Introduction

Currently, our children start school at the age of 6-7 years. And if a seven-year-old child’s readiness for school is generally formed, then for six-year-olds it is finally completed in the first year of schooling. This is facilitated by an appropriate approach to children.

The most important task facing the preschool education system is the comprehensive development of the child’s personality and preparation for school. However, a significant number of children, despite their “passport” age and the “school” skills and abilities they have, experience great difficulties in learning. The main reason for their failure is that they are still small “psychologically,” i.e. not ready for the school type of education. The very logic of life dictates that it is necessary to develop criteria and indicators of children’s psychological readiness for school, and not focus only on the physical or passport age of children.

Preparing children for school is a multifaceted task, covering all areas of a child’s life. Psychological readiness for school is only one aspect of this task, although it is extremely important and significant.

Knowledge of the features of preschool education, sufficient theoretical orientation in the content, forms and methods of organized educational work are now necessary not only for researchers, preschool pedagogy teachers and methodologists, but also for a large group of kindergarten directors and educators.

Characteristics of preschool age

The characteristics of a preschooler’s body require careful attention to his physical development. The child grows - all the milk teeth erupt and the first "rounding" , i.e. the increase in body weight outpaces the growth of the body in length. The child’s mental development, speech, and memory progress rapidly. The child begins to navigate in space. During the first years of life, the musculoskeletal system, digestive and respiratory systems grow and develop rapidly. During the 2nd-3rd years of life, growth in length prevails over increase in body weight. At the end of the period, permanent teeth begin to erupt. Due to the rapid development of the brain, mental abilities develop rapidly.

Thus, physical education ensures the protection and strengthening of health, the development of motor skills, cultural and hygienic skills, hardening of the body, love for cleanliness, neatness, accustoms the child to a routine, increases efficiency, and reduces fatigue.

Preschool age is the beginning of comprehensive development and personality formation. During this period, the activity of analyzers, the development of ideas, imagination, memory, thinking, and speech together lead to the formation of the sensory stage of cognition of the world. Logical thinking is intensively formed, elements of abstract reasoning appear. A preschooler strives to imagine the world as he sees it. He can even regard fantasy as reality.

Mental education forms a system of ideas about the world around us, intellectual abilities and skills, and develops interest and abilities.

In moral education, a child develops moral standards, his own experience of behavior, and attitude towards people. Moral feelings are intensively formed.

Moral education has a significant impact on the formation of the will and character of the child.

Labor education introduces children to the work of adults and professions. Children are taught accessible work skills and abilities, and are instilled with a love and interest in work. The work activity of a preschooler develops perseverance, perseverance, and intelligence.

The most important component of the development of a preschooler is aesthetic education. The stage of sensory knowledge of the surrounding world, characteristic of a preschooler, contributes to the formation of aesthetic ideas about the world, nature, and people. Aesthetic education contributes to the development of children’s creative abilities, shapes aesthetic taste and needs.

Play is the most important activity of a preschooler, because the game is the best means of satisfying his interests and needs, realizing his plans and desires. In his play, a child seems to reflect what will happen in his life when he becomes an adult. The content of the games creates good feelings, courage, determination, and self-confidence.

Gradually, the main factor in a child’s development in preschool age is role-playing play. A game is a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of carrying out actions, in subjects of science and culture. Its characteristic feature is that it allows the child to perform an action in the absence of conditions for actually achieving its results, since its motive lies not in obtaining a result, but in the process of execution itself. In other words, the action reproduced in. game, and its actual operations are very real in themselves. However, there is a clear discrepancy between the content of the action (For example, "driving" ) and its operations (for example, rotating a random "wheel" ) . It leads to the child performing a play action in a mentally presented situation - only then can the stick be treated like a horse. In play, the child develops imagination and symbolic function, as well as the formation of generalized experiences and a meaningful orientation to them.

It is in the game that the primary orientation in the meanings and motives of human activity occurs, an awareness of one’s place in the system of relationships among adults arises, and the ability to identify moments of subordination and control in them. The child begins to understand social roles and the relationships connecting them more and more accurately, and correlates his position with the position of an adult. And he has a new social motive - to engage in socially significant and socially valued activities.

In the process of development of a preschool child, a change occurs in his motivational-need sphere: at the beginning of preschool age, motives have the character of unconscious, affectively colored desires associated with the current situation, by the end of this age they exist in the form of generalized intentions, the comprehension of motives begins, their primary hierarchy is formed . The emergence of subordination of motives during this period can be considered as a criterion for the development of the child’s personality.

Another important meaning of the game: the child, taking on game roles, learns to correlate different points of view, enter into the position of another, learns moral and ethical standards, i.e. during the game there is overcoming "cognitive egocentrism" . It is in preschool age that the initial formation of the child’s ethical authorities and moral feelings is observed, when he begins to remember the basic rules of relationships between people and can already evaluate his actions as good or bad.

During games with rules, the child’s voluntary behavior develops. This is due to the subordination of his actions to the model, which for him is the behavior of an adult, his opinion, assessment. In this regard, by the end of preschool age, the child acquires the ability to control himself, his behavior and actions.

The level of mental and personal development of children 3-5 years old already allows them to conduct specially organized individual and group lessons, built in a playful form. The development of specific development work programs also becomes legitimate. When compiling them, it is advisable to take into account such aspects as the child’s need for joint activities with adults, the sensitivity of this period for improving certain mental functions and personal qualities, and the zone of proximal development.

Training is conducted in a children's group. The influence of children on each other, directed for educational purposes, forms the basis for raising children to be independent and able to act in an organized manner and together. At the same time, children develop individual behavior - the ability to ask, answer, offer, show, tell.

By the end of the preschool period, the child possesses the necessary qualities and personality traits in order to begin systematically mastering the socio-historical experience of a person. This requires special training activities.

Thus, the essence of the work on the development of preschool children is to create an objectively and subjectively rich environment for the child and timely introduction of new experiences for him.

Formation of the psyche in preschool age

When working in a preschool setting, it is necessary to correlate your actions with the main directions of the psychophysical development of preschool children. At this age, the development and activation of cognitive and other equally directed characteristics of the child’s perception of the world is especially important.

Let's consider the features of attention development in a preschooler. Attention is understood as the direction of a person’s mental activity, its concentration on objects that have a certain significance for the individual. Attention can be directed both to objects in the external world and to one’s own thoughts and experiences. The development of attention is of high importance in various activities of a preschooler, including physical education, because one of the conditions for a child’s fruitful physical education classes is focusing on the words and instructions of the instructor.

In order to achieve a goal, a child needs to be able to control his current actions and monitor how much they bring him closer to it. In this regard, the development of voluntariness is also the formation of mental actions of control. For example, it is at this age that it is fruitful to explain to children the importance of physical education for their future lives.

Psychological research has shown that:

The maximum duration of one game for a six-month-old child is only 14 minutes, and by the age of six it increases to one and a half hours. At the same time, it has been established that six-year-old children are able to actively and productively engage in the same activity for no more than 10-15 minutes.

If at three years old a child is distracted on average 4 times in 10 minutes of play, then at six years old only once.

The stability of attention in restrained, balanced children is 1.5 - 2 times higher than in easily excitable children.

At the age of 5-7 years, the child should develop the ability to maintain attention on the same object for as long as possible (or task), as well as quickly switch attention from one object to another. In addition, in order for the baby to become more attentive, the psychologist needs to teach him to subordinate his attention to a consciously set goal (or activity requirements) and notice subtle but significant properties in objects and phenomena.

The longer a child can keep his attention on a problem, the deeper he can penetrate into its essence, and the more opportunities he has to solve it. At 5 years old, a child’s stability and concentration are still very low. By 6-7 years it increases significantly, but still remains poorly developed. It is still difficult for children to concentrate on monotonous and unattractive activities, while in the process of emotionally charged play they can remain attentive for quite a long time. This feature of the attention of six-year-olds is one of the reasons why classes with them cannot be based on tasks that require constant, volitional efforts.

With a high concentration of attention, the child notices much more in objects and phenomena than in a normal state of consciousness. And with insufficiently concentrated attention, his consciousness seems to slide over objects, without lingering for a long time on any of them. As a result, impressions are vague and indistinct.

It is important to remember that the stability of attention increases significantly if the child actively interacts with the object, for example, examines and studies it, and not just looks.

The development of imagination is of great importance when restoring images used in classes for preschoolers.

Imagination is the process of constructing an image of a product of activity even before its occurrence, as well as creating a program of behavior in cases where a problem situation is characterized by uncertainty.

The peculiarity of imagination is that it allows you to make a decision and find a way out in a problem situation, even in the absence of knowledge, which in such cases is necessary for thinking. Fantasy (synonymous with "imagination" ) allows as it were "jump over" through some stages of thinking and imagine the final result.

