Systemically active approach in preschool education. System-activity approach as the basis of the Federal State Educational Institution

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 educational educational process at preschool educational institution"

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 socio-economic, political and cultural development countries. “To a developing society,” is emphasized in the “Concept of Modernization Russian education“We need modern, educated, moral, enterprising people who can make decisions independently, predicting their possible consequences, who are characterized by mobility... capable of cooperation... who have 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 switched to 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 Educational Education is based on a system-activity approach, which is based on ensuring compliance educational activities 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, cognitive motives, enrichment of forms of educational cooperation and expansion of the zone of proximal development.

What does the concept of system-activity approach include?

Activity- system of human actions aimed at achieving specific purpose(for the result).

Activity approach- this is the organization and management by the teacher of the child’s activities when he decides on 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 active and versatile, in maximum degree independent cognitive activity 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 finished form, but in the course of active interaction with the world around them, become an invaluable experience for him, which determines his success in subsequent stages of training.

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 involved in conscious activity. 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

1. The principle of subjectivity of educationis that every child is a participant educational relations– is able to plan actions, build an algorithm of activity, assume, evaluate one’s actions and actions.
2. 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- these are manipulations with objects (roll - don’t roll, ring - don’t ring, etc.), then in preschool age - a game. 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.).

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

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 bubble only round shape and so on.).

1. 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 and wind, which means it is fragile; forest flowers disappear and are listed in the Red Book, which means I will not tear them and will tell my friends not to tear them).
2. The principle of high motivation for any type of activity.

According to this principle the child must have a motive to perform this or that 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.

1. The principle of reflectivity of any activity.When conducting reflection, the teacher’s questions should not be aimed only at children retelling the stages educational event(“Where were we?”, “What were we doing?”, “Who came to visit?”, etc.). They should be problematic nature, like: “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.
2. 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. ).
3. 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 transport together that you can use to go to Snow Queen") to be close to, and not "above, the children."
4. 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.

1. 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 the given 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).
2. 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 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?”
3. 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.
4. 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 they use didactic material, different shapes children's organizations. 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 group activities(“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 shouldprovide comprehensive development child in active work. These are game development situations, problem situations, situations 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, instructor physical culture, teacher of additional education.

The role of the teacher in the implementation of the system-activity approach is great, since it is the teacher who is 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 taken into account personal experience each pupil, 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 the very beginning early age learned to independently acquire knowledge, and then put them into practice.System-activity approach allows preschoolers to develop activity qualities,determining a child’s success in different stages learning and its 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 a preschool educational institution to work according to the Federal State Educational Standard, the teacher is given the tasks of organizing educational work in accordance with new standards. The implementation of these tasks is fully facilitated by the system-activity approach.

In the system-activity approach, the category of “activity” occupies one of the key places, and 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 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);
• 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, 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 next stages, in 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 this important quality, as the ability to see one’s mistakes, to admit that “I don’t know something yet, I don’t know how.”

In early preschool age, this stage ends with the words of an adult: “This means that we need to find out...”. On the base this experience(“we need to find out”) in older groups appears very important from the point of view of the formation of prerequisites for universal educational activities question: “What do you need to know 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 public services RF". 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 independent decision problematic issues, search and discovery of 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 senior and preparatory groups individual tasks can be done 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 payment of traffic police fines, Obtaining a certificate of criminal record, Receipt and replacement 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 or 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 activities and communication in the process of active interaction with environment, other children and adults when 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 intended to give the child not ready knowledge, and knowledge is active, which can be acquired only through active interaction with the outside world. Any activity gives invaluable experience and forms in the child important skills: 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 independent searches new information, as a result of which new knowledge is discovered and new skills are acquired. 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. Subject matter harmoniously built by adults spatial environment contributes to the formation and development of the child’s activity, the manifestation of curiosity, his own individuality, the accumulation of playful, creative, 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, gain clear result your activities, make it 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 independent activity Creative skills child;

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 partnership relationships in the process of activity required new ways of setting and solving educational objectives, 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 necessary knowledge, but also to change their personal attitudes and attitude 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 practice, work in the institution is carried out round tables to familiarize yourself with the experience of other institutions in implementing the system-activity approach, individual and group consultations for teachers and development specialists individual routes self-education, a year-long workshop was developed, a plan was drawn up for advanced training of teachers and specialists in institutions of additional pedagogical professional education.

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.

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 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 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.

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

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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. Systematize teachers’ knowledge about the activity-based approach in educational DOW process, 2. Show the need to use this method in the work of a teacher at the present stage of development of preschool education. Seminar plan. 1. Activity approach in educational activities with preschoolers. Senior teacher Chukarina N.K. 2. “GCD structure based on the activity approach.” Teacher Fominicheva T.V. 3. “The role of the teacher in the implementation of the activity approach” Head of the educational organization of educators Luponos Z.N. 4. Summary of the seminar. Booklets and reminders.

