System-activity approach in preschool educational institutions in the context of the implementation of federal state standards. System-activity approach as the basis for organizing the educational process

Municipal budgetary preschool educational institution kindergarten No. 17 “Rozhdestvensky”

Speech at the RMO by narrow specialists

On this topic: “System-activity approach as the basis for organizing the educational process in preschool educational institutions”

Educational psychologist

MBDOU d/s No. 17 “Rozhdestvensky”

Zhirnova O.V.

Petrovsk

November 11, 2016

The only path leading to knowledge is action.

B. Shaw

In the context of new social transformations in Russia, education is becoming the most important resource for the socio-economic, political and cultural development of the country. “A developing society,” it is emphasized in the “Concept of Modernization of Russian Education,” “needs modern, educated, moral, enterprising people who can make decisions independently, predicting their possible consequences, characterized by mobility... capable of cooperation... having a sense of responsibility for the fate of the country, its socio-economic prosperity."

Preschool education has not been left out either. The preschool education system has moved to a new stage: evidence of this is the introduction of a fundamentally new document - the Federal State Educational Standard for Preschool Education.

The Federal State Educational Standard for Preschool Education is based on a system-activity approach, which is based on ensuring that educational activities correspond to the age of pupils, their individual characteristics, provides for a variety of individual educational trajectories and the individual development of each child (including gifted children and children with disabilities) ensures the growth of creative potential and cognitive motives , enriching forms of educational cooperation and expanding the zone of proximal development.

What does the concept of system-activity approach include?

Activity- a system of human actions aimed at achieving a specific goal (result).

Activity approach- this is the organization and management by a teacher of a child’s activities when he solves specially organized 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 (L.G. Peterson)

This is the organization of the educational process, in which the main place is given to the active and versatile, to the maximum extent independent cognitive activity of the preschooler, where the emphasis is on the zone of proximal development, that is, the area of potential.

System-activity approachfor learning presupposes that children have a cognitive motive (the desire to know, discover, learn, master)

System-activity approach to the educational processallows you to create conditions in which children act as active participants in educational activities, learn to independently acquire knowledge and apply it in practice. It is the knowledge and skills that the child received not in ready-made form, but during active interaction with the outside world, that become invaluable experience for him, which determines his success in subsequent stages of education.

What is the goal of the activity systems approach?

The purpose of the system-activity approachto the organization of the educational process - nurturing the child’s personality as a subject of life, i.e. actively participating in conscious activities. It providesskill development:

Set a goal (for example, find out why the flowers disappeared in a forest clearing);

To solve problems (for example, how to preserve forest flowers so that they do not disappear: make prohibition signs, do not pick flowers in the forest yourself, grow flowers in a pot and plant them in a forest clearing);

- be responsible for the result(all these actions will help preserve the flowers if you tell your friends, parents, etc. about them.

When implementing this approach, a number of principles must be taken into account.

Principles for implementing the system-activity approach

The principle of subjectivity of educationis that every child - a participant in educational relations - is able to plan actions, build an algorithm of activity, assume, evaluate his actions and actions.
The principle of taking into account leading types of activities and the laws of their change in the formation of a child’s personality.

If in early childhood it’s manipulations with objects (roll - don’t roll, ring - don’t ring, etc.), then in preschool age it’s play. During the game, preschoolers become rescuers, builders, travelers and solve problems that arise (for example, what to build a strong house for piglets from if there are no bricks in the forest; how to cross to the other side if there is no boat, etc.).

The principle of overcoming the zone of proximal development and organizing joint activities of children and adults in it.

The child learns new, still unknown things together with the teacher (for example, during an experiment he finds out why the rainbow has seven colors, why soap bubbles are only round, etc.).

The principle of mandatory effectiveness of each type of activityassumes that the child must see the results of his activities, be able to apply the acquired knowledge in everyday life (for example: a paper house did not withstand the test of water, wind, which means it is fragile; forest flowers disappear and are listed in the Red Book, which means I will not tear them and I'll tell my friends not to tear it up).
The principle of high motivation for any type of activity.

According to this principle, a child must have a motive to perform a particular action, he must know why he is doing it. For example, he goes on a trip, decorates a napkin, sculpts ducklings, builds a fence not because the teacher built it that way, but because he needs to help out the Fairytale Fairy, return the ducklings to the mother duck, build a fence so that the wolf cannot get to the bunnies.