In the event that during a lesson, in order to complete a particular task, it is important for a child to restore (introduce) one image or another, almost all types of imagination are important. Thus, the imagination of preschool children is one of the areas of work of the teacher with the goal of improving various types of activities in children.

Observation is one of the important components of human intelligence. The first distinctive feature of observation is that it manifests itself as a result of internal mental activity, when a person tries to cognize and study an object on his own initiative, and not under instructions from the outside. The second feature, observation, is closely related to memory and thinking. In order to notice subtle but significant details in objects, you need to remember a lot about similar objects, as well as be able to compare and highlight their common and distinctive features. Preschoolers already notice a lot, and this helps them understand the world around them. However, a higher level of observation still needs to be learned and learned. Training of this ability should be carried out in close connection with the development of memory and thinking, as well as simultaneously with the formation of the child’s cognitive needs, the elementary form of which is curiosity and inquisitiveness.

In preschool age, children are exposed to a variety of shapes, colors and other properties of objects, in particular toys and household items. They also get acquainted with works of art - painting, music, sculpture. Every child, one way or another, perceives all this, but when such assimilation occurs spontaneously, it often turns out to be superficial and incomplete. Therefore, it is better that the process of developing sensory abilities is carried out purposefully. At five and seven years old, the main attention should be paid to the perception of shape, size and color. The correct formation of these concepts is necessary for the subsequent mastery of many academic subjects at school, and for the formation of abilities for many types of creative activities. Stages of targeted development of sensory abilities include:

Formation of sensory standards

Learning how to examine an object, as well as distinguish shape, color and size, and perform increasingly complex visual actions.

Development of analytical perception: the ability to understand combinations of colors, dissect the shape of objects, highlight individual dimensions of size.

Naturally, when organizing work aimed at influencing preschoolers using physical education methods, it is important to proceed from the level of development of preschoolers’ thinking.

Thinking is the process of a person’s cognition of reality through mental processes - analysis, synthesis, judgments, etc. There are three types of thinking:

• visually effective (cognition through manipulation of objects (toys)
• visual-figurative (cognition through representations of objects and phenomena)

Verbal-logical (cognition through concepts, words, reasoning).

Visual and effective thinking develops especially intensively in a child from 3 to 4 years old. He comprehends the properties of objects, learns to operate objects, establish relationships between them and solve a variety of practical problems.

On the basis of visual-effective thinking, a more complex form of thinking is formed - visual-figurative. It is characterized by the fact that the child can already solve problems based on ideas, without the use of practical actions.

By the age of six or seven, a more intensive formation of verbal and logical thinking begins, which is associated with the use and transformation of concepts.

Achieving the highest stage of logical thinking is a long and complex process, since the full development of logical thinking requires not only high activity of mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality, which are enshrined in words.

The role of memory in a child's development is difficult to overestimate. With its help, he acquires knowledge about the world around him and about himself, masters norms of behavior, and acquires various skills and abilities. And he does this mostly involuntarily. The child usually does not set himself the goal of remembering anything; the information that comes to him is remembered as if by itself. True, not just any information: what is easy to remember is what attracts you with its brightness, unusualness, what makes the greatest impression, what is interesting.

In memory, there are such processes as remembering, storing, reproducing and forgetting. Depending on the purpose of the activity, memory is divided into involuntary and voluntary.

Involuntary memory is memorization and reproduction in which there is no special goal to remember or remember something. Memorization and reproduction are carried out directly in activity and do not depend on the will and consciousness. Voluntary memory is a mnemonic activity specifically aimed at memorizing some material, involving the independent setting of a goal to memorize and recall this material and associated with the use of special techniques and methods of memorization.

Depending on the characteristics of the material that is remembered and reproduced, memory is also distinguished between figurative and verbal-logical. Figurative memory ensures the memorization of visual images, the color of objects, sounds, smells, tastes, faces, etc. It is visual, auditory, tactile, olfactory and gustatory. Verbal-logical memory is memory for individual words, concepts, thoughts. There are also physical (kinetic) memory is the body’s ability to record a particular sequence of actions for the purpose of subsequent reproduction.

One of the activities in preschool age is learning. Without learning, without the process of transmitting socially developed methods of action to the child, development is generally impossible. Early learning is woven into all child activities. At first, it has not yet been identified as an independent type of activity. But gradually the child develops a tendency to learn something. For example, he makes an applique and learns to cut out a circle, an adult shows him, the child repeats. Such training in elementary techniques and actions, while standing out from productive activity, does not yet contain a system characteristic of the assimilation of scientific concepts and knowledge. By the end of preschool age, the child moves from a spontaneous type of learning to a reactive type of learning according to a program proposed by an adult, and it is very important to make sure that the child wants to do what the adult wants.

So, what are the main psychological neoplasms of preschool

age? D.B. Elkonin believed that this is:

1. The emergence of the first schematic outline of a complete children's worldview. A child cannot live in chaos. All that the child sees

trying to put things in order, to see the natural relationships into which

such an unstable world around us fits in. J. Piaget showed that a child in preschool age develops an artificialist worldview: everything that surrounds the child, including natural phenomena, is the result of human activity. This worldview is linked to the entire structure of preschool age, in the center of which is a person.

From the age of five, the real flowering of the ideas of “little philosophers” about the origin of the moon, sun, and stars begins. Knowledge is used to explain

gleaned from television programs about astronauts, lunar rovers, rockets, satellites, even about sunspots, but behind this new content there is the same artificalism. While constructing a picture of the world, the child invents and invents a theoretical concept. He builds schemes of a global nature, worldview schemes. D.B. Elkonin notices here a paradox between the low level of a child’s intellectual capabilities and the high level of his cognitive needs. When a child comes to school, he is forced from global, world problems to move on to elementary things, then a discrepancy is revealed between cognitive needs and what the child is taught in the first months of school life.

2. The emergence of primary ethical authorities “What is good and what is bad?” These ethical authorities grow next to the aesthetic ones: “Beautiful cannot be bad.” The moral development of a preschool child was studied in experimental studies by S. G. Yakobson et al.

3. The emergence of subordination of motives. At this age, one can already observe the predominance of deliberate actions over impulsive ones.

Overcoming immediate desires is determined not only by the expectation of reward or punishment on the part of an adult, but also by the expressed promise of the child himself (the “given word” principle). Thanks to this, such personality qualities as perseverance and the ability to overcome difficulties are formed; There is also a sense of duty towards other people.

4. The emergence of voluntary behavior. Voluntary behavior is behavior mediated by a certain idea. D.B. Elkonin noted that in preschool age, an image orienting behavior first exists in a specific visual form, but then it becomes more and more generalized, appearing in the form of a rule or norm. Based on the formation of voluntary behavior in a child, according to D.B. Elkonin, there is a desire to control oneself and one’s actions.

5. The emergence of personal inquiry - the emergence of awareness of one’s limited place in the system of relations with adults. Striving for

carrying out socially significant and socially valued activities.

The preschooler becomes aware of the possibilities of his actions, he begins to understand that not everything can be done. (beginning of self-esteem). Talking about

self-awareness often refers to awareness of one’s personal qualities (good, kind, evil, etc.). In this case, we are talking about awareness of one’s place in the system of social relations. 3 years - external “I myself”, 6 years - personal self-awareness.

Vygotsky said that readiness for schooling is formed during the training itself. Until they begin to teach the child in the logic of the program, there is still no readiness for learning; Typically, readiness for schooling develops by the end of the first half of the first year of school.

Recently, there is training in preschool age, but it is characterized by an exclusively intellectualistic approach. The child is taught

activities all these skills are included. Children's acquisition of knowledge and skills in preschool age is included in play activities, and therefore this knowledge has a different structure. Hence the first requirement that must be taken into account when entering school - readiness for school education should never be measured by the formal level of skills and abilities, such as reading, writing, and counting. While possessing them, the child may not yet have the appropriate mechanisms of mental activity.

The transition to the school education system is a transition to the assimilation of scientific concepts. The child must move from a reactive program to a school subject program (L. S. Vygotsky). The child must, firstly, learn to distinguish between different aspects of reality; only under this condition can one move on to subject learning. A child must be able to see in an object, in a thing, some of its individual aspects, parameters that make up the content of a separate subject of science. Secondly, in order to master the basics of scientific thinking, a child needs to understand that his own point of view on things cannot be absolute and unique.

Classes as the main form of education in kindergarten

The leading form of organizing the education of preschool students is the lesson.

The use of classes as the main form of teaching children was justified by Ya.A. Comenius.

Jan Amos Komensky in pedagogical work "Great didactics" really described the class-lesson system as "the universal art of teaching everyone everything" , developed rules for organizing the school (concepts - school year, quarter, holidays), a clear distribution and content of all types of work, substantiated the didactic principles of teaching children in the classroom. In addition, he was one of the first to put forward the idea that the beginning of systematic upbringing and education lies in preschool age, developed the content of teaching preschool children and outlined them in pedagogical work "Mother's School" .