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

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

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

6 offer something to choose from. Rely on children's personal experience when choosing assistants or consultants. During the activity, the teacher always asks the children: “Why, why are you doing this?” so that the child comprehends every step. If a child does something wrong, give him the opportunity to understand for himself what exactly, you can send another child to help. The final stage. Each child works at his own pace and decides for himself whether he has finished or not. At the final stage, adults’ assessment of children’s actions can only be given indirectly. How to compare the result with the goal: what was planned and what happened. Find someone to praise for something (not only for the result, but also for the activity in the process). Teacher Fominicheva T.V. 3. “The role of the teacher in the implementation of the activity approach” The personality of the teacher is called upon to become a mediator between the activity and the subject of the activity (the child). Thus, pedagogy becomes not only a means of education and training, but 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, activating the child’s activity, developing 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 the implementation of the activity approach is great, since it is the teacher who is the key figure in the educational process. In the process of implementing the activity approach in education, the formation of a child’s personality and his advancement in development occurs not when he perceives knowledge in a ready-made form, but in the process of his own activity aimed at “discovering new knowledge.” The principle of activity distinguishes the child as an actor in the educational process, and the teacher is assigned the role of organizer and manager of this process. It is difficult to overestimate the role of the teacher’s activities, its influence on the process of formation and development of the child’s personality. Everything is important here: the rejection of the authoritarian style of communication in favor of a democratic one, and the personal qualities of the 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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Margarita Ivanova
Workshop “System-activity approach in preschool educational institutions, as the basis for the implementation of the Federal State Educational Standard”

"The only path leading to knowledge is

This activity»

Subject: System-activity approach in preschool educational institutions, How basis for the implementation of the Federal State Educational Standard

Target: create conditions for teachers to master theoretical knowledge and practical skills in working with preschoolers.

Move seminar: 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. Life in constantly changing conditions becomes the new norm, which requires the ability to solve constantly emerging new, non-standard problems. New requirements are being introduced for all levels of education. Preschool education has not been left out either. System preschool education has switched to a new stage: evidence of this is the introduction of the Federal State Educational Standard for Preschool Education. IN the basis of the standard is laid, conceptually based on ensuring compliance with educational activities pupils according to their age and individual characteristics, representing a variety of individual educational trajectories and individual development each pupil (including gifted children and children with disabilities, ensuring the growth of creative potential, cognitive motives, enriching the forms of educational cooperation and expanding the zone of proximal development. With implementation in domestic education in basis put the development of cognitive and educational motives, which requires the teacher to create the following conditions:

careful development of problem situations,

development of the creative attitude of preschool children to the cognitive process;

selection of necessary funds for self-realization, assessment of preschoolers taking into account their individual abilities and opportunities;

organization of the most fruitful educational cooperation.

Currently activity preschool teacher assumes full awareness of the feasibility, timeliness, and importance of the transition to federal standards of the new generation. As decisive factor is the readiness of a teacher working in a preschool institution to move to system-activity approach. The teacher must in full master modern technology And information technology, develop educational and methodological kit, which will satisfy Federal State Educational Standard, arm yourself with the support of a material and technical base. An important condition for the implementation system-activity approach L. G. Peterson in the preschool educational organization is implementation of the system of basic principles of the activity-based teaching method. These principles act as necessary psychological and pedagogical conditions for organizing the educational process in a modern kindergarten.

System of basic principles

The principle of psychological comfort involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere focused on implementation ideas of cooperation pedagogy, development of dialogue forms of communication.

Principle activity - is that that a child does not receive knowledge in a ready-made form, but obtains it himself in the process activities, actively participates in their improvement, which contributes to active successful formation its general cultural and activity abilities.

The principle of continuity means continuity between everyone levels and stages of training, taking into account age psychological characteristics children's development.

The principle of integrity - involves the formation by students of a generalized systemic ideas about the world (nature, society, oneself, the sociocultural world and the world activities, about the role and place of each science in system of sciences).

The minimax principle is next: the teacher must offer the child the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal development of the age group) and ensure its absorption at the level of a socially safe minimum (state standard knowledge).

The principle of variability - involves the formation in children of abilities to systematic enumeration of options and adequate decision-making in situations of choice.

The principle of creativity means maximum focus on creativity in the educational process, the child’s acquisition of his own creative experience activities.

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

- this is the organization of the educational process in which the main place is given to active and versatile, to the maximum extent independent cognitive child's activities. His key point is a gradual departure from informational reproductive knowledge to knowledge of action. This an approach to the organization of the learning process, in which the problem of the child’s self-determination in the educational process comes to the fore.

