Olga Krikun
Creating conditions for the child’s development that open up the opportunity to gain experience in motor activity
During the period of radical social transformations and reforms, economic modernization of society, as well as in connection with the deepening of environmental problems, special attention is paid to the protection and promotion of health, since there is a tendency for the health of children to deteriorate.
Preserving children's health up to school age can be called priority direction activities of the whole society, since only healthy children are able to properly assimilate the acquired knowledge and in the future are able to apply it in practice.
Creating favorable conditions for complete physical, mental and social well-being baby, is one of the main tasks of the preschool educational institution.
Physical activity(natural need for movement)- one of the diverse factors influencing the health and performance of a growing organism, the satisfaction of which is the most important condition comprehensive development and raising a child.
Only optimal motor the regimen can have a beneficial effect on the body. Physical inactivity (sedentary mode) and hyperkinesia (excessive mobility) entail negative consequences for the child's body.
The need to maintain health must be formed from childhood, when the body is plastic and easily susceptible to influence. environment. Children have a stronger desire to be healthy, to grow up beautiful, active, to be able to serve and behave in such a way as not to harm themselves and others. With the help of an adult the child is aware: in order to be healthy, you need to do daily physical exercise, harden up, do exercises, follow a daily routine, eat healthy food, keep the environment and premises clean, and also follow the rules of hygiene.
The Federal State Educational Standard for Preschool Education has been put into effect (FSES DO) involves adjusting and improving the physical education and health system.
If we consider the Federal State Educational Standards of Education through the prism physical education, then the following can be noted tasks:
1. Protection and strengthening of physical and mental health children (including their emotional well-being).
2. Formation of the foundations of one’s own safety and the safety of the surrounding world.
3. Mastery of basic norms and rules of a healthy lifestyle (nutrition, motor mode, hardening, during formation good habits).
4. Gaining experience in motor activity.
Physical development within the framework of the Federal State Educational Standard, DO includes gaining experience in the following activities for children: motor, including those related to performing exercises aimed at development such physical qualities like coordination and flexibility; promoting the correct formation of musculoskeletal motor system of the body, development of balance, movement coordination, large and fine motor skills both hands, as well as with the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions, formation initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in motor sphere; formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, motor mode, hardening, when forming useful habits, etc.).
Physical education system in preschool institutions represents a unity of goals, objectives, means, forms and methods of work aimed at promoting health and comprehensive physical child development.
The purpose of physical education is to form the foundations of a healthy lifestyle in children.
In the process of physical education, health-improving, educational and educational tasks are carried out.
Educational objectives according to the Federal State Educational Standard for Education include gaining experience in motor activity, the formation of initial ideas about some sports, the formation of focus and self-regulation in motor sphere, formation of healthy lifestyle values.
Due to plasticity nervous system in children motor skills are formed relatively easily. Most children use them in everyday life as a means of transportation.
Educational objectives are aimed at versatile child development(mental, moral, aesthetic, labor, the formation of their interest and need for systematic physical exercise. the main objective development personality - realization his child"I", as well as experiencing oneself as social individual– can be successfully solved during physical exercises in kindergarten.
For successful physical development the following psychological and pedagogical services must be provided conditions:
1) respect for adults human dignity children, formation and support of their positive self-esteem, confidence in their own opportunities and abilities;
2) use in educational activities forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial deceleration child development);
3) building educational activities based on interaction between adults and children, focused on interests and opportunities for every child and taking into account social situation his development;
4) support by adults for the positive, friendly attitude of children towards each other and the interaction of children with each other in different types activities;
5) support for children’s initiative and independence in forms specific to them activities;
6) opportunity children’s choice of materials, types of activities, participants in joint activities and communication;
7) parental support (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activity.
For successful implementation a variable model has been developed for the physical education and health process in preschool educational institutions motor mode.
First place in motor physical education classes are the main form of education motor skills and development of optimal motor activity in children.
Classes are viewed from the perspective that they are fun and joyful together with adults. motor activity. Every exercise session should bring joy. to kid, awaken his interest, stimulate creative activity, develop need for different types of exercises and outdoor games. For this purpose, various pedagogical techniques and methods, the choice of which is determined by the specific pedagogical task, features of program content, readiness of children and others conditions. At each lesson, a complex of health-improving, educational, educational tasks is solved.
The effectiveness of physical education classes in preschool educational institutions is largely determined by an understanding of the main goals, among which are: highlight:
Satisfying natural biological needs child in motion;
Security development and training of all body systems and functions baby through specially organized physical activity that is optimal for each age;
Formation and development of motor skills and abilities;
Activation of thinking activities, search for adequate forms of behavior in unusual situations;
Formation of positive emotions, manifestation moral qualities And creativity.
Classes are held 3 times a week (in senior preschool age 2 classes in the gym, 1 lesson on a walk, duration according to the program.
The work uses Various types classes (game, plot, training, traditional, thematic, complex, control and testing, hobby classes, integrated). The structure of the lesson is determined by the tasks and characteristics of the body baby.
The most important factor in the influence of the environment on the formation of personality child's premises, in which it is organized activity. Subject- developing environment allows you to enrich experience emotional-practical interaction baby with peers and teacher, include in active motor activity of all children in the group. The environment is stimulating development of independence, initiative, in which children realize their abilities. To successfully implement the program content of classes in gyms, there is the necessary set of physical education and sports and gaming equipment that can provide children with optimal motor activity, create an environment of psychological comfort. The gym is equipped not only with standard equipment, but also with non-traditional playing material, taking into account hygiene requirements and functional child's capabilities.