K.D. Ushinsky psychologically substantiated and developed the didactic principles of teaching children in the classroom, emphasizing that already at preschool age it is necessary to separate serious learning from play “You can’t teach children by playing, learning is work” . Therefore, the tasks of preschool education, according to K.D. Ushinsky, is the development of mental powers (development of active attention and conscious memory) and the gift of speech of children, preparation for school. However, at the same time, the scientist put forward the thesis of the duality of teaching and raising preschool children. Thus, the problem of the existence of differences between children's learning in kindergarten classes and in primary school classes was raised.

A.P. Usova developed the basics of teaching preschool children in kindergarten and family, revealed the essence of education in kindergarten; substantiated the position about two levels of knowledge that children can master.

To the first level she included the elementary knowledge that children acquire in the process of games, life activities, observation and communication with people around them; to the second, more complex level, she included knowledge and skills, the acquisition of which is possible only in the process of targeted learning. At the same time, A.P. Usova identified three levels of educational activity depending on the cognitive motives of children, the ability to listen and follow the instructions of an adult, evaluate what has been done, and consciously achieve set goals. At the same time, she emphasized that children do not reach the first level immediately, but only towards the end of preschool childhood, under the influence of targeted and systematic training.

Systematic training in the classroom is an important means of educational work with preschool children.

Over the course of several decades of the twentieth century. all leading researchers and practitioners of preschool education following A.P. Usova paid great attention to classes as the leading form of frontal education for children.

Modern preschool pedagogy also attaches great importance to classes: undoubtedly, they have a positive impact on children, contribute to their intensive intellectual and personal development, and systematically prepare them for school.

Currently, the improvement of classes continues in various aspects: the content of training is expanding and becoming more complex, forms of integration of different types of activities are being searched, ways of introducing games into the learning process, and new ones are being searched for. (non-traditional) forms of organization of children. Increasingly, one can observe a transition from frontal classes with the entire group of children to classes with subgroups and small groups. This trend ensures the quality of education: an individual approach to children, taking into account the characteristics of their progress in acquiring knowledge and practical skills.

Another important trend is visible - the construction of lesson systems in each area that preschoolers are introduced to. A chain of gradually more complex activities, organically connected with the activities of everyday life, is the optimal way to ensure the necessary intellectual and personal development of preschool children.

The form of organization of training is a joint activity of the teacher and students, which is carried out in a certain order and established mode.

Traditionally, the following forms of training organization are distinguished: individual, group, frontal

You can use these forms of learning organization both in the classroom and in everyday life. In a preschool educational institution, special time can be allocated during the implementation of regime moments, and individual work with children can be organized. The content of learning in this case is the following types of activities: subject-based games, work, sports, productive, communication, role-playing and other games that can be a source and means of learning.

In the 60s - 80s. XX century, at the stage of development of the theory and practice of preschool pedagogy, the lesson was given a leading role in the transfer of knowledge and skills to children, their consolidation and assimilation. All organizational aspects of its implementation were also developed: structure, timing, frequency and regularity, setting and duration, content, basic techniques, principles and methods of training. Domestic teachers considered the lesson as the main form of organization of learning, which involved the formulation and solution of a specific didactic task. The number of classes for different age groups was determined "Kindergarten Education Program" . The organization of their implementation required the determination and compliance with hygienic standards and the correct use of pedagogical tools - techniques, methods, teaching aids.

A lesson is a specially organized transfer of knowledge and skills, which is carried out in a strictly allotted time and limited to a time period. The lesson allows you to provide knowledge in a specific system, based on the child’s zone of proximal development.

A lesson is a special form of teaching preschoolers, different from a lesson. The lesson is shorter in time, conducted in a more free form, it allows the child to contact the teacher with questions, move around the group, involves frequent changes in children’s activities, the lesson is connected with other types of activities (play, work, aesthetic activities).

Classes are classified, firstly, according to didactic purposes:

• classes on communicating new knowledge and consolidating it
• classes to consolidate previously acquired knowledge
• classes on creative application of knowledge and skills
• control and accounting exercises

Combined lesson.

traditional;

integrated, i.e. combining knowledge from several areas.

The main structural components of the lesson are:

organization of children, or the introductory part of the lesson, when it is necessary to concentrate the attention of children and arouse their interest in the upcoming activity;

the main part of the lesson, which involves the actual process of transferring knowledge to children and their active activities;

the final part is related to summing up the results of children's activities, analysis and evaluation of children's work performed.

During the lesson, the teacher uses appropriate teaching methods and techniques in order to conduct an effective educational process. IN AND. Yadeshko offers the following classification of methods and techniques for teaching preschool children.

1. Visual methods include organizing observations; display of objects, paintings, illustrations; use of TSO and teaching aids.
2. Verbal methods are used in close connection with the word and explanation. With the development of visual-figurative thinking in children of senior preschool age, showing is replaced by explanation and the teacher more often uses the technique of explanation, story, conversation, and reading.
3. Practical methods are associated with the application of knowledge in practical activities, mastering skills and abilities through exercises.
4. Game methods - didactic games, dramatization games, outdoor games, episodic game techniques (riddles, simulation exercises, game activities, etc.).

Currently, complex classes predominate, in which several didactic tasks are simultaneously solved (systematization of knowledge, skills and development of creative abilities, etc.)

Integrated unification is not arbitrary or mechanical. It is necessary to provide for the integration of knowledge in such a way that they complement and enrich each other when solving didactic problems.

Integration makes significant adjustments in the ratio of studying several sections of educational activities, since the logical structure of passing sections of the program changes, and thus the time allotted for studying individual issues is reduced due to the removal of repetitions in one or another subject, which makes it possible to more actively use game forms of work on classes.

Integration in the content of classes performs 2 main functions: substantive and formal.

Thus, integrated classes are more consistent with the concept of person-centered learning and contribute to the development of the child’s personality, while single-type classes are focused on the development of activity.

Classes are conducted in the following sections of training:

• familiarization with the surrounding life and speech development of children
• development of elementary mathematical concepts
• visual arts and design
• Physical Culture

Musical education.

The program of each lesson includes:

• a certain amount of knowledge about the properties and qualities of objects, their transformation, connections, methods of action, etc., their primary assimilation, expansion, consolidation, generalization and systematization
• the volume of practical skills and abilities in teaching productive activities
• the volume of skills and abilities needed for educational and cognitive activity, their primary formation or improvement, exercise in application

Formation of children’s attitude to phenomena and events, to knowledge that is communicated and assimilated in this lesson, cultivating attitudes towards their own activities, establishing relationships with peers.

The volume of educational content in each lesson is small, it is determined taking into account the memory and attention span of children of different age groups, and the capabilities of their mental performance.

A special type of activity is excursions. Educational and educational tasks during excursions are solved in unity. In this case, it is necessary to remember the local history and seasonal principles, as well as the principles of repetition, gradualism, and clarity.

The project method is used today not only in the process of conducting classes on environmental education of children in preschool educational institutions. Its use characterizes the search by educators for new forms of organizing the learning process and conducting classes with children in preschool educational institutions.

The project method is widely used today in working with pupils of different age groups, groups of short-term stays of children in preschool educational institutions. At the same time, according to N.A. Korotkova and a number of other researchers, classes in this case, in contrast to the traditional approach, can be carried out in the form of joint partnership activities between an adult and children, where the principle of voluntary inclusion in the activity is observed. This is especially true for productive activities: design or modeling, drawing, appliqué.

Various shapes are widely used "Practicing with passion" , full of games and independent creative activities. All this, of course, makes the activity more interesting, attractive, and more effective.

Such forms as lesson-conversation and lesson-observation have become widely used in the practice of organizing and conducting classes. These forms are used in senior groups of preschool educational institutions.

The effectiveness of a lesson largely depends on how emotional it is.

An important didactic principle on which the methodology for teaching children of the 2nd year of life is based is the use of visualization in combination with words.

Teaching young children should be visual and effective.

In groups of older children, when cognitive interests are already well developed, a message about the topic or main goal of the lesson is sufficient. Older children are involved in organizing the necessary environment, which also contributes to interest in the activity. However, the content and nature of setting educational objectives are of primary importance.

An indicator of the active mental activity of a preschooler in the classroom is:

presence of interest in the educational task and the process of solving it;

the ability to show independence in the process of finding a solution, while conducting various mental operations: analyze, compare, etc.;

the ability to ask questions about the content of the topic being mastered;

the ability to notice mistakes in oneself and peers and correct them;

the ability to put forward a new cognitive task;

the ability to show interest in a problem for a relatively long time, to independently apply the found methods of solving it in practical activities.

