approach is the basis of the Federal State Educational Standard of NEO. His distinctive feature is to pay special attention to the process of development of the personality of a preschooler, his acquisition of moral, spiritual, and social experience.

This is exactly the approach in Lately became a presenter scientific method cognition and transformation of objects. This is the direction of the methodology theoretical research and social practice, based on consideration various items and objects as integral systems, makes it possible to identify the variability of educational subject areas.

Federal government requirements new generation assume the allocation of a certain number of hours for the regional component in all academic disciplines. For example, as part of environmental education, children get acquainted with the trees, plants, and animals of their region, and gain experience in a tolerant attitude towards living nature.

The essence of the technique is to consider independent components in interconnection, movement, constant development and improvement.

This activity-based approach is the basis of the Federal State Educational Standards LLC, which are currently introduced into Russian preschool education.

A differentiated approach to education allows us to identify systemic integrative properties, as well as qualitative characteristics necessary for harmonious development the younger generation of Russia.

The historical, functional, substantive aspects of an integrated approach require a combination of such principles of analysis as specificity, historicism, taking into account development and comprehensive connections.

The cultural-historical aspect is based on the theoretical provisions of the pedagogical concepts of Galperin, Leontiev, Vygotsky. They paid special attention to the main psychological patterns processes of education and training, the structure of educational activities of preschoolers with mandatory consideration of the main features of the individual age development children.

The main type of thinking that is associated with new educational concept, involves empirical thinking. The child gets the opportunity to select his own content of education, to choose in large quantities those areas that are interesting to children.

Transformations to preschool educational institutions

The system-activity approach accompanies the modernization of the general educational paradigm, which is reflected in the transition:

• From setting the goal of modern preschool education as the acquisition of skills, abilities, and knowledge to setting a goal as a way of developing the competence to learn and master new universal skills.
• From limitations educational material within the scope of the subject, an orientation towards understanding the teaching as a way of adaptation in modern society is assumed.
• From the chaotic educational activity of the child there is a transition to the development of an individual educational path of development.
• From the individual type of material acquisition to awareness important role cooperation in the process of achieving basic educational goals.

Let us note that competency-based and competency-based approaches to learning do not contradict the tasks that the second generation Federal State Educational Standard sets for teachers of preschool educational institutions. A combination of various pedagogical techniques with project and research activities gives the desired result, helps teachers develop in students all the qualities specified in the modern educational paradigm.

The system-activity approach is currently the most suitable option to take into account the psychological and mental characteristics of preschool children. It fully corresponds to the priorities chosen for the modernization of the Russian educational system.

Pedagogical initiative “Our new school", introduced in modern Russian education, places special demands on professional level teachers of the Russian Federation. They must not only have theoretical knowledge about all the features of child psychology, master the subject being taught, but also perform the functions of a tutor. Task modern teacher is to help children develop independence, Creative skills, search for sphere professional activity. The key feature of Russian education should be educational, rather than educational, activity.

The basis, the foundation of the teacher’s pedagogical activity, which determines both the process and the final result of the work, is the teacher’s system of actions. It is characterized by the characteristics of the teacher’s personality, his priorities, and personal qualities. Innovations observed in the Russian preschool education system are based on the introduction of a competency-based, activity-based approach to the learning process.

In many preschool institutions today there is a transition from classical education to creative work on the tasks of preschool pupils related to the problems that children will solve outside the walls of the kindergarten.

Recognition of the child’s active activity in the educational and upbringing process leads to the improvement of ideas about the content of the child’s mutual work with peers, educators, and parents.

Now even in kindergarten The option of classical transmission of knowledge to children from the teacher is not used. This educational process has been replaced by full-fledged cooperation. The sole leadership of the teacher in such cooperation is replaced by full participation in the selection of teaching methods and content by the preschoolers themselves.

L. S. Vygotsky compared similar situation teachers with a carriage driver who manages the educational and educational process.

When implementing a system-activity approach in domestic education, the development of cognitive and educational motives, which requires the teacher to create the following conditions:

• careful development of problem situations, development creative attitude preschoolers to the cognitive process;
• selection of necessary means for self-realization, assessment of preschoolers taking into account their individual abilities and opportunities;
• organization of the most fruitful educational cooperation.

Current activities preschool teacher assumes full awareness of the feasibility, timeliness, and importance of the transition to federal standards of the new generation. As decisive factor is the readiness of a teacher working in a kindergarten preschool institution, move to a system-activity approach from the knowledge paradigm.