When building developing environment for organization motor activity children in kindergarten I was based on the basic principles of the Federal State Educational Standard BEFORE:
The principle of expediency, rationality and saturation;
The principle of accessibility and openness;
Transformation principle;
Principle of correspondence developing children's age environment;
The principle of variability;
The principle of multifunctionality.
Originality of ideas when constructing subject matter developing environment is manifested in the uniqueness of sectors motor activities in age groups, which consist of industrial equipment and non-traditional equipment made by the hands of teachers and parents. Each age group has the necessary set of physical education equipment according to the age category. This is especially important for younger preschoolers, since the placement of various aids in close proximity allows kids to use them every day, practice various movements with constant supervision and participation of teachers.
Second place in motor regime belongs to physical education and health activities. To them relate: morning exercises, outdoor games, physical exercises during walks, physical education minutes in classes with mental stress, walks in the park, exercises after naps, preventive exercises.
After the introduction of the Federal State educational standard in the preschool education system, the teacher must engage child development, based on the complex thematic principle of constructing the educational process; build educational processes on age-appropriate forms of working with children.
Teachers’ mastery of new technologies in preschool education is the key to successful child's personality development.
Pedagogical technologies must develop curiosity is the basis cognitive activity; the ability to independently solve creative and other problems that allow one to be successful in various fields activities: creative imagination as a direction of intellectual and personal development; communication - the ability to communicate with adults and peers; the ability to reflect is one of the main personal qualities; understanding and self-awareness (actions, speech behavior, feelings, states, abilities) .
Currently, in the educational process, the idea of personal self-development is put forward, her readiness for independent activities. The functions of the teacher are changing. Now he is the organizer of intellectual search, emotional experience and practical action. To do this, I implement in my activity new educational technologies, forming the active role of the learner.
1. Technology developmental education D. B. Elkonina V.V. Davydova, aimed at development individual cognitive abilities of each baby, on self-knowledge as an individual, on self-determination and self-realization in the learning process.
Target developing training – the formation of theoretical thinking and consciousness.
According to technology developing teaching, I orient students to search for various ways to solve problems through the organization of research and search activities(problem situations, project activity) .
Currently, the relevance of the game is increasing due to the oversaturation of modern child information. Gaming technologies allow me, as a direct participant in the pedagogical process, to help to kid to form a special attitude towards the world around us, since play is a means of understanding reality and a socio-pedagogical form of organizing children's life and children's society.
Games or play exercises help me get children interested in the material being studied and attract them to master new knowledge and skills. Shared use activities game and plot moments help to concentrate children’s attention on the learning task and make it more accessible complex tasks learning and contribute to the development of conscious motivation in preschoolers.
Learning in the form of a game is interesting and entertaining for preschoolers. It is determined natural need preschooler and, therefore, gaming educational technology acts for me as a way of organizing motor activity of preschool children.
3. Design technology activities.
In my work, I also use the project method. It is one of the innovative methods. Design activity- a method of organizing the pedagogical process, based on the interaction of teacher and student, step-by-step practical activity to achieve the set goal. Design activity pupils is modern educational technology and is a means of comprehensively solving the problems of upbringing, education, development personality in modern society. Therefore, I actively use the advantages of design activities
During the period 2015-2016, projects were developed and implemented "Sport games" and "Football Club" "Kuban".
The purpose of the project "Sport games" became familiar with sports games, rules of the game and the history of sports games.
development child of preschool age, and also allow you to increase pedagogical culture parents, organize joint creativity children and adults.
Pupils of the preparatory school group, their parents and teachers took part in this project, which helps to strengthen ties in a unified educational space: Preschool educational institution is a family.
Project "Football Club" "Kuban" dedicated to getting to know the Kuban team.
Objective of the project: the formation of moral and patriotic feelings in the process of getting to know the main football team Krasnodar region.
The tasks solved during the project implementation cover various educational areas and directions development children of preschool age, and also allow them to improve the pedagogical and general culture of parents, and organize joint creativity between children and adults.
The project is aimed at intellectual and moral development older preschoolers.
During the implementation of the project there is communion senior preschoolers and their parents on the history of the football movement in Kuban.
During the projects, the children cooked with their parents creative presentations their research. The guys made messages on various topics, read poems, drew pictures.
Both projects relied on the use of multimedia technology.
The children were presented with slide presentations, video riddles, images and photographs on project topics. The use of ICT technologies has made it possible to harmoniously connect modern technology With traditional means child development. These forms of work were very popular among children.
4. Information and communication technologies.
Currently the government Russian Federation devotes great attention nurturing the information and communication culture of the younger generation.
Understanding the requirements, retractable modern information society, I try to actively use modern information and computer technologies in professional activities. Every day I am in a state of search and striving for improvement in the field of application information technologies. The use of information and communication technologies allows me to generalize my pedagogical experience, placing methodological developments and materials on the pages of online communities http://www.site/users/krikunolga, http://mdoudetsad1.ucoz.ru, http://nsportal.ru.
Its achievements in the field of information - computer technology I demonstrate during open classes , speeches, master classes, seminars, methodological associations.
I believe that the introduction of information and computer technologies into the educational process entails the need to develop ICT - the teacher’s competence, which is his professional characteristics, component pedagogical excellence. A teacher who skillfully and effectively masters technology and information has another, a new style thinking, has a fundamentally different approach to assessing emerging problems, organizing one’s activities.
5. Health-saving technologies.
According to the Research Institute of Hygiene and Health Protection of Children and Adolescents of the Scientific Center for Children's Health of the Russian Academy of Medical Sciences, in recent years the number healthy preschoolers decreased by 5 times. Therefore, the development of new techniques and methods of physical education and health improvement for preschool children seems to me to be one of the most relevant areas of modern pedagogy.