The principle of reflectivity of any activity.When carrying out the results of reflection, the teacher’s questions should not be aimed only at children retelling the stages of the educational event (“Where were we?”, “What did we do?”, “Who came to visit?”, etc.). They should be of a problematic nature, such as: “Why did we do this?”, “Is what you learned today important?”, “Why is this useful in life?”, “What was the most difficult task for you? Why”, “What should we do next time?”, “What will you tell your parents about today’s game?” etc. This is how the child learns to analyze what he did and what could have been done differently.
The principle of moral enrichment of activities used as a means –this is the educational value of the activity (by helping someone, we cultivate kindness, responsiveness, tolerance) and social and communicative development (the ability to negotiate, work in pairs and microgroups, not interfere with each other, not interrupt, listen to the statements of comrades, etc. ).
The principle of cooperation in organizing and managing various types of activities.The teacher must skillfully, unobtrusively organize and direct the children’s activities (“Let’s come up with a vehicle together to go to the Snow Queen”) and be nearby, and not “above the children.”
The principle of child activity in the educational processconsists in his purposeful active perception of the phenomena being studied, their comprehension, processing and application. In order to activate the children, the teacher asks them questions (“What do you think, Sasha, what is the best way for us to go to the Snow Queen?”, “Masha, what can you suggest so that the wolf does not get into the bunnies’ house?”, etc. .d.), notes the specific merits of each child (“Marina completed a difficult task wonderfully”).

The structure of educational activities based on the system-activity approach

Educational activities based on a system-activity approach have a certain structure. Let's look at each of the stages.

Introduction to the educational situation (organizing children)involves the creation of a psychological focus on gaming activities. The teacher uses those techniques that correspond to the situation and characteristics of this age group. For example, someone comes to visit the children, an audio recording of bird voices and forest sounds is turned on. Something new is introduced into the group (Red Book, encyclopedia, game, toy).
An important stage of educational activity based on the system-activity approach iscreating a problem situation, setting goals, motivating activities.To ensure that the topic of educational activity is not imposed by the teacher, he gives the children the opportunity to act in a well-known situation, and then creates a problematic situation (difficulty), which activates the students and arouses their interest in the topic. For example, “Luntik loves to walk in the forest. Guys, do you like to walk in the spring forest? What do you like there? What flowers grow in the forest? Name them. Do you pick flowers and give them to your mother? But Luntik told me that he wanted to pick flowers and give them to Baba Capa for the holiday, but only grass grows in the clearing. Where have all the flowers gone? Can we help Luntik? Do you want to know where the flowers disappeared?”
Next stage- designing a solution to a problem situation.The teacher, with the help of introductory dialogue, helps students independently get out of a problematic situation and find ways to solve it. For example: “Where can we find out where the flowers have gone? You can ask adults. Ask me. Would you like me to introduce you to the Red Book, where these flowers are listed?” At this stage, it is important not to evaluate children’s answers, but to offer them something to choose from, based on their personal experience.
At the stage performing actionsa new algorithm of activity is drawn up based on the old one and a return to the problematic situation occurs.

To solve a problem situation, didactic material and different forms of organizing children are used. For example, a teacher organizes children’s discussion of a problem in microgroups: “What can people do to prevent flowers, animals, birds from disappearing? What exactly can we do for this?” Pupils choose from those suggested by the teacher the signs that are suitable for solving the problem in their microgroup, tell what they mean: “Do not pick flowers”, “Do not trample flowers”, “Do not take baby animals home”, “Do not destroy birds’ nests”.

This stage also includes:

Finding the place of “new” knowledge in the child’s system of ideas (for example: “We know that the flowers have disappeared because people tear them, trample them. But this cannot be done”);
The possibility of using “new” knowledge of everyday life (for example: “in order for Luntik to please Baba Kapa, we will draw a whole meadow of flowers. And we will place signs on our ecological path. Let everyone know how to treat nature”);
Self-examination and correction of activities (for example: “Guys, do you think we have dealt with Luntik’s problem?”).

5.The stage of conducting results and analyzing activities includes:

Fixation of movement by content (“What did we do? How did we do it? Why”);
Finding out the practical application of a new meaningful step (“Is what you learned today important?”, “Why will this be useful to you in life?”);
Emotional assessment of the activity (“Did you have a desire to help Luntik? How did you feel when you learned that many plants were listed in the Red Book?”);
Reflection on group activity (“What did you manage to do together, as a team? Did everything work out?”);
Reflection on the child’s own activities (“And who did something not work out? What exactly? Why do you think?”).

System-activityapproach to organizing the educational process involves the use of suchforms of interaction between an adult and a childin the process of upbringing and education, which shouldensure the comprehensive development of the child through active activities.These are game development situations, problem situations, situations of moral choice, travel games, experimental games, creative games, educational and research activities, project activities, writing activities, collecting, clubs of experts, quizzes, cultural and leisure activities.All teachers and specialists of the preschool institution take part in modeling the content of education within the framework of the system-activity approach: educators, music director, physical education instructor, additional education teacher.

