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1 Municipal budgetary preschool educational institution kindergarten combined type 1 “Alyonushka” Theoretical seminar Topic: “Activity approach in educational activities with preschoolers” Konstantinovsk, Rostov region
2 Goal: 1. To systematize the knowledge of teachers about the activity approach in the educational process of preschool educational institutions, 2. To show the need to use this method in the work of a teacher modern stage development preschool education. Seminar plan. 1. Activity approach in educational activities with preschoolers. Senior teacher Chukarina N.K. 2. “GCD structure based on the activity approach.” Teacher Fominicheva T.V. 3. “The role of the teacher in the implementation of the activity approach” Head of the educational organization of educators Luponos Z.N. 4. Summary of the seminar. Booklets and reminders.
3 1.Activity method in educational activities with preschoolers. The preschool education system switched to new stage: evidence of this is the emergence of a fundamentally new document of the Federal State Educational Standard of Preschool Education (FSES DO). The Federal State Educational Standard for Preschool Education sets guidelines for the development of the preschool education system and introduces a number of changes to the organization of educational educational process at the preschool educational institution. A preschooler is, first of all, an activist striving to understand and transform the world. The child should not be a passive listener, receiving ready-made information transmitted to him by the teacher. It is the child’s activity that is recognized as the basis for the development of knowledge, which is not transmitted in finished form, but is mastered by children in the process of activities organized by the teacher. Thus, educational activity acts as a collaboration between the teacher and the child, which contributes to the development of communicative abilities in children, as required component educational activities. Development is based not on passive contemplation of the surrounding reality, but on active and continuous interaction with it. What is the activity approach to educational activities with preschoolers? The activity approach in education assumes that a person in the learning process should not learn something, but learn something, i.e. learn to carry out activities. The work comes to the fore here, and knowledge plays a secondary role, being a means of doing this work and a means of learning. “If you want to feed a person once, give him a fish. If you want to feed him for life, teach him to fish.” Confucius The activity approach is the organization and management by the teacher of the child’s activities when solving specially organized
4 educational tasks of varying complexity and problems. These tasks develop not only the child’s subject, communicative and other types of competencies, but also the child himself as a person. The activity approach is a way of mastering educational environment without mental and physical overload of children, in which every child can self-realize and feel the joy of creativity. The activity is defined as specific type human activity aimed at understanding and creatively transforming the surrounding world, including oneself and the conditions of one’s existence. Activity is a system of human actions aimed at achieving a specific goal. “I hear, I don’t remember, I see, I remember, I do, I understand. Confucius Principles of the activity approach: the principle of taking into account the leading types of activities and the laws of their change; the principle of subjectivity of education; the principle of taking into account sensitive periods of development; the principle of overcoming the zone of proximal development; the principle of enrichment, strengthening, deepening child development; the principle of designing, constructing and creating a situation of educational activity; the principle of mandatory effectiveness of each type of activity; the principle of high motivation for any type of activity; the principle of mandatory reflectivity of all activities; the principle of moral enrichment of activities used as a means; the principle of cooperation in organizing and managing various types of activities; the principle of child activity in the educational process. Senior teacher Chukarina N.K.
5 2. GCD structure based on the activity approach. I propose to consider the structure of GCD based on the activity method 1. Creation of a problem situation 2. Target setting 3. Motivation for activity 4. Designing solutions to a problem situation 5. Performing actions 6. Analyzing the results of activities 7. Summing up. First stage. At the beginning there is an invitation to activity: “Let’s today I will Who wants to join” Game motivation is important here, which helps in game form supervise children's activities. Someone comes to visit or a toy Bring in something so that most children are interested Remove something, leaving an empty space Do something unusual in the presence of children with a request to move away and not disturb (look closely out the window, play with the junior teacher checkers, etc.) Intrigue (wait, after exercise I’ll tell you; don’t look, I’ll show you after breakfast; don’t touch, it’s very fragile, it’ll ruin it; for example, it’s snowing, hang a sheet on the window before the children arrive “Guys, don’t look yet, I have There’s such a beautiful picture there, we’ll talk about it later." Main part. After we have outlined a task for joint activity, the teacher suggests possible ways its implementation. In the process, he offers new ways, developing content, and increases the child’s interest in the work of his peer. Encouraging communication, discussing problems. Nomination various options what to do to resolve the problem. Do not evaluate children’s answers, accept any, do not offer to do or not do something, but
6 offer something to choose from. Rely on children's personal experience when choosing assistants or consultants. During the activity, the teacher always asks the children: “Why, why are you doing this?” so that the child comprehends every step. If a child does something wrong, give him the opportunity to understand for himself what exactly, you can send another child to help. The final stage. Each child works at his own pace and decides for himself whether he has finished or not. On final stage Adults' assessment of children's actions can only be given indirectly. How to compare the result with the goal: what was planned and what happened. Find someone to praise for something (not only for the result, but also for the activity in the process). Teacher Fominicheva T.V. 3. “The role of the teacher in the implementation of the activity approach” The personality of the teacher is called upon to become a mediator between the activity and the subject of the activity (the child). Thus, pedagogy becomes not only a means of education and training, but also to a greater extent a means of stimulating creative search activity. Updating the content of education requires the teacher to search for methods, techniques, pedagogical technologies that activate the child’s activity, develop the child’s personality in the process various types activities. That is why the activity-based approach is so in demand in organizing the educational process in preschool educational institutions.