I conduct physical education classes, morning exercises through a variety of forms: on dance and literary material, in dance and play gymnastics, circuit training, in the form of outdoor games and health running, which allows you to more effectively implement motor activity of preschoolers, increase their level of physical and emotional development. Funny fairy-tale and game plots, colorful attributes (flags, balls, ribbons, hoops, unusual fun games, relay games, attractions, selected musical accompaniment contribute to creation children have psychological comfort and desire to engage in physical exercise.
In my work, I use elements from N. N. Efimenko’s program “Theater of Physical Education and Health Improvement for Preschool and Primary School Children.” I select these motor situations which contribute to the formation in children motor qualities like flexibility, agility, strength, endurance, speed. I use lesson notes from N. N. Efimenko’s program in the work of the sports section "Ball School"(GCD “I would become a trainer...”, "Where did the ball come from?"). Educational process acquires attractive form, facilitates the process of memorizing and mastering exercises, increases the emotional background of the lesson, promotes development of thinking, imagination and creative abilities of the child.
I also use the following health-saving technologies in my practice: How:
Prevention methods psycho-emotional stress in children (psycho-gymnastics by Chistyakova);
Removal exercises nervous tension in children (relaxation games);
Exercises for development of the emotional sphere;
Health-improving gymnastics;
Physical education minutes, dynamic pauses;
Exercises for eyes, breathing, fingers, etc.
6. Personality-oriented approach.
When interacting with children I use a personality-oriented approach (I. S. Yakimanskaya). Personally-oriented technologies put them at the center of everything educational system personality baby, ensuring comfortable, conflict-free and safe conditions for its development, its implementation natural potential. Personality baby in this technology not only the subject, but the subject priority
I believe that every child is unique in his or her individuality and has the right develop at your own pace, according to their educational trajectory. There are different children in the group, with different levels development. Individual approach in the classroom is closely related to the methodology of conducting classes. I plan work taking into account age, typical and individual characteristics children, and I provide education and training so that physical education becomes a necessity for them and brings joy and inner satisfaction.
Abilities are those individual psychological characteristics of a person that are a condition for the successful performance of a particular activity.
B.M. Teplov identified 3 features of the very concept of ability:
- 1. Abilities are understood as individual psychological characteristics that distinguish one person from another.
- 2. Abilities are not called all individual characteristics, but only those that are related to the success of performing any activity or many activities.
- 3. The concept of “ability” is not limited to the knowledge, skills and abilities that have already been developed by a given person.
B.M. Teplov believed that abilities cannot exist otherwise than in constant development. An ability that does not develop is lost over time. The presence of any abilities cannot guarantee the comprehensive development of the individual.
A person’s abilities act as a certain possibility in relation to knowledge, skills and abilities, and the reality will be the achieved level of mastery.
Psychology, denying the identity of abilities and knowledge, abilities and skills, emphasizes their unity. If you have abilities, knowledge, skills and abilities are acquired faster. Abilities are revealed only in activity, and, moreover, in such activity that cannot be carried out without the presence of these abilities.
Classification of abilities.
- a) Natural (or natural) abilities are those that are basically biologically determined. b) Specifically human, having a socio-historical origin.
- a) General - these are those that determine success in a variety of activities, for example, mental, accuracy of manual movements, developed memory, speech. b) Special ones determine success in specific types activities. Here you need the makings special kind and their development. These are musical, mathematical, technical, etc. Often general and special coexist, mutually complementing and enriching each other.
Theoretical and practical abilities.
Theoretical ones predetermine a person’s tendency to abstract theoretical thoughts, and practical ones to specific practical actions. These often do not combine with each other and are found together only in gifted people, talented people.
Educational and creative.
Educational ones determine success in learning, mastering knowledge, skills and abilities, and creative ones - the creation of objects of material and spiritual culture, the production of new ideas and inventions.
Abilities for communication, interaction with people and subject-related activities. These abilities are to the greatest extent socially conditioned. The 1st includes - human speech as a means of communication, the ability to interpersonally perceive and evaluate people, the ability to come into contact with by different people, influence them, win them over. 2nd are the abilities for various types of theoretical and practical activities. Both interpersonal and subject abilities complement each other.
Another classification divides abilities into 4 groups.
1. Basic general abilities.
They are inherent in all people, although in varying degrees of their severity. They are the main form of mental reflection, manifested in the ability to feel, experience, and think.
- 2. Elementary private abilities. They are characteristic of all people and indicate their individuality. Musical ear, critical mind, eye, determination, etc.
- 3. Complex general abilities. To one degree or another, inherent in all people are the abilities for universal human activities - work, play, communication, learning, etc.
- 4. Complex private abilities. They are also called professional. These are pedagogical, mathematical, etc. Abilities for a particular activity.
There is practically no activity in which success is determined by only one ability. What is important is their combination and exactly what is necessary for this activity. On the other hand, the relative weakness of one ability does not exclude the possibility of successfully performing an activity, because it can be compensated by others included in the complex. Example: poor vision is partially compensated by the special development of hearing and skin sensitivity, the lack of absolute hearing is compensated by the development of timbral hearing.
Among the properties and characteristics of a person that form the structure of specific abilities, some occupy a leading position, while others occupy an auxiliary position. So, for example, in the structure pedagogical abilities the leading qualities will be pedagogical tact, observation, love for children, the need to transfer knowledge, a complex of organizational and communication abilities. Auxiliary skills include: artistry, oratory skills, etc. All these abilities form a unity.
Abilities and inclinations. Ability Levels
Like all individual psychological characteristics of a person, abilities are not acquired by a person in a ready-made form, but are formed in life and activity. Denial of the innateness of abilities is not absolute, i.e., the innateness of the structural features of the brain, which may be a condition for the successful performance of any activity, i.e., inclinations, is not denied.