Activation of children's thinking in the classroom is achieved by selecting appropriate content, methods and techniques, and forms of organizing educational activities. The teacher’s task is to arouse children’s interest in the activity, create in them a state of enthusiasm and mental tension, and direct efforts toward the conscious development of knowledge, skills, and abilities.

Experience shows that interest in a lesson is related to whether a preschooler understands why he needs this or that knowledge, and whether he sees an opportunity to apply it. Therefore, the teacher must interest children in the content of the lesson and connect it with practical activities.

Traditionally, in the history of preschool didactics, the theoretical foundations of learning were determined based on the general didactic characteristics of the learning process, namely: learning is based on taking into account the psychological patterns of development of preschool children; relies on the leading role of the teacher; is organized in nature, pursuing the goal of imparting knowledge to children, mastering their skills and abilities. At the same time, attempts to practically implement this idea led to the widespread use in kindergartens of school forms and working methods, which focused on the widespread involvement of children in active activities. This moment had a positive significance for the development of preschool didactics, as it contributed to the formation of the idea of ​​​​the need for the purposeful development of children's activity and independence as the main conditions for understanding cause-and-effect relationships and the essential features of natural and social phenomena. This has led to a tendency to slightly exaggerate the cognitive abilities of preschoolers and the developmental characteristics of their mental functions and, accordingly, to an overestimation of children’s capabilities in mastering the complex laws of the surrounding reality and the predominance in domestic didactics of the knowledge concept of children acquiring information about the environment.

The psychological irrationality and pedagogical fallacy of such a teaching model are explained, as noted by the classic of preschool didactics A.P. Usov, by the fact that a child receives a significant part of information without a specially organized educational process - in everyday communication with parents, adults and peers. It is in this way that the child accumulates personal experience, through the prism of which he perceives systematized knowledge in the learning process in specially organized classes, and also creates "maximum favored nation treatment" for the development of his personality. In general, targeted education is considered as an essential means of the general education and development of a preschool child, and the success of his education before school depends on the acquisition of full-fledged knowledge, skills and abilities both in the classroom and outside of them, in order to ensure the integrity of the child’s cognitive activity.

In this regard, we should consider both the features of a specific, purposefully organized mechanism for mastering and understanding the surrounding existence through the organization of collective forms of education for preschoolers - classes, and new approaches to creating conditions for children to independently comprehend social and natural laws:

1. The personal approach allows us to look at the problem of child development from the point of view of the development of his motivational sphere, from the point of view of the meaningfulness of children's activities and amateur performances. The personal approach assumes that development is based primarily on the evolution of the child’s behavior and interests, a change in the structure of the direction of his behavior.
2. The activity approach considers activity, along with learning, as a driving force of mental development. At each age there is a leading activity, within which new types of activity arise and develop. (being rebuilt) mental processes and personal new formations arise.
3. The cultural-historical approach to the development of the human psyche considers the formation of the psyche in ontogenesis as a phenomenon of cultural origin. First of all, this means the transmission of cultural patterns of behavior, communication and activity to children by adults.
4. Age approach.

This process can be built on the basis of a combination of different types of learning - direct, indirect, indirect, problem-based, each of which has its own specific characteristics and has a certain cognitive value.

The formation of the theory of preschool education occurred in parallel with the development of child psychology, which contributed to the determination of the following characteristic features of the organization of education for preschoolers:

• "oral" (V.F. Odoevsky), "pre-book" (K. D. Ushinsky) the nature of the teacher’s knowledge transfer to children;
• personal example of adults in various activities (drawing, singing, rhythmic movements, creative stories, etc.) as a way to enhance the mental education of children;
• availability of didactic aids, didactic games, "surprise moments" , game tasks, dynamic and colorful visuals as a means of concentrating attention, increasing the receptivity and interest of children;
• familiarizing preschoolers in the classroom with the surrounding reality and mastering elementary cause-and-effect relationships, which are programmatic in nature.

In general, the essence of purposeful education and training of preschool children lies in the concentrated reflection of the socio-cultural needs of society and their satisfaction through the coordination of a specially organized and spontaneous life educational process. In pedagogy, the category is traditionally "education" is considered as independent and specific, distinct from the category "upbringing" , however, this provision does not apply to preschool didactics, the distinctive feature of which is precisely the integration of these concepts and pedagogical phenomena themselves.

The Soviet period of development of preschool didactics was generally characterized by dominant intellectualism. Since the 20s. XX century in domestic preschool pedagogy, the question arises about the principles of selection and construction of a program of knowledge, skills and abilities of children. In domestic preschool pedagogy E.I. Tikheyeva was one of the first to put forward the idea of ​​the need for systematic work with preschool children on their mental education. She wrote that in the broad plan that anyone who starts classes in kindergarten has before him, there must inevitably be a program, understood as a certain, pre-determined cycle of knowledge and ideas adapted to the interests of children and environmental conditions. When distributing activities in kindergarten, care should be taken not to fragment the attention of children, not to present to them the material with which they need to be introduced in a scattered, incoherent, unsystematized form. In terms of classes, according to E.I. Tikheeva, a possible sequence must be laid down: each new idea, a new object entering the child’s consciousness must be connected by some associative link with previous ideas.

The principle of scientific knowledge is considered in close connection with the previous one and, on the one hand, represents the inclusion in the content of preschool education of reliable knowledge about the facts and phenomena of the surrounding reality, and on the other hand, it allows us to imagine the dynamics of the development of these phenomena in interrelation.

The principle of educational and developmental orientation of knowledge means the introduction into the program of such knowledge that would form an attitude to reality and develop a system of skills (cognitive, labor, etc.).

Based on the fact that preschool children begin to master complex social relationships, and their intellectual development is primarily associated with preparation for school, the knowledge offered to preschoolers should be comprehensive and harmonious, which is the next principle.

The development of independence and active thinking of preschoolers is facilitated by knowledge transmitted by adults, based on the principle of accessibility. Thus, it is necessary that the knowledge included in the program becomes more complex with the growth of children’s cognitive and performance capabilities.

Along with the principles of selecting knowledge content for preschool children in the textbook "Preschool pedagogy" IN AND. Yadeshko interprets mental education as the purposeful influence of adults on the development of active mental activity in children. Intellectual development, which is understood as the communication of accessible knowledge about the world around us, its systematization, the development of cognitive abilities, the formation of cognitive interests, intellectual skills and abilities, requires reliance on the principles of organizing educational activities, i.e. didactic principles.

The didactic principles on which preschool pedagogy is based have much in common with the basic principles of schooling:

principle of developmental education;

principle of educational training;

principle of accessibility of training;

the principle of systematicity and consistency;

the principle of consciousness and activity of children in the acquisition and application of knowledge;

principle of visibility;

the principle of an individual approach to children.

To the above principles, V. I. Loginova, considering learning as a way of comprehensive development of a child’s personality, adds the principle of strength of knowledge, which is considered as a connection between learning and the everyday life and activities of children (play, work), i.e., as the need to exercise children in applying acquired knowledge in practice, as well as taking into account individual and age characteristics. Thus, a child, mastering the skills of educational activities in kindergarten, also masters the basic methods of completing educational tasks, which prepares him for studying at school.

The presented principles are the basis for determining the educational content that a preschool child must master. For the first time, such an experimental program was developed by the famous domestic methodologist E.I. Tikheeva for the work of a kindergarten using the play-labor method in 1919. Preschool workers were offered a program, divided into trimesters and defining the totality of knowledge, skills and abilities that pupils of two age groups mastered (younger and older) in the process of purposeful educational activities.

M.V. Krulecht notes that the educational situation as a structural unit of the educational process presupposes: variable forms of organization, covering all types of children's activities (classes, excursions, experimentation, games, teamwork, etc.); inclusion of a different number of participants in the situation (both children and adults); a flexible change in the tactics of subject-subject interaction between the teacher and the child, ensuring the gradual development of independence, on the basis of which the targeted intellectual development of preschool children and their personal development occurs.

The introduction of systematic teaching of children in classes in kindergartens as the main form of organizing the mental education of preschoolers was the most important stage in the development of domestic preschool didactics. A.P. Usova emphasized the fallacy of the statements of those teachers who believed that preschool education proceeds only "in all life" that the child is a preschooler "learning every step of the way" , thereby giving the occupation the status “forms of training organization” , "didactic process" , "organized learning" .

Since the leading activity in preschool children is play, didactic games are considered as a specific means of teaching preschoolers. Domestic researchers of the 60-90s. XX century consider the didactic game as a stimulus for cognitive activity, a motive for solving a didactic problem. The main tool for the teacher to control the cognitive activity of children is the game rules, which organize children's activities, developing their independence. Didactic games are characterized by a unique way of organizing educational work with children. This situation is due to the fact that a didactic game, in contrast to a lesson, does not presuppose the uniformity of children’s actions with a clearly defined educational orientation of the activity, but the variability of solving educational problems and the presence of play motivation that is significant for a preschooler. This allows the child to repeat various practical operations many times, feeling the results of mental and independent practical efforts.