7 The role of the teacher in implementing the activity approach is great, because it is the teacher who is key figure in the educational process. In the process of implementing the activity approach in education, the formation of a child’s personality and his advancement in development occurs not when he perceives knowledge in a ready-made form, but in the process of his own activity aimed at “discovering new knowledge.” The principle of activity distinguishes the child as an actor in the educational process, and the teacher is assigned the role of organizer and manager of this process. It is difficult to overestimate the role of the teacher’s activities, its influence on the process of formation and development of the child’s personality. Everything is important here: the rejection of the authoritarian style of communication in favor of a democratic one, and personal qualities teacher, and the ability for self-development, and his professional competence. The teacher faces the following tasks: 1. Create conditions to make the child motivated in the process of acquiring knowledge; 2. Teach the child to independently set a goal and find ways and means to achieve it; 3. Help the child develop the skills of control and self-control, assessment and self-esteem. Based on the above, we can formulate the basic rules of the activity approach: Give the child the joy of creativity, awareness of authorship. Lead the child from own experience to the public Be not “ABOVE”, but “NEAR” Rejoice at the question, but do not rush to answer Teach to analyze each stage of the work By criticizing, stimulate the child’s activity. Head of the educational organization of educators Luponos Z.N.
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System-activity approach as the basis for the implementation of the Federal State Educational Standard for Education
« It is necessary that children, if possible, learn independently, and the teacher supervises this independent process and provides material for it.” K.D. Ushinsky.
The system-activity approach is the methodological basis of the concept state standard general education of the second generation.
The Federal State Educational Standard is based on a system-activity 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 students;
- development of the student’s personality based on the assimilation of universal educational actions of cognition and mastery of the world;
- confession decisive role ways of organizing educational activities and interaction of participants in the educational process in achieving the goals of personal, social and cognitive development of students;
- taking into account the role and significance of activities and forms of communication to determine the goals and paths of education and upbringing;
- a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities disabilities health);
- enrichment of forms of interaction with peers and adults in cognitive activity.
Task modern preschool educational institution - prepare a graduate with the ability and desire to acquire knowledge that 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 of techniques and methods in teaching that form the ability to independently obtain new knowledge, collect necessary information, put forward hypotheses, draw conclusions and conclusions, develop preschoolers’ skills and abilities of independence and self-development.
This can be achieved by a system-activity 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 followingsystem of didactic principles:
1. Operating principlelies in the fact that a child does not receive knowledge in a ready-made form, but obtains it himself.
2. Continuity principlemeans 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 worldmeans that the child must form a generalized, holistic idea of the world (nature-society-himself).
4 . The principle of psychological comfortinvolves the removal of stress-forming factors in the educational process, the creation of a friendly atmosphere in the preschool educational institution and in the classroom, focused on the implementation of the ideas of cooperative pedagogy.
6. The principle of variabilityinvolves 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 creativityassumes 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, during the didactic game, the teacher organizes subject activity children, in which mental operations (analysis, synthesis, comparison, generalization, classification, etc.) are purposefully 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, moving towards their “childish” goal and do not even realize that the teacher, as a competent organizer, is leading them to new discoveries.