Makings are morphological and functional features the structure of the brain, sensory organs and movement, which act as natural prerequisites for the development of abilities.
B.M. Teplov said that abilities are the makings of development.
A person has two types of inclinations: congenital and acquired. The former are sometimes called natural, and the latter social. All abilities in the process of their development go through a number of stages, and in order for some ability to rise to a higher level in its development, it is necessary that it has already been sufficiently developed at previous level. This latter, in relation to a higher level, acts as a kind of inclination. For example, to understand higher mathematics, you need to know the basics, this knowledge acts as a deposit and is an acquired ability.
The fact that the inclinations are contained in the structural features of the nervous system suggests the possible genetic heritability of inclinations. At the same time, the hypothesis of the possible heritability of inclinations should not be identified with the idea of inheritance of abilities.
The makings are multi-valued. Based on the same inclinations, different abilities can develop.
Ability Levels:
- 1. Incapable or ability available (in varying degrees of its development).
- 2. Reproductive or creative level of existing ability.
The reproductive level of ability is determined when a person works well with material that is well known to all other people, but does it more deftly, more confidently.
The creative level in turn is divided into the following levels:
giftedness;
genius.
Giftedness is a qualitatively unique combination of abilities that give a person the opportunity to successfully engage in one or more types of activity.
The term “Giftedness” has many meanings. Giftedness can be general or special. General is sometimes called mental. The range of special gifts is quite large.
When they talk about giftedness, they most often mean children, since it is a little late to talk about the available opportunities in relation to the activities of an adult; it’s time to turn them into talent.
Talent is a high level of development of abilities, primarily special ones in their totality, which makes it possible to create original results in human activity, distinguished by fundamental novelty.
Most talented people had several highly developed abilities. Lermontov and Pushkin painted, the chemist Borodin wrote music, etc.
Genius is the highest level of development of abilities that allowed an individual to achieve such results creative activity, which constitute an era in the life of society, in the development of culture, have historical significance and create new directions in science, art, and technology.
Geniuses tend to work in large quantities directions where they create their works (Leonardo da Vinci, M.V. Lomonosov).
Characteristics of a genius:
- 1) work in different areas of science and art and the creation of completely new discoveries and works of art;
- 2) high labor productivity (their productivity is colossal);
- 3) extensive knowledge of scientific and creative heritage, i.e. a genius grasps and extracts the essence from everything that was discovered before them;
- 4) a genius always creatively reworks the basic ideas and concepts of previous generations and, if necessary, very harshly discards outdated ideas and concepts. He can always prove his point of view and explain why he rejects it. Unrecognized geniuses cannot convince people that they are right, do not recognize any authorities and often deny without knowing the depth of the issue.
- 5) the results of the creativity of a genius should help the progress of humanity (to discard “ evil genius"). But this sign is not required.
Development of abilities
All theories of abilities can be reduced to three groups:
- 1. Heritability of abilities. Already in the genetic apparatus this or that level or area of abilities is transmitted. (Galton)
- 2. Acquired abilities. The dependence of the emergence of abilities and the degree of its development on the method of learning.
- 3. The ratio of natural and acquired. Abilities are formed and developed through activity.
Any inclinations must go through a long development path before developing into abilities. In the process of developing abilities, a number of stages can be distinguished:
- 1. The anatomical and physiological basis of future abilities is being prepared.
- 2. The makings of a non-biological plan are being formed.
- 3. The required ability develops and reaches the appropriate level.
All these processes can occur in parallel, overlapping each other to one degree or another.
Rubinshtein S.L. said that the development of abilities occurs in a spiral: realized opportunities that represent abilities at one level open up opportunities for further development of abilities at a higher level.
The development of abilities is directly dependent on specific techniques and techniques aimed at developing relevant skills, abilities and knowledge transfer. The most effective way to develop abilities is to develop the child’s personality, his needs, interests, levels of aspirations, etc., i.e. impact on whole personality child. It is necessary to take into account sensitive periods that favor the development of certain abilities. Most abilities begin to develop in preschool age.
Requirements for activities that develop abilities: a) creative nature activity, b) the optimal level of difficulty for the performer, c) proper motivation and d) ensuring a positive emotional mood during and after the completion of the activity.
Is traditional pedagogy ready to offer mechanisms for developing schoolchildren’s thinking, abilities such as imagination, reflection, understanding, and comprehension? Is it possible to teach self-organization? educational activities, develop the ability to communicate?
Thought-activity pedagogy is a field of knowledge that studies the mechanisms and processes by which a student learns educational information and methods of activity.
The success and quality of student learning directly depend on the level of development of their thinking, the degree of formation mental operations. Without good “work” of the thinking apparatus, it is impossible to productively master educational material, receive a quality education and, as a result, the ability to freely navigate in real life. Therefore, the most important task of education is to create favorable conditions for the development of many types and qualities of the student’s thinking.
Formation of abilities
Abilities are mental properties that are conditions for successful mastery and successful performance of one or more types of activity. Generally accepted in domestic psychology is the understanding of abilities as the lifetime developing mental properties of an individual. F. s. occurs on the basis of innate inclinations. However, the question of the nature of inclinations and their role in physical activity. is debatable. According to some authors (B. G. Ananyev, B. M. Teploe, etc.), inclinations are specific in relation to abilities, although they are polysemantic (i.e., the same abilities can be formed on the basis of different combinations of inclinations). According to others (A. N. Leontiev), inclinations are not at all specific in relation to human abilities themselves, and the latter are entirely formed in the process of appropriating social experience. F. s. occurs in the process of mastering those types of activities for which these abilities are necessary. However, if the acquisition of knowledge, skills and abilities is a direct result of learning activities, then F. s. at existing forms learning is its indirect, by-product. A. N. Leontiev set the task of transitioning to the direct formation of abilities, the creation of a “pedagogy of abilities.” The difficulty in solving it lies in the lack of clear knowledge about psychological nature abilities and patterns of their formation. A number of studies on the development of abilities in children (V.I. Kireenko, N.S. Leites, V.A. Krutetsky, etc.) provide a description of mental properties that act as abilities for certain types of activities, and reveal the conditions that contribute to their improvement . Intensive research is underway mental abilities child - methods for their diagnosis are being developed and the possibilities of targeted F. are being studied. in preschool and school age.