The role of the teacher in the implementation of the system-activity approach is great, since it is the teacher who is the key figure in the educational process. The principle of activity distinguishes the child as an actor in the educational process, and the teacher is assigned the role of organizer and coordinator of this process. It is difficult to underestimate 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 an authoritarian style of communication in favor of a democratic one, and the personal qualities of the teacher, and his ability for self-development, and his professional competence.

Implementation systemic activityapproach will be effective in creating a subject-development environment in which personality-oriented interaction between an adult and a child is realized, conditions for dialogical communication are created, an atmosphere of trust and goodwill is created, the personal experience of each student is taken into account, the process of self-knowledge and self-development is organized, directed and stimulated.

Numerous studies by psychologists and educators show that the presence of knowledge in itself does not determine the success of learning. It is much more important that the child from a very early agelearned to independently acquire knowledge, and then put them into practice.System-activity approach allows preschoolers to develop activity qualities,determining the child’s success at different stages of education and his subsequent self-realization in the future.

“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 task of organizing educational work in accordance with the 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 system-activity approach was introduced in 1985 as a special kind of concept. Even then, scientists tried to remove the contradictions within Russian psychological science between the systemic approach, which was developed in the studies of the classics of our national science, and the activity approach, 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 system-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 a problematic situation;

The child accepts the problematic situation;

Together they identify the problem;

The teacher manages search activities;

The child carries out an independent search;

The discussion of the results.

Main pedagogical task:

The activity approach involves:

children have a cognitive motive (desire to know, discover, learn) and a specific educational goal (understanding of what exactly needs to be found out, 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, this concept cannot be separated from the 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, cognitive-research activities, project activities, play activities, collective creative activities - these are all things that are aimed at practical communication, that have motivational conditionality and involve creating in children an attitude of independence, freedom of choice and preparing their lives - this is systemic - an active 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

Heading: Educational standards , Young teacher school

3-4 people come out, the teacher thanks them for their willingness to cooperate.

Tell me, do you like to travel?

What cities have you visited?

What interesting things did you see?

How many of you have been to other countries? In which country?

And my friend Katya was offered a last minute trip to Jamaica. She is confused and doesn't know where to start. Let's help her!

So what do we have to do?Help Katya prepare for her trip to Jamaica.

To the audience

So, we have passed the first stage of the educational situation “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”).

To do this, the teacher includes children in a conversation that is necessarily personally significant for them, connected with personal experience. The teacher makes sure to listen to everyone who wants to speak out.

The emotional inclusion of children in the conversation (they always enjoy talking about themselves!) allows the teacher to smoothly move on to the plot with which all subsequent stages will be connected.

The next stage of the educational situation is “Knowledge Updating”. This stage can be called preparatory to the next stages, at which children must “discover” new knowledge for themselves. Here we offer children various didactic games, during which mental operations are updated, as well as the knowledge and experience of children necessary for them to independently construct a new way of action. At the same time, children are in the game plot and moving towards their “children's goal”.

To the assistants

In our situation, I will not offer you any educational games. We'll just talk.

Let's think about what a person needs to go on a trip.

Suitcase, sunglasses, sun cream, after sun cream........... (all answers accepted)

You say everything correctly and name the right things. And if a person goes on a trip outside the Russian Federation, what does he need to have? international passport

So Katya doesn’t have a passport. What should she do?

We accept all answers. But... there is no reception day at the passport office, the travel agency does not provide a service for issuing a foreign passport... Let us bring you to the fact that a foreign passport can be ordered via the Internet.

Of course, only Katya can order a passport for herself. But we can find the site and tell Katya about it. Can? Here are the computers, go look for the site.

To the audience

The end of the “Knowledge Updating” stage is considered to be the moment when children begin to complete the task, that is, they begin to perform a trial action.

To the assistants

Were you able to find a website where you can order a passport? No

Why couldn't they?We don't know how to do it correctly

So what do you need to know now?How to find the right website where you can order a passport.

Possible option: no difficulty arose.

In this case, you need to offer to explain to everyone on which website you can order a foreign passport. And then move on to the stage “Incorporation of new knowledge (method of action) into the system of knowledge and skills.”

To the audience

At this point, the “Difficulty in the situation” stage ends.

This stage is key, as it contains the main components that allow you to determine the right path 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. Using the question system “Could you?” - “Why couldn’t they?” We help children gain experience in identifying a difficulty and identifying its cause.

This stage is very important from the point of view of the development of personal qualities and attitudes of preschoolers. Children get used to the fact that there is no need to be afraid of difficulties and failures, that the correct behavior in case of difficulties is not resentment or refusal of activity, but a search for the cause and its elimination. Children develop such an important quality as the ability to see their mistakes, to admit that “I don’t know something yet, I can’t do it.”