Activity – a system of human actions

Activity approach- this is the organization and management of the teacher activities child when solving specially organized educational tasks of varying complexity and scope. 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).

System-activity approach for learning presupposes that children have a cognitive motive (the desire to learn, discover, learn

Educational activities based on a system-activity approach has a certain structure.

(children's organization).

2. Creating a problem situation, setting a goal.

3. Motivation to activities.

4. Designing a solution to a problem situation.

5. Performing actions.

6. Summing up, analysis activities. (Reflection).

Let's take a closer look at each of the stages.

1. Introduction to the educational situation (children's organization) involves the creation of a psychological focus on gaming activity. The teacher uses those techniques that correspond to the situation and characteristics of this age group. For example, children join a group to the music of the children, someone comes to visit, an audio recording of bird voices, sounds of the forest is turned on, something new is introduced into the group (Red Book, encyclopedia, game).

2. An important stage of educational activities based on a system-activity approach is the creation of a problem situation, goal setting, motivation to activities. To the topic of educational activities was not directed by the teacher, he gives children the opportunity to act in a well-known situation, and then creates a problematic situation (a difficulty that activates the pupils and arouses their interest in the topic. For example, “Children today in our kindergarten a letter came to email from the Violet Forest, but it turned out to be encrypted, and to read it we need to guess the code, and this code is not simple, but mysterious. Then we solve riddles."

3. The next stage is designing a solution to a problem situation. The teacher, with the help of introductory dialogue, helps children independently get out of a problematic situation and find ways to solve it. For example, “You and I are going to a birthday party, but it’s not nice to come without a gift.”. 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.

4. At the stage of performing the action, a new algorithm is compiled activities based old and there is a return to the problematic situation.

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 you give a girl Dolka for her birthday?” Pupils choose from examples proposed by the teacher.

5. Summarizing and analysis stage activities include:

Fixation of movement by content (“What did we do? How did we do it? Why);

Clarification of the practical application of a new substantive step ( “Is what we learned today important? Why will this be useful to you in life?”);

Group reflection activities(“What did you manage to do together as a team? Did everything work out for you?”);

Reflection of one's own child's activities(“Who didn’t succeed? What exactly? Why do you think?”).

Forms of working with children.

Experimental research activity. Research, search activity – natural state child, because he is determined to master the world around him and wants to know it.

During the experimental research activities a preschooler learns to observe, think, compare, answer questions, draw conclusions, establish cause and effect connection: why does an iron ball sink, but a wooden one does not; what will happen if you pour earth into a glass of water, etc.

Travel games - the child takes a walk into the world of things, objects, manipulates them, gets acquainted with their properties, resolves a problematic game situation during such a conditional journey (for example, what kind of watch is best to give to Dunno so that he is not late for school? (sand) , solar, mechanical or electronic, gaining the necessary experience activities.

Simulation games. Modeling involves replacing some objects with others (real - conditional) .Soft modules can turn into a steamship, a car, an airplane, household appliances, furniture, etc., a pencil can become a magic or conductor's wand. Modeling also includes games using model circuits. “What first, what then?”, “Where did the bread on the table come from?” and so on.

Artistic creativity, productive activity, where a child learns by mixing paints to receive new color, solving the problematic question “How to draw a purple eggplant if we only have three paints: red, blue, yellow?”, “Doll Masha loves flowers. How to congratulate the doll Masha on her birthday in winter, because the flowers have not yet bloomed?” (you can draw her a whole meadow of flowers) etc.

Design activity

This practical use children the knowledge and skills they have; non-rigid formulation of tasks, their variability, increasing the independence and creativity of preschoolers; interest in activities bringing a public result, personal interest in it.

Of no small importance for implementation of a system-activity approach has a developing subject-spatial educational environment. RPOS, an environment in which the child feels comfortable and easily joins in any activity(game, design or artistic creativity)

For this purpose in groups of preschool educational institutions equip experimental areas activities, educational activities, a corner of nature, etc., where children can sift cereals through a sieve and determine why one cereal sifted and the other did not.

Using the components of the ERPOS in a group, children gain new knowledge, learn to build it into system, apply algorithms in practice, try to get out of difficult situations on their own, and reflect.

At the same time, the task of the teacher is to make learning motivated. Teach your child to independently set a goal and find ways and means to achieve it; help develop skills of control and self-control, assessment and self-esteem. However, not all preschool teachers, after approval Federal State Educational Standards of Educational Institutions have been restructured, left traditional forms organization of the educational process.

In view of the above, the goal of our work should be systematization knowledge about new principles and approaches to the educational process.

In modeling the content of education within system-activity approach all teachers and preschool specialists take part institutions: educators, music director, physical education instructor.

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. System-activity approach allows preschoolers to develop activity qualities, which determine a child’s success at different stages of education and his subsequent self-realization in the future.