Secondary education creates the most important part human potential necessary for the development of the country. And it is in secondary school that the foundation of this potential should be laid - the basic abilities: thinking, reflection, communication, understanding and action. Secondary education creates the most important part of the human potential necessary for the development of a country. And it is in secondary school that the foundation of this potential should be laid - the basic abilities: thinking, reflection, communication, understanding and action. The main factors that will influence changes in human abilities in the next 20 years are:
- further increasing the role of the computer in intellectual processes and communication processes;
- globalization, which dramatically expands the possibilities of moving around the world and places higher demands on communication skills, first of all, to knowledge of foreign languages;
- task of re-reproduction Russian science with the preservation of its leadership positions in those areas where this is possible, and the transfer of knowledge and vision of tasks from the outgoing generation of Soviet scientists to the new generation;
- tasks of redevelopment and repopulation Russian territories emptied as a result of destructive social processes.
Each of these trends and tasks contains both positive potential for the development of human abilities and a certain threat of loss of culturally significant functions.
Thus, the increasing importance acquired by the computer in a child’s life poses a number of challenges to the development of comprehension abilities and the culture of reading texts. Secondary education should ensure the preservation of the culture of reading texts, which now tends to be replaced by watching films. Reading texts requires a higher activity of consciousness of the person understanding the text, which is associated with the generation and dynamics of images. And this level of consciousness activity should not be lost.
In addition to the formation of a conceptual structure of thinking, the main directions of its development in the medium term should be associated with design thinking, problem thinking, and the ability to pose and solve practical interdisciplinary problems.
Basic abilities educational process- the student’s own educational activity, and for it to be successful, it is necessary to develop mental activity abilities, namely: thinking, imagination, reflection, understanding, comprehension, the ability to communicate and self-organize actions and activities.
Traditional pedagogy does not provide tools for development (forms The ability to understand texts - is determined on the basis of tasks for students to identify direct or figurative meaning(within an individual competition) and communication (within a collective competition).
- The ability to think is revealed when children solve classification tasks, where they must independently distribute words into groups and name the basis of their classification, as well as when solving discrimination tasks, where children identify the nature of judgments and their subject.
- The ability to imagine is expressed in solving seemingly insoluble situations. There are children whose imagination works on any subject material. They are able to see ideal content and find fundamental solutions to the most difficult situations. Other children can only reproduce previously acquired knowledge and methods of action. It is interesting that excellent students do not always have a developed imagination; in an unfamiliar situation or when faced with a contradiction, they get lost and are afraid of doing the wrong thing. Often it is easier for these children to say that this does not happen and cannot be, since this “new” does not fit into the rigid framework of the rules that they have learned.
- The ability to organize or the ability to act—the child’s ability to construct a plan, implement it, and design new ways to achieve a result is tested. The manifestation of this ability is expected when organizing a competition for another team. Within the framework of this action, the child manifests himself as an organizer of the activities of other students; he has to be responsible for initiating someone else’s action (task) and evaluating someone else’s action.
- The ability to reflect is children’s awareness of the ways of their own and others’ activities, the answer to the question is not what they did, but how they did it (meaning the method of action).
- The ability for self-determination and self-expression - manifests itself at the moment of introducing oneself, one’s team from the class, where for the success of the team everyone must determine their occupation, their role in relation to others, otherwise this can be designated as the ability to work in a team, respect group opinion, team spirit . This ability is paired, since it is assumed that a child at this age already has a balance between the desire to express his content (self-expression) and the restrictions that the situation imposes on him teamwork(self-determination).
Traditional pedagogy does not provide tools for the development (formation) of these abilities, since it does not study the mechanisms and processes that underlie the organization of a student’s own educational activities. Thought-activity pedagogy is a purposeful activity to develop these mental abilities in schoolchildren
Mental activity pedagogy states that no systematization of skills and actions, no explanation of the rules for using methods and techniques can ensure the development of mental activity abilities in a child. This is possible only with the consistent improvement of a specially specified pattern of activity in situations specially designed by the teacher. The presence of a certain method in a child allows him to “conceive” an action, but it cannot be carried out without a certain change in the original method. And one way is not enough. We need techniques for implementing this method, which should be gathered around it. As studies on the problem of developing students’ abilities have shown (Yu.V. Gromyko, L.N. Alekseeva), the child’s abilities are based on the methods he has mastered to carry out this or that activity.
But ability is not limited to methods. At certain forms learning, the mastered method begins to be supplemented with a variety of techniques, expanded and completed. Then the student masters it and becomes free to use it. this method, introduces individual performance characteristics into it. This is reflective activity. Reflection as a principle of human thinking is aimed at understanding and realizing one’s own forms and prerequisites. As a result of this, attitudes and techniques for managing one’s own mental activity are developed. There is a development of thinking, its restructuring, purposeful mental activity.