In early preschool age, this stage ends with the words of an adult: “This means that we need to find out...”. Based on this experience (“we need to find out”), a very important question from the point of view of forming the prerequisites for universal educational actions appears in older groups: “What do you need to learn now?” It is at this moment that children acquire the primary experience of consciously setting an educational goal for themselves, while the goal is articulated by them in external speech.

At the “Difficulty in the situation” stage, the teacher must truly be a master of his craft. There are situations when children do not have difficulties. And in this case, you need to use all your skills to continue the lesson in the intended direction.

2 presenter

To the assistants

What should you do if you don’t know something?Ask someone who knows

Who will you ask? Ask.

We communicate with adults, so they may ask Google. In this case, the question needs to be asked:- How will you ask?

If they contact you:

I can help you. There is such a portal on the Internet “Portal of State Services of the Russian Federation”. You need to open any Internet browser and write in the search bar: Portal of government services of the Russian Federation. From the proposed list you need to select a link with the address gosuslugi.ruNow do what I just told you about.

What do you think we should do first?Register and indicate your location.

Now open the tab “Obtaining a passport with an electronic chip for 10 years.” What do you see?Detailed instructions “How to receive the service.”

Let's imagine that Katya has come to us now. How will you tell her where she can order a passport?Helpers' answers

To the audience

The “Discovery of new knowledge” stage is completed.

At this stage, we involve children in the process of independently solving problematic issues, searching for and discovering new knowledge.

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

In early preschool age, the main ways to overcome a difficulty are “I’ll figure it out myself” or “I’ll ask someone who knows.”

We encourage children to ask questions and teach them to formulate them correctly.

We are gradually expanding the circle of people to whom children can ask questions. This could be a parent who came early to pick up the child, a nurse, or other kindergarten employees. At an older age, children learn that they can “ask” a book, an educational film, an Internet search engine... Gradually, children’s ideas about the sources of knowledge are expanded and systematized.

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 problem-based methods (leading dialogue, stimulating dialogue), we organize children’s independent construction of new knowledge, which is recorded by children in speech or signs.

Thus, at the stage “Discovery of new knowledge (method of action),” 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.

The next stage is “Incorporation of new knowledge (method of action) into the system of knowledge and skills.” At this stage, we offer children situations or didactic games in which new knowledge is used with previously acquired knowledge. To do this, we ask questions: “What will you do now? How will you complete the task? In the senior and preparatory groups, individual tasks can be completed in workbooks.

Here we develop in children the ability to independently apply acquired knowledge and methods of action to solve new problems, and transform methods of solution.

To the assistants

I suggest you return to the main page of the portal and consider what other services are offered to us.

Replacement of a passport of a citizen of the Russian Federation, Checking and paying traffic fines, Obtaining a certificate of criminal record, Obtaining and replacing a driver's license, Making an appointment with a doctor, etc.

Tell me, might you find the portal you learned about today useful? Can you explain how to correctly find this portal on the vast expanses of the Internet?

Now come to me, please. Tell me, what did you do today? Who did they help? Were you able to help Katya? Why did you succeed? You managed to help Katya because you found out on which portal on the Internet you can order a foreign passport.

Thank you for your help, you can return to your seats.

To the audience

And the last stage “Comprehension (result)” is completed.

This stage is also important, since here the achievement of the goal is recorded and the conditions that made it possible to achieve this goal are determined.

Using the question system “Where were you?” - "What did you do?" - “Who did you help?” We help children comprehend their activities and record the achievement of a “children’s” goal. Next, using the question “Why did you succeed?” we lead children to the fact that they have achieved a “children’s” goal due to the fact that they have learned something new and learned something. Thus, we bring together the “children’s” and educational “adult” goals and create a situation of success: “You succeeded... because you learned (learned)...".

Thus, cognitive activity acquires a personally significant character for the child, children develop curiosity, and learning motivation is gradually formed.

1 presenter

So, we have examined and played out the holistic structure of using the activity method in an educational situation for preschool children. However, due to the characteristics of preschool age and the specifics of individual educational areas, it is not always possible and advisable to carry out the entire sequence of stages.

In the educational activities of preschool children, it is possible to use individual components of the activity method. For example, creating situations of observation, communication, emotional perception, thinking and performing mental operations, expression in speech, actions according to the rule, etc.