Besides training mental operations and updating the experience of children, the teacher pays attention to the development of such integrative qualities as the ability to listen to an adult, follow his instructions, work according to rules and patterns, find and correct one’s mistakes, etc.
The actualization stage, like all other stages, must be permeated educational tasks, the formation in children of primary value ideas about what is good and what is bad (for example, you can’t fight, offend little ones, it’s not good to snitch, you need to share, you need to respect adults, etc.).
Difficulty in the situation
This stage is key, since it contains, as in a “seed,” the main components of the structure of reflexive self-organization, which make it possible to determine the right way to overcome the difficulty. Within the framework of the selected plot, a situation is simulated in which children are faced with difficulties in individual activities.
Teacher using a question system“Were you able to?” - “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:“So 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 primary experience conscious poses in front of oneselfeducational (“adult”) purpose,at the same time, the goal is articulated by them in external speech.
Thus, strictly following the stages of technology, the teacher leads children to the fact thatthey want to find out “something” themselves.Moreover, this “something” is absolutely concrete and understandable to children, since they themselves (under the guidance of an adult) named the reason for the difficulty.
Children's discovery of new knowledge (method of action)
On at this stage The teacher involves children in the process independent decision problematic issues, search and discovery of new knowledge.
Using a 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 ways“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 come up with it myself, and then I’ll test myself using 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, and 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?" - "What did you do?"- “Who did you help?” The teacher helps children comprehend their activities and record the achievement of the “children’s” goal.
Further 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 learned (learned)..."IN junior 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 Here we should pay attention to creating conditions for each child to receive joy and satisfaction from a job well done.
The system-activity approach to education is not a set of educational technologies or methodological techniques. This is a kind of philosophy of education, a methodological basis on which various systems developmental training. The main idea of the activity approach is connected not with the activity itself, but with activity as a means of formation and development of the child’s subjectivity.
“A bad teacher presents the truth, a good teacher teaches you to find it” A. Disterverg
teacher Yashina O.A
“A person will achieve results only by doing something himself...”
(Alexander Pyatigorsky)
In the context of the transition of preschool educational institutions to work according to the Federal State Educational Standard, the teacher is given the 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 the 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 systematic approach that was developed in the studies of the classics of our national science and activity, which has always been systemic. The system-activity approach is an attempt to combine these approaches. What does “activity” mean? To say “activity” is to indicate the following points.
Activity is always a purposeful system aimed at results. The concept of a system-activity approach indicates that a result can only be achieved if there is feedback.
We all remember the old parable about how a wise man came to the poor and said: “I see you are hungry. Come on, I’ll give you fish to satisfy your hunger.” But the Proverb says: you don’t need to give fish, you need to teach how to catch it. The new generation standard is the standard that helps teach how to learn, teach how to “catch fish,” and thereby master universal educational actions, without which nothing can happen. 
It is in action that knowledge is generated.
The main goal of the systemic-activity approach to teaching is to teach not knowledge, but work.
To do this, the teacher asks a number of questions:
- what material to select and how to subject it to didactic processing;
— what methods and means of teaching to choose;
- how to organize your own activities and the activities of your children;
- how to ensure that the interaction of all these components leads to a certain system of knowledge and value orientations.
Structure from the standpoint of the system-activity approach is as follows:
- the teacher creates problematic situation;
- the child accepts the problematic situation;
— identify the problem together;
— the teacher manages search activities;
- the child carries out 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);
- implementation by students certain actions to acquire missing knowledge;
- identifying and mastering by students a method of action that allows them to consciously apply acquired knowledge;
- developing in schoolchildren the ability to control their actions - both after their completion and during their course;
- inclusion of learning content in the context of solving specific life problems.
Speaking about the system-activity approach in education, one cannot separate this concept from educational process. Only in conditions of an activity approach, and not a flow of information and moral teachings, does a person act as an individual. By interacting with the world, a person learns to build himself, evaluate himself and self-analyze his actions. Therefore, cognitive research activities, project activities, gaming activities, collective creative activities are all that are aimed at practical communication, which is motivationally conditioned and involves creating in children an attitude of independence, freedom of choice and prepares their lives - this is a system-activity approach, which, undoubtedly, does not bear fruit immediately, but leads to achievements.
A natural play environment in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, freely realize his abilities and educational needs, is optimal for achieving