A person begins to think and set tasks for himself only when a gap forms in his usual way of action: it is impossible to act according to a stereotype. Then he needs to invent, build and master a new method. G.P. Shchedrovitsky gave the following example: if you take the subway to work by a certain date, you don’t need to think about it, you get there automatically. But suddenly there is an accident in the subway. And you need to be in time. This means that you find yourself in a situation where you need to start thinking, i.e. develop new plan your actions to meet the deadline.
Thought-activity pedagogy allows the teacher to design similar situations, to form a special learning experience for the student. target setting to master general methods, organize reflexive activity - awareness of the found, constructed means as the basis general method solving many subject problems.
Understanding as an activity of human thinking allows one to reveal the essential properties of objects and phenomena, to comprehend their meaning and significance. Understanding allows you to see cause-and-effect relationships and express a subjective assessment of correctness decision taken. Understanding is accompanied by a feeling of confidence in the accuracy of the perception or interpretation of any event, phenomenon, or fact.
Comprehension is aimed at analyzing one’s own actions, analyzing the content of knowledge and methods of cognition, and self-knowledge. Through comprehension there is an expansion of consciousness. Comprehension allows you to penetrate into the essence of things, highlight the meaning, the essence of a concept, event, phenomenon, connect the individual parts of something together by meaning, identify the cause of an event and predict its consequences.
Students, being in a learning situation, are involved in the process of understanding the subject material, awareness of the means of their own academic work and the boundaries of their possible application, the development of new means. This determines the possibility of forming new abilities, leading to the development of new methods, new means of work.
Product of our cognitive activity are knowledge. They represent the essence reflected human consciousness, and are remembered in the form of judgments, specific theories or concepts.
Knowledge, skills and abilities - interconnection
What is knowledge?
Knowledge determines our abilities and skills; they represent the basis of a person’s moral qualities, form his worldview and views on the world. The process of formation and assimilation of knowledge, skills, and abilities is fundamental in the works of many scientists and psychologists, but the concept of “knowledge” is defined differently among them. For some, it is a product of cognition, for others, it is a reflection and ordering of reality or a way of consciously reproducing a perceived object.
Representatives of the animal world also have elementary knowledge; it helps them in their life activities and the implementation of instinctive acts.
Knowledge acquisition is the result The assimilation of knowledge largely depends on the chosen path; the completeness of the student’s mental development depends on it. Knowledge itself cannot provide a high level of intellectual development, but without it this process becomes unthinkable. The formation of moral views, strong-willed character traits, beliefs and interests occurs under the influence of knowledge, therefore they are an important and necessary element in the process of developing human abilities.
What types of knowledge are there?
- The worldly type of knowledge is based on worldly wisdom, common sense. This is the basis of human behavior in everyday life; it is formed as a result of a person’s contact with the surrounding reality and the external aspects of existence.
- Artistic is a specific way of assimilating reality through aesthetic perception.
- Scientific knowledge is a systematic source of information based on theoretical or experimental forms of reflecting the world. Scientific knowledge may contradict everyday knowledge due to the limitations and one-sidedness of the latter. Along with scientific knowledge there are also pre-scientific ones that preceded them.
The child receives his first knowledge in infancy Knowledge acquisition and its levels
The assimilation of knowledge is based on the active mental activity of students. The whole process is controlled by the teacher and consists of several stages of assimilation.
- At the first stage - understanding, the perception of the object occurs, that is, its isolation from the general environment and its definition distinctive qualities. The student has no experience in this type of activity. And his understanding informs about his ability to learn and perceive new information.
- The second stage - recognition, is associated with the comprehension of the received data, the understanding of its connections with other subjects. The process is accompanied by the execution of each operation, using hints, a description of the action, or hints.
- The third level – reproduction, is characterized by active independent reproduction of previously understood and discussed information; it is actively used in typical situations.
- The next level of the process of acquiring knowledge and developing skills and abilities is application. At this stage, the student includes the perceived knowledge into the structure of previous experience and is able to apply the acquired set of skills in atypical situations.
- The final fifth level of assimilation is creative. At this stage, the scope of activity for the student becomes known and understandable. Unforeseen situations arise in which he is able to create new rules or algorithms for resolving the difficulties that have arisen. The learner's actions are considered productive and creative.
The formation of knowledge continues almost throughout life. Classification of levels of knowledge formation allows us to qualitatively assess the student’s mastery of the material.
Student development occurs starting from the first level. It is clear that if the student’s level of knowledge is characterized by the initial stage, then their role and value is small, however, if the student applies the information received in unfamiliar situations, then we can talk about a significant step towards mental development.
Thus, the assimilation and formation of skills is realized through comprehension and repetition of information, understanding and application in familiar or new conditions or areas of life.
What are skills and abilities, what are the stages of their formation?
There are still heated debates among scientists about what is higher in the hierarchical scheme of the formation of new knowledge, skills and abilities that characterize mental development. Some emphasize the importance of skills, others convince us of the value of skills.
How skills are formed - diagram
A skill is the highest level of formation of an action; it is performed automatically, without awareness of the intermediate stages.
Skill is expressed in the ability to act, performed consciously, without reaching the highest degree of formation. When a student learns to perform any purposeful action, at the initial stage he consciously performs all intermediate steps, while each stage is recorded in his consciousness. The whole process is unfolded and realized, so skills are first formed. As you work on yourself and systematically train, this skill improves, the time required to complete the process is reduced, and some intermediate stages are performed automatically, unconsciously. At this stage, we can talk about the formation of skills in performing an action.
Formation of skills in working with scissors As can be seen from the above, a skill develops into a skill over time, but in some cases, when the action is extremely difficult, it may never develop into it. A schoolchild, at the initial stage of learning to read, has difficulty combining letters into words. This process of assimilation takes a lot of time and takes a lot of effort. When reading a book, many of us control only its semantic content; we read letters and words automatically. As a result of long-term training and exercises, the ability to read has been brought to the level of skill.