System-activity approach in preschool educational institutions

The goal of preschool education at the present stage is the child’s continuous accumulation of cultural experience of activity and communication in the process of active interaction with the environment, other children and adults in solving problems and problems (cognitive, moral, aesthetic, social and others) in accordance with age and individual characteristics , which should become the basis for the formation of a holistic picture of the world, readiness for self-development and successful self-realization at all stages of life.

Today, education is designed to give the child not ready-made knowledge, but active knowledge that can only be acquired through active interaction with the outside world. Any activity provides invaluable experience and develops important skills in a child: the ability to set a goal, find ways to achieve it, the ability to plan one’s activities and implement a plan, achieve a result, adequately evaluate it, and cope with emerging difficulties. The knowledge acquired in the process of activity can then be easily applied in practice, which will ensure the success of his studies at school in the future.

The system-activity approach, implemented in the work practice of preschool teachers, allows children not to be in the role of passive listeners who are given ready-made information. Children engage in an independent search for new information, which results in the discovery of new knowledge and the acquisition of new skills. Children’s actions are motivated by a game-based developmental situation proposed by the teacher, which allows preschoolers to determine their “children’s” goal of activity and move towards its implementation. A subject-spatial environment harmoniously built by adults contributes to the formation and development of the child’s activity, the manifestation of curiosity, his own individuality, and the accumulation of gaming, creative, and research experience. The diverse content of the environment awakens initiative, motivates to activity, gives the child the opportunity to independently organize the process of cognition, obtain a clear result of his activity, make it a positive experience and personal achievement.

The system-activity approach is based on a number of didactic principles:

The principle of integrity, thanks to which children develop an idea of the world around them as a system;

The principle of variability, which provides for the systematic provision of children with the opportunity to choose their own activities, as a result of which they develop the ability to make an informed choice;

The principle of activity, which makes it possible to exclude the child’s passive perception of information and ensures the inclusion of each child in independent cognitive activity;

The minimax principle, which ensures the possibility of a child’s development in accordance with his individual pace and characteristics;

The principle of creativity, which allows you to develop the child’s creative abilities in independent activities;

The principle of psychological comfort, which allows children to organize independent activities based on their interests, which ensures the removal of all stress-forming factors when organizing the educational process;

The principle of continuity, which ensures the formation and development of universal learning activities in children at different age stages, which in turn will contribute to further self-development of the individual in educational activities at all levels of education.

When introducing a system-activity approach into the practice of working with preschoolers, we encountered a number of difficulties in our preschool institution. The transition from the traditional model of interaction between an adult and a child to a partnership in the process of activity required new ways of setting and solving educational problems, which entailed a change in the existing stereotype of the activities of adult participants in the educational process. The modern approach to education has required teachers to implement new goals, change methods and forms of work with preschoolers. Not all teachers were ready for this. The problem of professional and personal readiness of teachers to work in new conditions has arisen. Thus, it was necessary not only to equip teachers with the necessary knowledge, but also to change their personal attitudes and attitudes towards their own activities, increase motivation for change, and create a readiness for self-development.

To improve the professional competence of teachers at the stage of introducing the system-activity approach into the practice of work in the institution, round tables are held to familiarize themselves with the experience of other institutions in implementing the system-activity approach, individual and group consultations for teachers and specialists on the development of individual self-education routes, a year-long seminar has been developed -workshop, a plan for advanced training of teachers and specialists in institutions of additional pedagogical professional education was drawn up.

Psychological support for work in new conditions involves teachers rethinking the goals of preschool education, views and personal attitudes, creating readiness for self-development, and increasing motivation to master new forms of working with children. Training sessions with a psychologist are planned in this direction.

The implementation of a system-activity approach to the educational process is possible only in close cooperation with the parents of students and their involvement in the activities of the institution. It is necessary to form among parents a holistic understanding of the unity of the goals and objectives of the preschool institution and the family, and to constantly improve the psychological and pedagogical competence of parents in matters of an activity-based approach to the development of the child. For this purpose, the institution holds conversations, consultations, thematic parent meetings, parent conferences, pedagogical lounges, training sessions, parent-child projects, and creative competitions.

The system-activity approach to the organization of the educational process involves the use of such forms of interaction between an adult and a child in the process of upbringing and education, which should ensure the comprehensive development of the child in active activities. These are game development situations, problem situations, situations of moral choice, travel games, experimental games, creative games, educational and research activities, project activities, writing activities, collecting, clubs of experts, quizzes, cultural and leisure activities. All teachers and specialists of the preschool institution take part in modeling the content of education within the framework of the system-activity approach: educators, music director, physical education instructor, additional education teacher.

The implementation of a system-activity approach will be effective in creating a subject-development environment in which personality-oriented interaction between an adult and a child is realized, conditions for dialogical communication are created, an atmosphere of trust and goodwill is created, the personal experience of each pupil is taken into account, the process of self-knowledge and stimulation is organized, directed and stimulated. self-development.