Confucius also said: “If you want to feed a person once, give him a fish. If you want to feed him for life, teach him to fish.”

By teaching a preschooler to independently acquire knowledge, we help him to be successful in school and increase his competence. And competence is knowledge in action.

Teach activities in an educational sense, this means making learning motivated, teaching the child to independently set a goal and find ways and means to achieve it; help the child develop the skills of control and self-control, assessment and self-esteem.

System-activity approach helps children discover new knowledge themselves, build them into system, apply in practice; develops the ability to reflect. Children learn to apply algorithms and try to get out of difficult situations on their own.

Only if the teacher is able to think through and develop his own educational programs, apply modern technologies in practice, he will be able to be an innovator. If the teacher did not accept, did not comprehend the main idea of ​​this approach, he cannot be considered one hundred percent competent, corresponding to the professional standards created for teaching staff. The development of the younger generation should be carried out not through the implementation of individual tasks, but as a whole.

Practical tasks.

Today you have to complete tasks that will help you consolidate your knowledge system on the activity approach, and also demonstrate your abilities, thinking activity and reaction speed.

First task: The first team to answer will be the one that raises the colored flag first, for each correct answer you will receive a colored chip. At the end of the game we will sum up the game and find out who will be called "Education Connoisseur".

Question system?

Question: Continue defining the concept activities?

Answer:

System(from Greek - a whole made up of parts; a connection, a set of elements that are in relationships and connections with each other, which forms a certain integrity, unity.

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

Second task:

What is the goal system-activity approach to the organization of the educational process in preschool educational institutions?

Answer:

Nurturing the personality of a child actively participating in conscious activities who knows how to set a goal, find ways to achieve this goal and be responsible for the result activities

Third task: What statements should a teacher refuse?

Guys, come over, math begins

Petya suggested incorrectly, Masha didn’t think about what she said

What can you and I fly on?

What do bricks look like and where can you find them?

Sasha, bring a construction set, it will be bricks

Kirill, make sure the guys don’t look into the box, there’s a surprise in there

Misha, tell me where the garage is for cars

You play with cars, you go draw

Everyone got up and went to look for the squirrel.

Natasha, you are doing it wrong, you should do it this way

Fourth task: Choose correct option summing up results:

a) Sasha, well done, drew it very beautifully, Masha, had a good idea of ​​what to draw, Katya and Ksyusha were the fastest to clear the table.

b) Guys, our lesson is over, we put everything away and go to the music room

Fifth task:

1) About what form of organization of children's activities in question?

Joint form activities, aimed at broadening the horizons of children and nurturing the cognitive activity of preschoolers. The teacher creates conditions that allow children to gain new experience independently or together with an adult, to gain knowledge through experimental, exploratory methods. (design activity)

2) What is the name of a situation of difficulty, the ways of overcoming which children do not know and they need to solve independently? (problematic)

3) Name the forms of work with children through which a system-activity approach is being implemented. (design activity, travel games, simulation games, artistic creativity, experimentation)

4) What are the features of a developing subject-spatial environment for implementation of a system-activity approach?

(The subject-spatial environment of the group should facilitate the child to easily be included in any activity: playing, designing, experimenting or artistic creation. Child during any activities must acquire new knowledge, learn to build it into system and apply algorithms in practice. The teacher must allow the child to struggle, to get out of difficult situations independently, to reflect, that is, to understand the problematic nature of the task assigned to him - to know “What was he doing? Why did he do this? Is what he learned today important?”. This is how the child learns to analyze what he did and what could be done differently.).

7. Reflection on the results seminar.

And here we are all sitting in this beautiful hall,

The kindergarten brought us together on the smart seminar.

If you're in a good mood,

Then clap your hands together.

This topic is always relevant!

If you agree, then shout "YES"!

Knowledge, if it comes in handy, if you apply it,

Then now the colleague on the right needs to be hugged.

Teachers in our preschool educational institution are masters

If you agree, shout "HOORAY"!

If there was good seminar,

Then clap your hands again.

We worked hard together with you,

But the time has come to part.

I propose to end our meeting

Loud three times "HOORAY!"

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 of the state standard of 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;
• 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;
• diversity of organizational forms and accounting individual characteristics every student (including gifted children and children with disabilities);
• 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 skills of independence and self-development in preschoolers.

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 preschool children, their acquisition of their own experience creative activity. Forming the ability to independently find solutions to non-standard problems.

The holistic structure includes six successive stages:

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

Introduction to the situation

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

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

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

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

With the first question (“Do you want?”), the teacher shows the child’s freedom of choice of activities. Not by chance next question sounds: “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 progress 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.

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

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

Difficulty in the situation

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

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)

At this stage, the teacher involves children in the process of independently solving problematic issues, searching for and discovering 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 you 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