The current stage of development of preschool pedagogy is characterized by a tendency to humanize education, which determines the current direction of scientific research related to the study of the child’s personality as a subject of activity and moral behavior.

At the same time, improving the pedagogical process and increasing the effectiveness of educational work with children, as noted in the works of N.Ya. Mikhailenko and N.A. Korotkova, pass in the following directions:

• changing forms of communication with children (transition from authoritarian forms of influence to communication focused on the personal identity of each child and the establishment of trusting, partnership relations with him);
• refusal to present children with politically ideological specific information when familiarizing themselves with the environment;
• changing the form and content of training sessions, reducing their number due to the transition from frontal forms of conducting classes to subgroup ones and changing their content characteristics;
• saturating children's lives with the best examples of cultural works that focus on universal human values ​​and broaden the child's general horizons;
• changing the organization of the subject environment and living space in the premises of preschool educational institutions to ensure free and independent creative children's activity.

Modern preschool didactics develops variable approaches to teaching children, focusing on the use of innovative methods and technologies (elements of creative solution of research problems, problem-based learning, as well as modeling, technical teaching aids, etc.). To do this, it is necessary to involve the existing personal experience of children in the process of collective or individual search activities under the guidance of a teacher. The success of this activity depends on children's communication skills and ability to interact.

Indirect, indirect teaching orients the preschooler to perform a research task in his own way, which is chosen by each pupil in accordance with his capabilities and needs and is associated with the use of various options for expanding the actual "fields" , "space" teaching the child, his independent research activities. Organization "space" can be built: firstly, as a really existing one - by creating material conditions for the self-formation of a child’s personality, its self-education and self-development in a specific, specially designed developmental environment that corresponds to the age characteristics of preschoolers; secondly, indirectly - through the development of new technologies for active interaction and cooperation between teachers and students and the organization of various variable types of children's activities.

In this regard, as a central component of educational work with children, one should consider the complex of those types of activities that are characteristic of a given age stage, and one of the most promising areas in preschool didactics is currently recognized as establishing the relationship between various types of children's activities - cognitive, educational, gaming, visual, constructive, labor. At the same time, there is an urgent need to organize the process of development, education and training of preschool children based on the integrity of their cognitive activity.

In general, the strategy for building the educational process in modern preschool educational institutions can be based on determining the possibilities of content and technological integration of various types of children's activities. The desire for the practical implementation of this provision should be based on the study of the holistic structure of children's thinking, the establishment of its specific system-forming connections, the study of the patterns of development of the foundations of children's self-awareness and the deep mental formations of the individual, which determine almost all the intellectual manifestations of the child.

Approaches existing in psychological science to the classification of the main types of activities of preschool children (B. G. Ananyev, S. L. Rubinstein, etc.) focus on their possible integration. For example, S.L. Rubinstein points out the importance of the triad of work, learning and play, and B.G. Ananyev identifies specific "primary" types of activities - work, communication, cognition, orientation in which in preschool childhood occurs through play. The latter, upon closer examination, turns out to be only a means of developing other activities.

An analysis of the modern educational process in kindergartens shows that it still remains too regulated and "over-organized" , which significantly reduces preschoolers’ interest in learning and their cognitive activity. In this regard, according to D. B. Elkonin, one of the most interesting and significant for preschool education is the question of integrating play and child labor as the leading activities of preschoolers and as the basis for their implementation. "social practice" . The theoretical substantiation of this problem and the creation of appropriate pedagogical technology make it possible to realize the idea of ​​​​organizing a personality-oriented, holistic educational process in a modern kindergarten.

The feasibility of combining play and work activities in the educational process of a kindergarten acquires particular importance for the development of a preschooler due to the special significance of play in the spiritual development of preschool children and the uniqueness of the work activities of preschoolers, the separation of which from play occurs gradually and represents the result of the natural development of children’s play activities . At the same time, the main attention, according to the research of L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontyeva, N.N. Poddyakova et al., is devoted to play, which is the leading activity for preschool children, satisfying the most significant social needs of the child. It is the game that provides children with a state of emotional comfort, a sense of freedom in the implementation of their activities, and the manifestation of individuality. In the context of play as a leading activity, mental new formations specific to a given age stage arise, which are of paramount importance for the entire subsequent development of the child.

It should be especially emphasized that all types of activities of preschool children have characteristic features, since children's versions of play or work are far from their established adult forms. Revealing originality "children's version" activities, preschool didactics need to focus on a rich arsenal of data about the true originality of children's activities and its uniqueness for personality development in a given period of life. This will make it possible to fully implement in practice the principles of humanity, non-violence, integrativeness, subjectivity and integrity when organizing the educational process in a kindergarten.

To solve this problem, currently, as part of the reform of the domestic preschool education system, the active process of creating various educational programs for preschool institutions continues. In turn, kindergartens have the right to independently choose from a set of ones officially recommended by education authorities. These programs determine the content characteristics of the educational process in preschool educational institutions, which are based on a certain view of the preschool child, the characteristics and patterns of his development, as well as the creation of appropriate pedagogical conditions that contribute to the formation of personality in the unity of its individual and social qualities.

T.I. Erofeeva offers the following classification of modern preschool education programs:

variable and alternative (based on identifying their philosophical and conceptual foundations);

complex and partial (according to the volume and focus of their content);

basic, federal, regional, municipal (according to the degree of their territorial distribution).

• protecting and strengthening the physical and mental health of children;
• the emotional well-being of each child;
• intellectual development of the child;
• conditions for the development of the child’s personality and creative abilities;
• introducing children to universal human values;
• interactions with family.

Modern programs provide for the organization of the educational process both in special classes and in unregulated activities in free time based on the optimal combination of their individual and collective forms. The program becomes the leading and necessary document for preschool educational institutions, which defines general principles, specific directions of their functioning, as well as features of the content characteristics of the pedagogical process in the presence of opportunities to use variable technologies for their practical implementation.

Thus, having analyzed the approaches to organizing the educational process within the framework of traditional and innovative systems that have developed in domestic preschool didactics, we can conclude that the education of preschool children is guided by general didactic provisions, and also has its own specifics associated with the psychological characteristics of children of this age groups.

Conclusion

The systematic development of the learning process in the classroom contains great educational opportunities for the formation of children's knowledge, skills, education of organized forms of behavior, attentiveness, and mental activity.

The learning process in the classroom allows the teacher to work evenly with all children in the group, implementing a specific program.

In teaching, the personal influence of the teacher on the children plays a decisive role. Therefore, it requires the teacher to have a deep knowledge of the child’s psychology and skillfully coordinate its impact with the characteristics of child development.

The teacher is required to have very good mastery of a variety of activities, since the child’s learning takes place based on the teacher’s personal example.

Bibliography

• Babaeva T.I. Improving the preparation of children for school in kindergarten. -- L., 1990.
• Bozhovich L.I. Personality and its formation in childhood. - M., 1968.
• Veraksa N.E., Veraksa A.N. Child development in preschool childhood: A manual for teachers of preschool institutions. M.: Mozaika-Sintez, 2006.
• Vygotsky L. S. Problems of age periodization of child development // Issues. psychol. 1972. No. 2. P. 114 - 123.
• Zaporozhets A.V. The main problems of the ontogenesis of the psyche. Development of perception and activity. On the question of the genesis, function and structure of emotional processes in a child. // Selected psychological works.: In 2 vols. M., 1986. T.1
• Kozlova S.A., Kulikova T.A. Preschool pedagogy. M.: Academy, 2007
• Kravtsova E.E. Psychological problems of children's readiness to study at school. M., 1991.
• Lazareva M.V. Integration as a philosophical category and pedagogical concept [Text]/ M.V. Lazareva //Pedagogical education and science. - 2007, No. 3 - P. 33-35. - 0.5 p.l.
• Obukhova L.F. Child psychology. M., 1995.
• Petrovsky V.A. Towards an understanding of personality in psychology // Issues. psychol. 1981. No. 2. P. 40 - 57.
• Usova A.P., Education in kindergarten. - M.: "Education" , 1970. - 208 p.
• Elkonin D.B. Child psychology. M., 1960.
• Elkonin D.B. Current issues in the study of periodization of mental development in childhood // Problems of periodization of mental development in ontogenesis: Abstracts of the All-Union. symp. November 24 - 26, 1978, Tula. M., 1976. S. 3 - 5.
• Preschool pedagogy / Edited by V.I. Yadeshko and F.A. Sokhina. M.: Education, 1978.

Development of cognitive abilities in the process of preschool education. / Ed. L.A. Wenger. M., 1986. P. 40.