Numerous studies by psychologists and educators show that the presence of knowledge in itself does not determine the success of learning. It is much more important that a child from a very early age learn to independently acquire knowledge and then apply it in practice. The system-activity approach allows preschoolers to develop activity-based qualities that determine the child’s success at different stages of education and his subsequent self-realization in the future.

Activity approach in educational activities with preschoolers.

The world around us has changed, and so have the children. The main task of their upbringing is to understand the detailed development plan of the child, which he already has.

The preschool education system has moved to a new stage: evidence of this is the emergence of a fundamentally new document - the Federal State Educational Standard for Preschool Education (FSES DO).

The task of preschool education is not to maximize the acceleration of the child’s development, not to speed up the timing and pace of transferring him to the “rails” of school age, but, first of all, to create for each preschooler all the conditions for the most complete disclosure and realization of his unique, specific age potential.

Today, the acute problem is how to expand the education system towards educating an individual capable of creatively solving life problems, which involves educating a creative person capable of creating universal human values: spiritual and cultural.

Nature allows a person very little time in childhood so that he can reveal his creative potential.

A modern kindergarten should become a place where a child gets the opportunity to have broad emotional and practical independent contact with the areas of life that are closest and most significant for his development. Accumulation by a child, under the guidance of an adult, of valuable experience of knowledge, activity, creativity, comprehension of his capabilities, self-knowledge - this is the path that helps to reveal the age-related potential of a preschooler.

The personality of the teacher is called upon to become an intermediary 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 that activate 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 approach in organizing the educational process in preschool educational institutions is so in demand.

The approach as a category is broader than the concept of “learning strategy” - it includes it, defining methods, forms, and teaching techniques. The foundations of the personal-activity approach were laid in psychology by the works of L.S. Vygotsky, A.N. Leontyeva, S.L. Rubinstein, where the personality was considered as a subject of activity, which itself, being formed in activity and in communication with other people, determines the nature of this activity and communication.

Activity can be defined as a specific type of human activity aimed at knowledge and creative transformation of the surrounding world, including oneself and the conditions of one’s existence. 1
Activity– an active attitude towards the surrounding reality, expressed in influencing it. Consists of actions.
Activity– a system of human actions aimed at achieving a specific goal 2

The activity approach is:

Subject-oriented organization and management by the teacher of the child’s activities when he solves specially organized 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.

It involves opening up the entire range of possibilities to the child and creating in him an attitude towards a free but responsible choice of one or another opportunity.

The activity approach poses the following tasks for the teacher:

Create conditions to make the child’s process of acquiring knowledge motivated;

Teach the child to independently set a goal and find ways, including means, to achieve it;
Help your child develop the skills of control and self-control, assessment and self-esteem.

The main idea of the activity approach to education is connected not with the activity itself, but with activity as a means of formation and development of the child. That is, in the process and as a result of using forms, techniques and methods of educational work, what is born is not a robot trained and programmed to clearly perform certain types of actions and activities, but a Human being who is able to choose, evaluate, program and design those types of activities that are adequate to his nature, satisfy his needs for self-development and self-realization. Thus, the common goal is seen as a Man who is able to transform his own life activity into a subject of practical transformation, relate to himself, evaluate himself, choose the methods of his activity, control its progress and results.

4. The effect of surprise (noise, crackling, knocking...)

5. Do something unusual in the presence of children with a request to move away and not disturb (look intently out the window, play checkers with the junior teacher, etc.)

6. Intrigue (wait, after charging 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 snowed, before the children arrive, hang a sheet on the window “Guys, don’t look yet, I have such a beautiful painting, we’ll talk about it later”)

7. Agree with the parents to dress the child in something of a certain color; the cook invites you to visit and asks you to do something; music director promises interesting entertainment, but we need help with this

8. A specially organized situation (replace all soap with pebbles, chalk with a lump of sugar)

9. Child’s birthday (teacher: “Guys, put the candy wrappers in the box, I need them for a surprise.” The children are interested: “Which one?”)