Formation of skills and abilities is a long process and takes a lot of time. As a rule, this will take more than one year, and the improvement of skills and abilities occurs throughout life.
Skill Development Theory Determining the level of students' mastery of an action occurs through the following classification:
- Zero level – the student does not master this action at all, lack of skill;
- The first level - he is familiar with the nature of the action; sufficient help from the teacher is required to perform it;
- The second level - the student performs the action independently according to a model or template, imitates the actions of colleagues or a teacher;
- The third level - he independently performs the action, every step is realized;
- The fourth level – the student performs the action automatically, the formation of skills has occurred successfully.
Conditions for the formation and application of knowledge, skills and abilities
One of the stages of assimilation is the application of knowledge, skills and abilities. Character and specificity academic subject defines the type pedagogical organization this process. It can be implemented using laboratory work, practical exercises, solving educational and research problems. The value of applying skills and abilities is great. The student’s motivation increases, knowledge becomes solid and meaningful. Depending on the uniqueness of the object being studied, they are used various methods their applications. Subjects such as geography, chemistry, physics involve the formation of skills using observation, measurement, problem solving and recording all data obtained in special forms.
Development of skills in labor lessons The implementation of skills in the study of humanitarian subjects occurs through the application of spelling rules, explanations, and recognition of a specific situation where this application is appropriate.
The conditions for the formation of knowledge, skills and abilities are generalization, specification and ensuring the sequence of operations. Working through these tasks allows you to avoid the formalism of knowledge, since the basis for solving problems is not only memory, but also analysis.
The process of forming new knowledge is inextricably linked with the following conditions:
- Group 1 – conditions for motivating students’ actions;
- Group 2 – conditions for ensuring the correct execution of actions;
- Group 3 – conditions for practicing, nurturing the desired properties;
- Group 4 – conditions for transformation and step-by-step development of the action.
General educational skills and abilities are those skills and abilities that are formed in the process of learning many subjects, and not just one specific one. This issue should be given a lot of attention, but many teachers underestimate the importance of this task. They believe that through learning, students acquire everything required skills on one's own. This is not true. Processing and transformation of the information received by the student can be carried out in one way or another, using various ways and methods. Often the child’s way of working differs from the teacher’s standard. Control of this process by the teacher is not always carried out, since he usually records only the final result (whether the problem is solved or not, whether the answer is meaningful or uninformative, whether the analysis is deep or superficial, whether the conditions are met or not).
Training and education - differences The child spontaneously develops some skills and techniques that turn out to be irrational or erroneous. The subsequent development of the child becomes unthinkable, the educational process is significantly slowed down, and the comprehension of new knowledge and its automation becomes difficult.
Methods
The correct methods of developing knowledge, skills and abilities should be given great importance in the learning process. Two main points can be noted. This is setting goals and organizing activities.
In cases where the teacher discovers that a student lacks a specific skill, it is important to realize whether the goal was set for the student and whether he realized it. Only selected students, with high level intellectual development can independently determine and realize the value of the educational process. Lack of purpose is considered the most common drawback in organizing educational work. Initially, the teacher can indicate one or another goal that the student should strive for when solving the problem. Over time, each student acquires the habit of setting goals and motives independently.
The motivation of each student is individual, so the teacher should focus on a wide range of motives. They can be social, aimed at achieving success, avoiding punishment, and others.
What is motivation - definition Organization of activities consists of compiling a list of basic processes associated with knowledge, skills and abilities. This list should include the most important questions, without which further progress is impossible. Next, you need to develop an algorithm for solving the problem or a sample, using which the student, independently or under the guidance of a teacher, can develop his own system of rules. By comparing the task with the received sample, he learns to overcome the difficulties and difficulties encountered along the educational path. Deepening and consolidation of knowledge occurs in the case of generalization, analysis and comparison of work completed by students in the class.
School education is the beginning of the comprehensive formation of knowledge, skills and abilities The learning process is related to the ability of students to distinguish between the main and the secondary. To do this, various tasks are offered in which you need to highlight the most significant part of the text or words of secondary importance.
When training necessary to develop a skill, it is important to ensure its versatility and normal intensity. Over-processing one skill can prevent it from being used correctly and incorporated into whole system training. There are often cases when a student who has perfectly mastered a certain rule makes mistakes in dictation.
An integrated approach and pedagogical work– conditions that guarantee the full education of the younger generation.
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Introduction
Meeting various people in life, observing them at work, comparing their achievements, comparing the pace of their spiritual growth, we are constantly convinced that people differ markedly from each other in their abilities. Every ability is an ability for something, for some activity. The presence of a certain ability in a person means his suitability for a certain activity. Any more or less specific activity requires more or less specific qualities from the individual. Abilities exist only for certain activities, and therefore, until it is unclear what kind of activity a person will engage in, nothing can be said about his abilities for this activity. Thus, abilities are a set of personality properties that determine the success of learning and improving in any activity. Abilities are formed in the course of people's lives, change with changes in objective conditions, and therefore are educated and transformable. All other things being equal (level of preparedness, knowledge, skills, abilities, time spent, mental and physical abilities), a capable person receives maximum results compared to less capable people. Unlike character and all other personality properties, ability is a personality quality that exists only in relation to one or another, but necessarily certain activity. The problem of human abilities is one of the main theoretical problems of psychology and the most important practical problem. Although abilities, like personality as a whole, are studied by philosophy, sociology, medicine and other sciences, none of them studies them as deeply and comprehensively as psychology.