The main structural components of the lesson are: organization of children (introductory part), main and final parts. The meaning of these components of the lesson is revealed. And how best to carry them out. The methods used in FEMP classes are described. Didactic games are offered that can be used to develop mathematical skills.

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Consultation for teachers “Methods and techniques of mathematical development of children of senior preschool age, lesson structure.”

Mathematics should occupy a special place in the intellectual development of children, the proper level of which is determined by the qualitative characteristics of children’s assimilation of such initial mathematical concepts and concepts as counting, number, measurement, magnitude, geometric figures, spatial relationships. From here it is obvious that the content of training should be aimed at developing in children these basic mathematical ideas and concepts and equipping them with methods of mathematical thinking - comparison, analysis, reasoning, generalization, inference.

The main structural components of the lesson are:

organization of children, or the introductory part of the lesson, when it is necessary to concentrate the attention of children and arouse their interest in the upcoming activity.

The main didactic tasks that are set and solved by the teacher at the beginning of the lesson are to arouse interest in the content, gather children’s attention and clearly formulate the task. An effective method of attracting children's involuntary attention is the play method. The organization of activities in the conditions of creating a play situation is most consistent with the capabilities and characteristics of preschool children. In a game setting, it is easier for a teacher to activate children’s attention and keep it focused on the proposed content.

The main part of the lesson, which involves the actual process of transferring knowledge to children and their active activities.

In accordance with the goal, a work plan is built, a search for a solution is launched, and the existing knowledge, abilities, skills and those that must be learned to achieve the goal are determined. The practical stage of the lesson corresponds to the plan and educational program objectives.

The final part is related to summing up the results of children's activities, analysis and evaluation of children's work performed.

At the end of the lesson with preschoolers, the overall result of cognitive activity is formulated. It is necessary to ensure that the final discussion is the result of the efforts of the children themselves and encourages an emotional assessment of the lesson.

The final part provides an assessment of educational activities, educational skills of the group as a whole, as well as individual children; differentiated assessment of activities can be introduced already in middle preschool age.

During the lesson, the teacher uses appropriate teaching methods and techniques in order to conduct an effective educational process.

Methods:

1. Visual methods include organizing observations; display of objects, paintings, illustrations; use of TSO and teaching aids.

2. Verbal methods are used in close connection with the word and explanation. With the development of visual-figurative thinking in children of senior preschool age, showing is replaced by explanation and the teacher more often uses the technique of explanation, story, conversation, and reading.

3. Practical methods are associated with the application of knowledge in practical activities, mastering skills and abilities through exercises.

4. Game methods - didactic games, dramatization games, outdoor games, episodic game techniques (riddles, simulation exercises, game actions, etc.).

Often, when working with children, didactic games are used both to consolidate and communicate new knowledge (“Show what is more and what is less”, “Wonderful bag”, “What has changed”, “What has disappeared”, “On the contrary” , “Find out by description”, etc.

Plot-based didactic games with mathematical content reflecting everyday phenomena (“Shop”, “Kindergarten”, “Travel”, “Clinic”, etc.)

Didactic material helps ensure the principle of clarity. When working with children, along with substantive and illustrative clarity, geometric shapes, diagrams, and tables are used.

During the classes there must be a change in activity: perception of the teacher’s information, active activity of the children themselves (working with handouts) and play activities.

Game problems are solved directly - based on the assimilation of mathematical knowledge - and simple game rules are offered to children. In classes and in children’s independent activities, you can play outdoor games with mathematical content (“Bear and Bees,” “Sparrows and a Car,” “Streams,” “Find Your House,” etc.).

When practicing objective actions with quantities (comparison by superimposition and application, arrangement by increasing and decreasing values, measuring with a conventional measure, etc.), various exercises are used. At the initial stage of education, reproductive exercises are more often practiced, thanks to which children acted according to the example of the teacher, which prevented possible mistakes. For example, when treating hares with carrots (comparing two groups of objects by superimposing, children can accurately copy the actions).

A promising method of teaching preschoolers mathematics at the present stage is modeling: it contributes to the assimilation of specific subject actions that underlie the concept of number.

Children use models (substitutes) when reproducing the same number of objects (they bought as many hats as dolls in the store; at the same time, the number of dolls was recorded with chips, since the condition was set that dolls cannot be taken to the store); reproduced the same size (they built a house of the same height as the sample; for this they took a stick of the same height as the size of the stick). When measuring a quantity with a conventional standard, children recorded the ratio of the measure to the entire quantity either by object substituents (objects) or verbal ones (numeral words).

One of the modern methods of teaching mathematics is elementary experiments. Children are asked, for example, to pour water from bottles of different sizes (high, narrow and low, wide) into identical vessels in order to determine: the volume of water is the same; weigh two pieces of plasticine of different shapes (a long sausage and a ball) on a scale to determine that they are the same in mass; arrange the glasses and bottles one to one (bottles are in a row far from each other, and glasses in a pile are close to each other) to determine that their number (equal) does not depend on how much space they take up.

In the process of becoming familiar with new content and new actions, detailed explanations are used, showing actions and the sequence of their implementation.

By varying questions and tasks, you can include new words in children's active vocabulary.

If necessary, provide sample answers and ask additional questions. Ask the children to repeat the correct answer.

During the classes there must be a change in activity: the perception of the teacher’s information, the active activity of the children themselves and play activities (play is a mandatory component of the class).

The work uses differentiated learning to create optimal conditions for identifying the abilities of each child. Such training involves providing timely assistance to children experiencing difficulties in mastering mathematical material, and an individual approach to children with advanced development. This kind of work requires special organization of children in the classroom. Classes are conducted in subgroups to track how each child performs the action. Special techniques are also used to organize the interaction of children in the learning process: working in small groups, creating situations that encourage children to help each other, collective viewing of work, evaluating their own work and the work of other children.

Using a variety of techniques to activate children’s mental activity: including surprise moments and play exercises; organization of work with didactic material; active participation of the teacher in joint activities with children; novelty of the mental task and visual material; performing non-traditional tasks - all this helps to solve the problems of mathematical development of children of senior preschool age.

Lesson structure - a set of lesson elements that ensure the integrity of the lesson and the preservation of its main characteristics under various options.

Structural elements of the lesson:

• organization started lesson - determination of readiness for joint activity, mobilizing beginning;
• setting goals and objectives lesson - formulation of the purpose and objectives of the lesson, awareness and acceptance of the purpose and objectives of the lesson by students;

Table 11.2.

• checking homework - determining the level of mastery of the material of the previous topic and readiness to perceive new material;
• explanation - scientific, exciting and accessible presentation of educational material with the active involvement of students;
• fastening - special tasks after explaining new material, focusing on the supporting points of the material, connecting theoretical material with practice, developing skills and abilities to apply knowledge;
• repetition - systematization, generalization, reproduction of educational material by topic and section, introduction of elements of a search nature.
• homework - communication of the homework assignment, explanation of its main ideas and methods of implementation;
• summarizing lesson - finding out: what new things were learned in the lesson, what new things were learned; assessment of the quality of work in the lesson.

There are different lesson typologies, but the most traditional and accepted by both researchers and practitioners in the field of pedagogy is typology of lessons according to didactic purpose: learning new material, repetition, consolidation, generalization, control and verification, combined. Each of these types of lessons is implemented by a certain combination of structural elements.

Lesson on learning new material

The need for it arises when the teacher and students have to study integral, logically completed educational material or make a detailed introduction to a new topic.

Lesson structure:

• organizing an introduction to the lesson, communicating the purpose and objectives of the lesson;
• explanation of new knowledge, for which the largest share of useful time is used in order to clearly present new information by the teacher, organize independent work of students with a textbook, book, reference literature, computer, device, machine;
• consolidation of diagnostics of the strength of knowledge through teacher observations of the stability of attention and the degree of activity of students, as well as conducting a short control conversation;
• instructions on further work on the topic and homework for independent work at home, in the library, in the laboratory;
• summing up the lesson.

Consolidation lesson

Completing the study of an entire topic requires a special type of lesson dedicated to consolidating knowledge and practicing skills and abilities in special exercises.

Lesson structure:

• introduction and organization of the beginning of the lesson, communication of the purpose and objectives of the lesson;
• exercises of various types and degrees of difficulty based on the material covered, performed by the whole class under the guidance of the teacher in order for students to assimilate what they have learned and develop skills and abilities;
• demonstration by students of the results of the work done, their collective discussion, marking individual students;
• homework;
• The short final part of the lesson is devoted to summing up the work of the teacher, establishing a perspective through a general introduction to a new topic.

Lessons in generalization and repetition

Separate lessons are devoted to general repetition, organically combined with diagnostics, testing and assessment of students' knowledge. This combination of two didactic tasks psychologically encourages all students to systematically repeat large blocks of material and ensures readiness to reproduce it.