10. The teacher needs the children’s help in something specific, he makes a request to the children

If a boy or a shy child wants to say something, ask them first, and only then let the girls speak

2. Target setting

3. Motivation for activity

4. Designing solutions to a problem situation

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 offer to do 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 each step. If a child does something wrong, give him the opportunity to understand for himself what exactly, you can send a smarter child to help

5. Taking Actions

6. Performance analysis

Don’t ask your children whether they liked it or not. You need to ask: “Why did you do all this?” to understand whether the child realized the goal

7. Summing up

Find someone to praise for something (not only for the result, but also for the activity in the process)

Comparative analysis of the traditional learning process and the activity approach

	Traditional learning process	Educational activities with an activity-based approach
Side of thinking involved	Reproducing side of thinking (reproductive)	Creative side of thinking (productive)
Activities of a teacher	Transformation of knowledge and truths in ready-made form from the teacher to the child	Teaches thinking by creating and resolving problem situations, organizing research and search activities of children aimed at discovering new things in the process of solving problems
Child activity	Perception and memorization of knowledge in finished form as the ultimate truth	Acquires a searching, research character in the process of solving problems, discovering new knowledge and methods of action

The child takes an active position in the lesson: he is sometimes listening, sometimes observing, sometimes acting;

During educational activities, the spirit of discovery prevails;

Changes in staging and movement are required;

The next type of activity should begin with a general statement of the problem;

Do not accept children’s answers without justifying their opinion and do not leave a single answer unattended;

Refuse the judicial role: when a child speaks, he addresses the children, not the teacher;

Teach children to see the possibility of versatility in completing tasks; - The child’s statistical position should not exceed 50% of the time of the entire lesson;

In the process of managing children's activities, only a democratic style of communication is acceptable;

It is necessary to maintain a sense of success in children.

Methods and forms used in the activity approach:

dialogue, project, game motivation, goal setting, creating a situation of choice, reflective pedagogical support, creating a situation of success, ensuring self-realization of children

Forms of self-realization for preschoolers :

Personal exhibitions of children's works;

Presentations;

Game projects (a prerequisite for a child’s self-realization is his participation in the project and the product of children’s activities);

Collections.

So, the golden rules of the activity approach:

Give your child the joy of creativity, awareness of the author's voice;

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 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 of the 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;
recognition of the decisive role of 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;
a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities);
enrichment of forms of interaction with peers and adults in cognitive activity.

The task of a modern preschool education institution is to prepare a graduate with the ability and desire to acquire knowledge that will allow 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. The principle of psychological comfort involves the removal of stress-generating 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 cooperation 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 a 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:

Introduction to the situation;
Updating;
Difficulty in the situation;
Children's discovery of new knowledge (method of action);
Inclusion of new knowledge (method of action) into the child’s system of knowledge and skills;
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 the next stages, at which children must “discover” new knowledge for themselves. Here, in the process of didactic play, 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 with 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 tell lies, you need to share, you need to respect adults, etc.). d.).

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, and cognitive interest in children.

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)

At this stage, the teacher involves children in the process of independently solving problematic issues, searching for and discovering 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 the senior and preparatory groups, individual tasks can be completed 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 of developmental education are built. 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:

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

teacher Yashina O.A

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

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.

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.

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 a problematic situation;

- the child accepts the problematic situation;

— identify the problem together;

— the teacher manages search activities;

- the child carries out an independent search;

- the discussion of the results.

Main pedagogical task:

The activity approach involves:

children have a cognitive motive (desire to know, discover, learn) and a specific educational goal (understanding of what exactly needs to be found out, 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.

The system-activity approach, as the basis of the Federal State Educational Standard, is aimed at developing in children those qualities that they will need not only in the process of obtaining an education, but also in life. The teacher, guided by the main principles of the method, teaches students to engage in an independent search for knowledge and information, the result of which is the discovery of new knowledge and the acquisition of some useful skills. And this is exactly what children need at the initial stage of education.

Basic provisions

The system-activity approach, as the basis of the Federal State Educational Standard, is based on a number of didactic principles. Each of which is taken into account when the teacher forms and plans educational activities.

It is based on the principle of integrity. Thanks to him, pupils develop a correct understanding of the world. They learn to perceive it as a system.

Next comes the principle of variability. Its observance implies regularly providing students with the opportunity to choose their own activities. It is very important. Indeed, in such situations, children acquire the skill of making informed choices.

The operating principle is also important. It implies the active inclusion of the child in the educational process. Children must learn not only to listen to information and perceive ready-made material, but also to obtain it independently.

Psychological aspect

In addition to the above, the principle of creativity is also observed, aimed at developing the various abilities of students.

Psychological comfort is also taken into account, reminding of the importance of organizing children’s activities according to their interests. is also important. It consists in the mandatory consideration of the individual characteristics of each child in the educational process. All children develop at different rates, and each one is different from each other. A good teacher must always remember this.

And another principle is the continuity of the educational process. The system-activity approach, as the basis of the Federal State Educational Standard, includes it without fail. This principle ensures the formation and subsequent development of students at each age stage. Compliance with this provision contributes to personal self-development at all levels of education without exception. This is why it is so important to lay the appropriate “base” at an early stage.