1. Concept of abilities
Capabilities- these are individual psychological characteristics of a person that are manifested in activity and are a condition for the success of its implementation. The speed, depth, ease and strength of the process of mastering knowledge, skills and abilities depend on abilities, but they themselves are not limited to them.
In Russian psychology, many authors gave it detailed definitions. In particular, S.L. Rubinstein understood abilities as “... a complex synthetic formation that includes a whole range of data, without which a person would not be capable of any specific activity, and properties that are developed only in the process of a certain way of organized activity."
The psychological dictionary defines ability as quality, opportunity, ability, experience, skill, talent. Abilities allow you to perform certain actions at a given time.
Ability is an individual's readiness to perform an action; suitability is the existing potential to perform any activity or the ability to achieve a certain level of development of ability.
High achievements capable person are the result of compliance of the complex of its neuropsychic properties with the requirements of the activity.
Unlike skills, abilities are the results of consolidating not methods of action, but mental processes(“activities”) by which actions and activities are regulated.”
Abilities are characterized by qualitative and quantitative aspects.
In a qualitative aspect, they are considered as a symptom complex of a person’s psychological properties, ensuring the success of his activities.
Quantitative characteristics involve determining the level of ability.
The concept of "ability" in general structure psychological concepts occupies an “intermediate place” between the categories of activity and personality.
Today, the study of abilities is carried out from different angles:
In general psychological terms, their socio-historical essence is revealed;
Their development in specific types of activities is studied;
The general mechanisms of ability formation are studied.
Abilities are a possibility, and the required level of skill in a particular matter is a reality. Revealed in a child musical abilities are in no way a guarantee that the child will be a musician. In order for this to happen, special training, perseverance shown by the teacher and the child, good health, availability musical instrument, notes and many other conditions, without which abilities can die out without ever developing.
Psychology, denying the identity of abilities and essential components of activity - knowledge, skills and abilities, emphasizes their unity.
Abilities are revealed only in activity, and, moreover, only in such activity that cannot be carried out without the presence of these abilities.
It is impossible to talk about a person’s ability to draw if they have not tried to teach him to draw, if he has not acquired any skills necessary for visual activity. Only in the process of special training in drawing and painting can it be determined whether the student has abilities. This will be revealed in how quickly and easily he learns working techniques, color relationships, and learns to see beauty in the world around him.
Abilities are revealed not in knowledge, skills and abilities, as such, but in the dynamics of their acquisition, i.e. in how quickly, deeply, easily and firmly the process of mastering knowledge and skills that are essential for a given activity is carried out, other things being equal. And it is here that the differences are revealed that give us the right to talk about abilities.
Thus, abilities are individual psychological characteristics of a person, which are the conditions for the successful implementation of a given activity and reveal differences in the dynamics of mastering the knowledge, skills and abilities necessary for it. If a certain set of personality qualities meets the requirements of an activity that a person masters over the course of time pedagogically justifiably allotted for its development, then this gives grounds to conclude that he has abilities for this activity. And if another person, other things being equal, cannot cope with the demands that the activity places on him, then this gives reason to assume that he lacks the appropriate psychological qualities, in other words, lack of ability.
2.Types of abilities
In addition to levels, types of abilities should be distinguished depending on their focus or specialization. In this regard, psychology usually distinguishes between general and special abilities.
2.1 General abilities
Under general abilities is understood as such a system of individual-volitional properties of a person, which ensures relative ease and productivity in mastering knowledge and carrying out various types of activities. General abilities are a consequence of both rich natural talent and comprehensive development of the individual.
Under special abilities understand a system of personality traits that helps to achieve high results in any special field of activity, for example literary, visual, musical, technical, etc.
An attempt to systematize and analyze abilities was made by V.N. Druzhinin. He defines general abilities as the ability to obtain, transform and apply knowledge. And in this the following components play the most important role:
1. Intelligence (the ability to solve problems based on the application of existing knowledge),
2. creativity (the ability to transform knowledge with the participation of imagination and fantasy),
3. learning ability (ability to acquire knowledge).
Intelligence Many researchers consider it as equivalent to the concept of general talent, as the ability to learn and work in general, regardless of their content. The most complete, from a substantive point of view, is Wechsler’s definition of intelligence; he understands intelligence as the ability to engage in purposeful behavior, rational thinking and effective interaction with the outside world.
The second factor of general ability is creativity , creative possibilities, understood as a person’s ability to solve problems in a non-standard, unconventional way. Let's consider the relationship between creativity and intelligence. A lot of work has been devoted to establishing connections between creativity and intelligence, but they provide very contradictory data; apparently, these relationships are characterized by great individual originality and at least 4 different combinations can occur. The uniqueness of the combination of intelligence and creativity is manifested in the success of activities, behavior, personal characteristics, methods (forms) of social adaptation.
Creativity is not always amenable to development; moreover, it has been noted that in the process schooling associated with routine and solving standard algorithmic problems, the number of highly creative schoolchildren is decreasing. The development of creativity is facilitated by attention to the child, a wide range of requirements, including uncoordinated ones, small external control behavior, encouraging non-stereotypical behavior and having creative family members. Sensitive periods for the development of general creativity are noted at the age of 3-5 years, specialized creativity at 13-20 years.
Learning ability - this is the general ability to assimilate knowledge and methods of activity (in a broad sense); indicators of the pace and quality of assimilation of knowledge, skills and abilities (in the narrow sense). The main criterion for learning ability in a broad sense is the “economy” of thinking, that is, the shortness of the path in independently identifying and formulating patterns in new material. The criteria for learning ability in the narrow sense are: the amount of dosed assistance that the learner needs; the ability to transfer acquired knowledge or methods of action to perform a similar task. Implicit learning ability is distinguished as an “unconscious” primary general ability and explicit “conscious” learning ability.