Lesson structure:

• introduction and initial organization, allowing the teacher to outline the most general limits for repetition of material, communicating the purpose and objectives of the lesson;
• actual repetition, including an interview, discussion, student presentations, oral questioning, including individual presentation of the topic by students and analysis of the answer by the teacher and class, assessment and marking; frontal survey and assignment of lesson points;
• diagnostics and analysis of the depth and strength of knowledge, recommendations for students on independent work, homework assignments;
• summing up and setting prospects for learning new knowledge.

Lesson in control

Studying new material and repeating it with students also involves objective testing, diagnosing the state of students’ learning, the effectiveness of the teacher and students, and obtaining feedback. This is carried out in special control lessons.

Lesson structure:

• introductory explanatory part and setting the goal and objectives of the lesson (whether it be problem solving, creative work, essay, dictation, presentation of theoretical material), dedicated by the teacher to instructing and psychological preparation of schoolchildren;
• the main part, the actual independent work of students;
• the final part, which is reserved for orienting children in the upcoming study of new material and homework.

The most common type of activity is combined lesson. In its structure, in one or another combination, there are All basic structural lesson elements. In a short period of time in such a lesson, a full-fledged completed cycle of pedagogical processing and assimilation of educational material by schoolchildren is completed. The dialectics of educational interaction between teacher and students requires that the structure of a combined lesson be flexible and moving. It gives the greatest pedagogical impact when, depending on the nature of the learning situation, the degree of activity of the children and the teacher’s creative approach to organizing the cognitive process, its structural components interact and transform into each other. So, for example, individual elements of a lesson are combined: new knowledge is acquired in the process of doing independent work. Testing knowledge is woven into the organization of classes at the same time as diagnostics and taking into account the activity of students in commenting on the progress of their work. The activities of the teacher and students in such a lesson are characterized by active interaction and a variety of types of learning activities.

The structure of lessons for didactic purposes is only a general outline. thinking And creatively A working teacher can make every stage of a lesson interesting, productive, educational and developmental. The sequence of structural elements is not rigidly fixed.

U There are a number of positive aspects to a traditional lesson:

• organizational clarity of the pedagogical process;
• systematic nature of training;
• emotional impact of the teacher’s personality on students;
• versatility and abundance of information, rich use of visual aids and technical teaching aids.

The weaknesses of a typical lesson include:

• regulation of the activities of teachers and students within a limited time frame;
• difficult compatibility with active learning technologies;
• the difficulty of implementing an individual approach when the class is large;
• strong emphasis on the transfer and assimilation of knowledge, the development of skills, with less attention to the development of the cognitive sphere of students.

But in the end it all depends on the skill and professionalism of the teacher. The lesson structure cannot be established according to a template. Lessons taught using many modern educational technologies may be completely different in structure from a traditional lesson, and the ideas of this technology can be addressed within the framework of a traditional lesson structure. In addition, non-standard (non-traditional) lessons are becoming popular: tournament, version, benefit performance, parade of paradoxes, synthesis lesson, essay, interdisciplinary lessons, inter-age lessons, etc., but such lessons are conducted sporadically.

The use of one or another type of lesson in the educational process is determined by the age characteristics of children. Primary school age requires mobility of form, frequent changes of activities, which is more consistent with the combined structure of the lesson. A senior schoolchild is capable of long-term labor effort and systematic work in lessons devoted to exercises or communication and assimilation of new knowledge, therefore, in high school, double lessons are practiced, which make it possible to use a school lecture on them or structure them as practical or seminar classes.

Ways to improve the lesson:

• creating a free, creative, most productive psychological atmosphere in the classroom, based on respect and trust in students;
• formation of a high level of motivation for educational activities;
• equipping students with the skills and abilities to learn, developing educational activities;
• practical orientation of education, ensuring the acquisition of strong skills and abilities that facilitate learning and give students confidence in their abilities;
• organizing conditions for creative activity in the classroom for both students and teachers.

A clearly organized lesson as a form of training has an intrinsic educational, developmental and educational value. Indicators of intellectual activity of students in the lesson:

Table 11.3.

• field manifestation: concentration of attention, desire to overcome emerging difficulties and complete educational activities, reaction to a call;
• free choice of cognitive activity.

General structural components of classes.

Introductory part(welcome ritual, games, training, conversation, exercises).

Target: creating optimal mental and physical well-being, setting children up for emotionally positive, confidential communication with peers and teachers.

Main part(work in notebooks, observations, exercises, games, analysis of works of art, etc.).

Target: solving basic educational problems through:

Appeal to the child’s past experience;

Formation of motivational readiness to master methods of cognition, learning new things;

Formation in the child of an indicative basis for upcoming activities;

Organization of practical and speech activities of children.

Wellness break(active play, rhythm, elements of dance movements, relaxation exercises, self-massage, etc.). Unloading of children should take place throughout the entire day of classes.

Target: relieve tension and fatigue, increase cognitive activity and attention of children.

Reflective-evaluative part.

Target: record your own emotional states, progress, success, failures, using different ways of expressing them; determine the prospects for further cognitive activity, correcting shortcomings, summing up the lesson, farewell rituals.

It makes sense to regularly, at the beginning and end of a logically completed period of time (topic) or at the end of a lesson, conduct a joint reflection on what children’s impressions of the lesson are, discuss what they understood (did not understand), what they felt, what they liked and what didn’t like what they remembered most, ask them why they need to know and be able to do this, where it can be useful.

The educational process involves the involvement of an adult in various types of children's activities. The basis for identifying forms of cooperation between a child and adults and peers are the following positions:

The position of a “teacher”, in which an adult helps a child master information, methods and means of activity that are beyond the independent capabilities of children.

The position of “equal partnership” included in activities together with children.

The position of a “creator” developing the objective world.

The positions closely integrate and complement each other, but each of them has its own goals, objectives, structure, form and content.

Based on the highlighted positions, the educational process with children is structured as follows:

Specially organized training in the form of classes:

In the classroom, the teacher gives the child the right to take an initiative position in learning about the world and himself, compare his actions, deeds, and skills with what his peers know, and seek help in case of difficulty.

Joint activities between adults and children in a relaxed, playful way:

In joint activities with children, the teacher creates playful problem situations, takes a position of equal partnership, lives a life together with the children and solves his own pedagogical problems in it. In some cases, joint activities are built with an “open end” so that the child, if desired, can continue it independently until he exhausts his interest. This also applies to those types of cultural activities that constitute and take into account the value of the childhood subculture. The teacher occupies a leading, but not dominant position, performing the functions of an organizer, a play partner, a consultant and a creator of the subject space.

Independent cultural activities of children.

created subject-didactic educational gaming space

stimulates the child to different types of activities, allows him to better understand his experience, knowledge, and competence. Educational work involves the teacher focusing on the uniqueness of the child, focusing on age-related needs in play, research and cognitive activities, and communication with peers.

Forms and methods Work with children is determined by the characteristics of the subject of study and includes both forms and methods accepted in pedagogy and adapted psychological methods:

group conversation;

analysis of specific life situations, literary texts;

problematic situations;

elements of observation, introspection, experience and experiment;

testing and other didactic procedures;

problem solving (creative, reproductive, practical);

elements of socio-psychological training;

excursions, the content of which is determined by the topic of the lesson.

The described forms and methods of working with children are necessarily accompanied by completing tasks in notebooks. An effective technique is when children exchange notebooks and check and analyze each other’s work.

Basic principles of working with children.

Activation of cognitive, communicative and practical activities of children at the reproductive and creative levels, based on the use of various forms of work with children.

Dialogue of the learning process, equal dialogue between teacher and child, taking into account the interests and needs of children, feedback.

Activation of the internal position, emotional and personal attitude towards the material being studied.

Maintaining an optimal “atmosphere” in the group through the use of psychotherapeutic techniques (discharge, relaxation, communication techniques), surprises, rituals.

Creating situations for children’s success, reinforcing children’s achievements and success in their activities.

Reliance on children’s personal experience, practical orientation of classes with mandatory discussion of where and how new knowledge and skills can be applied.

Taking into account the individual pace of development of the child.

When using diagnostic procedures that can be included in classes, it is advisable to rely on the principle “from diagnostics of selection to diagnostics of development.”

At each lesson, children are offered tasks to develop their speech apparatus and pronunciation culture. Learning tongue twisters and tongue twisters allows children to improve their oral speech. Creates the basis for the formation of phonemic hearing.

Characteristics of children's activities.

The main activity in preschool education remains play activity as the most important condition for the development of a child, contributing to the social, moral and aesthetic development of the individual, the preservation of the child’s individuality, the development of abilities and cognitive interests. Children's play helps solve many problems:

Act arbitrarily, according to the rules;

To liberate children, relieve tension and fatigue;

Promote concentration, involuntary memorization, activation of imagination, creativity;

Easily and naturally learn new rules and standards of behavior, communication, and relationships;

Communicate with peers, find ways to solve various problems together.