Interaction with parents

There are a few more nuances that need to be noted. The system-activity approach, as the basis of the Federal State Educational Standard, has clear and detailed provisions. But what about their implementation? It is possible only if the parents of the students are interested in it. Their involvement in the activities of preschool educational institutions is mandatory. Without close cooperation nothing will work.

The teacher, in turn, must form among parents a correct understanding of the unity of the tasks and goals of the preschool educational institution and the family. He needs to contribute to the growth of their psychological and pedagogical competence. For this purpose, consultations, conversations, meetings, conferences, and trainings are organized in institutions. Parents, by taking part in them, demonstrate concern for their child and interest in his diversified development. In addition, they can help educators by talking about the characteristics of their children.

Implementation of the approach

It is carried out in several steps. The system-activity approach, as the methodological basis of the Federal State Educational Standard, implies strict adherence to consistency. The teacher works with young children, to whom everything needs to be carefully explained, and in such a way that they understand.

Therefore, the first step involves familiarizing students with the situation. At the second stage, then - collective work to identify difficulties in solving the situation occurs. The consequence of this step is the discovery by students of new knowledge or a method of action. The last step is to comprehend the results obtained.

This is how the system-activity approach to teaching is implemented. Thanks to this method of teaching, children do not hesitate to be active, think and express their thoughts. The method is based on dialogue and communication, so that students not only acquire new knowledge - they also develop their speech.

Teacher's actions

The system-activity approach, as the basis for the implementation of the Federal State Educational Standard, requires professionalism from teachers. To take the first step and introduce children into an educational situation, the teacher must help create a psychological orientation towards taking action. To do this, you need to use techniques that correspond to the characteristics of the age group and situation.

The teacher must also be able to choose the topic correctly. It shouldn't be forced on them. On the contrary, the teacher is obliged to provide children with the opportunity to act in a situation that is familiar to them. It is only based on their preferences that he models it. And this is right, because only something familiar and interesting can activate children and make them want to participate in the process. And in order to identify a topic, the teacher should identify several options that are attractive to students. They will then choose the most interesting one themselves.

Then the teacher, with the help of a leading conversation, helps the children find ways to solve the problem. The main task is not to evaluate the answers. The teacher needs to teach children to find a way out of the situation, relying on their knowledge and experience.

Other aspects of teaching

There are many other nuances that the concept of a system-activity approach to teaching includes. In addition to carrying out developmental work with the entire student body, the teacher is also involved in other aspects that the field of pedagogy implies.

Each teacher is obliged to conduct psychological and pedagogical diagnostics of the universal educational activities available to children, and to participate in monitoring the implementation of the Federal State Educational Standard. The teacher also carries out correctional, developmental and advisory work with individual students. Psychological and pedagogical education of children is also mandatory.

At the early stage of education (in preschool educational institutions and primary classes), the teacher plays the role of not only a teacher, but also an educator, a second parent. He must create all the necessary conditions for the realization of children’s individual potential.

Game method

The system-activity approach, as the basis of the Federal State Educational Standard of Preschool Education, is implemented in various ways. But the most popular and effective method is the game. This is a unique form of education that allows you to make the process of children receiving basic education more exciting and interesting.

Game forms make it possible to effectively organize the interaction of a teacher with students and make their communication more productive. This method also develops children's powers of observation and allows them to gain knowledge about phenomena and objects in the surrounding world. The game also contains educational and educational opportunities, which, with a competent teaching approach, are fully realized.

Also, this entertaining method goes well with “serious” teaching. The game makes the process of acquiring knowledge entertaining and creates a good and cheerful mood in children. As a result, students absorb information with great interest and are drawn to acquiring knowledge. In addition, games can improve children's thinking, their creative imagination and attention.

Selection of competencies

These are not all the aspects that the system-activity approach includes as the technological basis of the Federal State Educational Standard. The range of issues discussed in the pedagogical sphere is much wider. And special attention is paid to the selection of competencies. Today there are five of them, if you do not include the educational, cognitive and communicative aspects mentioned earlier.

The first category includes value-semantic competencies. They are aimed at developing children's moral foundations and principles, as well as instilling in them the ability to navigate the world and understand themselves in society.

There are also information competencies. Their goal is to develop in children the ability to search, analyze and select information for its further transformation, storage and use. The last two categories include social, labor and personal competencies. They are aimed at children acquiring knowledge in the civil and social sphere and at mastering various methods of self-development.

The importance of methodology

Well, as one could already understand, the system-activity approach to teaching is the basis of the Federal State Educational Standard, which is actually being implemented in the modern field of education. It is aimed at developing basic learning skills in children. Which will allow them to quickly adapt to primary school and begin to acquire new knowledge and skills.