The teacher must fully master modern technology and information technology, develop educational and methodological kit, which will satisfy the Federal State Educational Standard, be armed with the support of a material and technical base.

Conclusion

Only if a teacher has the ability to think through and develop his own educational programs and apply health-saving technologies in practice can he be an innovator. If the teacher has not accepted or comprehended the basic idea of ​​such an approach, he cannot be considered one hundred percent competent, appropriate professional standards, created for teaching staff.

The country's transition from an industrial to a post-industrial society, which is based on high intellectual potential and knowledge, challenges domestic preschoolers educational institutions new goals. The development of the younger generation should be carried out not through the implementation of individual tasks, but as a whole. In addition to cognitive interest, special attention is paid to the formation of general cultural and personal qualities of preschoolers.

The timeliness of educational optimization is perceived by society as current problem. The reason lies in a serious contradiction between the requirements put forward by the new standards and the programs and methods used in the old fashioned way by many preschool teachers.

Federal educational standards of the second generation, developed for the preschool educational system, involve the development of the ability to learn in the younger generation as a core competency.

teacher Yashina O.A

“A person will achieve results only by doing something himself...”
(Alexander Pyatigorsky)

In the context of the transition of preschool educational institutions to work according to the Federal State Educational Standard, the teacher is given the tasks of organizing educational educational work in accordance with new standards. The implementation of these tasks is fully facilitated by the system-activity approach.

In the system-activity approach, the category of “activity” occupies one of the key places, and activity itself is considered as a kind of system. In order for students’ knowledge to be the result of their own searches, it is necessary to organize these searches, manage students, and develop their cognitive activity.

The activity approach is an approach to organizing the learning process, in which the problem of student self-determination in the educational process comes to the fore.

The goal of the activity approach is to develop the child’s personality as a subject of life activity.

To be a subject is to be the master of your activity:

- set goals,

- to solve problems,

- be responsible for the results.

The concept of a systems-activity approach was introduced in 1985 as special kind concept. Even then, scientists tried to remove contradictions within the domestic psychological science between the systems approach, which was developed in the studies of the classics of our national science and activity, which has always been systemic. The system-activity approach is an attempt to combine these approaches. What does “activity” mean? To say “activity” is to indicate the following points.

Activity is always a purposeful system aimed at results. The concept of a system-activity approach indicates that a result can only be achieved if there is feedback.

We all remember the old parable about how a wise man came to the poor and said: “I see you are hungry. Come on, I’ll give you fish to satisfy your hunger.” But the Proverb says: you don’t need to give fish, you need to teach how to catch it. The new generation standard is the standard that helps teach how to learn, teach how to “catch fish,” and thereby master universal educational actions, without which nothing can happen.

It is in action that knowledge is generated.

The main goal of the systemic-activity approach to teaching is to teach not knowledge, but work.

To do this, the teacher asks a number of questions:

- what material to select and how to subject it to didactic processing;

— what methods and means of teaching to choose;

- how to organize your own activities and the activities of your children;

- how to ensure that the interaction of all these components leads to a certain system of knowledge and value orientations.

Structure from the standpoint of the system-activity approach is as follows:

- the teacher creates problematic situation;

- the child accepts the problematic situation;

— identify the problem together;

— the teacher manages search activities;

- the child carries out independent search;

- the discussion of the results.

Main pedagogical task:

The activity approach involves:

• the presence in children of a cognitive motive (the desire to know, discover, learn) and a specific educational goal(understanding what exactly needs to be found out and mastered);
• students performing certain actions to acquire missing knowledge;
• identifying and mastering by students a method of action that allows them to consciously apply acquired knowledge;
• developing in schoolchildren the ability to control their actions - both after their completion and during their course;
• inclusion of learning content in the context of solving specific life problems.

Speaking about the system-activity approach in education, one cannot separate this concept from educational process. Only in conditions of an activity approach, and not a flow of information and moral teachings, does a person act as an individual. By interacting with the world, a person learns to build himself, evaluate himself and self-analyze his actions. Therefore, educational and research activities, project activities, play activity, collective creative activities are all that are aimed at practical communication, which is motivationally conditioned and involves creating in children an attitude of independence, freedom of choice and prepares their lives - this is a system-activity approach, which, undoubtedly, does not bear fruit immediately, but leads to achievements.

A natural play environment, in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, freely realize his abilities and educational needs, is optimal for achieving