A transitional form of activity appears - educational and gaming, which is characterized by the fact that it is carried out under the direct guidance of an adult: he sets cognitive motives, teaches how to pose a problem, shows ways to solve it, and evaluates the result.

In educational and gaming activities, the transition of an object into its subjective form occurs - an image that underlies a person’s orientation in the world. Gaming and educational activities are genetically successive, and therefore developed forms of games naturally and smoothly transform into learning. Moreover, in relation to six-year-old children, we are not talking about replacing play with learning, but about a transitional type of activity - educational - play, characterized by the coexistence of developed forms of play and the emergence of learning in its “bowels”. The importance of rules, product, and the result of cognitive and gaming activity increases. The cognitive, educational, developmental, and psychotherapeutic functions of the game come to the fore.

A game becomes the form in which the content of the new activity is assimilated - teachings and such components as general educational skills, control and assessment actions. Preparations are underway to carry out a new type of activity - educational, and a smooth transition from one leading activity to another is organized. When organizing children's activities, the teacher uses game situations, game plots, takes a play position, which creates a creative, friendly, relaxed atmosphere in the classroom.

Children are sometimes given “homework”, which consists not only of selecting examples, illustrations, watching films, memorizing poetry, but also of completing drawings, small assignments, etc. This often involves participation of family members in children’s homework (for example, you need to select photographs, watch a film followed by discussion, home reading). This involvement of the family has an additional effect; feedback from parents is provided in individual conversations and at parent-teacher meetings. This creates the effect of involvement and interest of parents in the work of the school, parents further consolidate and stimulate the child’s success.

Children's activities should be organized so that their results are children's questions aimed at their understanding of the world around them. It is important to respond flexibly to children’s questions as a form of manifestation of their cognitive activity, to be ready to talk about what interests them most at the moment.

Equipment and furnishings of the office.

The child’s classroom environment is a source of knowledge, social experience and development, and the child’s emotional and well-being. It is also important to stimulate communication between two separate worlds of life – children’s and adults’.

The premises should not isolate the child from the life of society, family, society as a whole. It is important to create a learning environment that promotes self-confidence, autonomy and mental well-being.

The environment helps children to be active initiators of the learning process, which is carried out during play activities and independent exploration of the world around them. With this in mind, it is necessary to provide premises for activities with various materials for playing and experimenting:

building blocks and other equipment for gross motor skills and spatial awareness;

clay, sand, paints, paper, watercolors, markers and other materials for creative expression;

clothes for dressing up, gaming accessories (costumes, props, attributes);

board games - printed games, mosaics, head games, prefabricated toys, construction sets;

accessories for role-playing games, such as household utensils, vehicles, medical and other equipment, counters and cash registers;

equipment for studying living and inanimate nature;

books and teaching materials;

tape recordings, slides and videotapes.

Throughout the year, the equipment of premises and playgrounds should be supplemented, changed and diversified, taking into account the individual needs, pace of development and interests of children.

The equipment of the room should serve as the basis for child-initiated conversations and teacher-initiated activities. The room should look aesthetically pleasing and include household items, prints, sculptures and textiles that reflect the daily life of people, folk culture, and the achievements of world culture and art.

Characteristics and principle of constructing workbooks.

Work under the “My World” program involves children working in special printed notebooks. Workbooks have the general name “ My world”, which reflects the specifics of children’s cognitive interest, and also contributes to the formation of cognitive motivation and prerequisites for educational activities.

The general theme is implemented in four sections: “I am in the world of people”, “I am in the world of beauty”, “I am in the world of nature” and “I am in the world of knowledge”, which are revealed accordingly in separate notebooks. Each notebook contains five topics that form the content of the work for two days of classes, but can be varied at the discretion of the teacher. The last topic is generalizing for the section and therefore contains the word “ABC…” in its title. In the process of considering it, children, under the guidance of a teacher, build a kind of rules in communication, in “seeing” the beautiful, in interaction with nature and in a new role for them in the future - a schoolchild.

The notebooks contain tasks for children to work together and individually. A special role is given to drawings, diagrams, and signs. With the help of drawings, children derive information, make generalizations, make assumptions, make comparisons, and create statements in the form of sentences or texts. Schemes and signs contribute to the formation of symbolic activity in children. With the help of diagrams, children learn to write words, sentences, texts, and conduct sound analysis of words. A significant place in the notebooks is given to the creative work of children.

Each topic ends with work on developing the basics of graphic writing skills in children. The proposed option for preparing the hand for writing is closely related to the goals and objectives of the main classes. All work is designed to fulfill the main purpose: creating conditions for the formation in children of a desire to write, and to write beautifully.

Integrity the content is that, based on the material of one task in the topic, different aspects of its inclusion in the child’s activities can be considered: from the point of view of speech development, the formation of ideas about the surrounding reality, and the improvement of aesthetic taste.

Personal participation of the child. The presence of the word “I” in the names of notebooks and topics, the wording of tasks addressed directly to the child, allows him to be aware of his activities and involvement in a joint search in class.

Orientation for the formation of children practical skills in creating a man-made world. In each topic, children are asked to do practical work: cut out a snowflake, decorate a cup with an ornament, make a bookmark, make appliqué, etc.

Focus for the formation actions of self-analysis and self-control. While completing tasks, children are asked to evaluate the results of their work by coloring nuts.

Entertaining. The tasks in the notebook are selected in such a way that the assimilation of information occurs in a form that is accessible and entertaining for children; this is facilitated by the game character. While playing, the child masters and assimilates the necessary information.

Plot content. Each section of the notebook has a related plot, which allows you to quickly use it in any part of the lesson, depending on the creative intent of the teacher.

Differentiation. The workbook material is structured in such a way that the teacher can freely improvise, focusing on his life experience, especially in the children's group.

Continuity. It assumes the nature of the connections between different sections of the notebook, between all participants in the educational process, allows us to foresee the logic of the further development of the storyline of the notebooks, and assumes the establishment of successive connections between the goals, content, forms, methods, means of teaching and education.

The proposed version of work on the topic “Preparing fingers for writing” is closely related to the goals and objectives of the main classes. All work in this section should fulfill the main purpose: creating conditions for developing in children the desire to write, to write beautifully.

Each lesson in 1-3 notebooks on hand training consists of three different types of activities: “Hatching”, “Drawing in the cells”, “Drawing”. In notebook 4, a new section “Introduction to the Writing Ruler” appears.

"Hatching". The main goal: to develop the skill of the hand so that it is smarter.

Hatching rules:

Hatching should only be done in the indicated direction.

Do not go beyond the contours of the images.

Maintain the same distance between strokes.

“We draw by cells.” The main goal: to teach the hand to navigate in a given plane, compare and correlate the sample and the main drawing. Teach children to evaluate their work.

Doing work in cells allows children to become familiar with the components of letter writing.

"Drawing". The purpose of this component, on the one hand, is to relieve the child’s psychological mood, and on the other, this work carries its own semantic load - it connects with the content of the classes.

“Introducing children to the writing ruler.” The proposed version of the letter carries a significant load:

Introduction to the first elements of written letters;

Introduction to the working line, additional line (oblique line);

Continuation of work on the development of fine motor skills;

Formation of the ability to control one’s own work;

Development of imagination, creative thinking.

Based on this program, the teacher of the temporary stay group for preschool children developed a work program covering all the necessary areas of preschool education: speech development, literacy, mathematics, familiarization with the outside world, familiarization with fiction, drawing, modeling, music, applique, physical education .

The program is designed for 2 years of study. The maximum permissible volume of a weekly educational load, including additional education classes for preschool children, is:

For children 4.5 – 5.5 years old – 15 lessons;

For children 5.5 – 6.5 years old – 17 lessons.

The maximum permissible number of classes in the first half of the day should not exceed three. The duration of classes for children is no more than 25 minutes. In the middle of the lesson there will be a physical education session.

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Preschool education is an integral part and the first link in a unified system of lifelong education, where the formation of the foundations of personality occurs. In accordance with the generally accepted age periodization of human development, preschool childhood covers the period from birth to 6 years, when the active formation of the motor, sensory and intellectual spheres of the child, the development of his speech and basic mental processes, abilities and socially significant qualities occur. The high intensity of the process of personality formation during preschool childhood makes it possible to especially effectively carry out pedagogical interaction with the child and solve the problems of his development, education and training. It is this position that gives reason to consider the problems of targeted education of preschoolers in accordance with their specific age characteristics as the most relevant for the current stage of development of both general and preschool didactics.

The current state of domestic preschool education is guided precisely by these provisions, which is reflected in normative documents that determine the attitude towards the younger generation, the priority of children’s rights in society and the features of social and educational policy: “Declaration of the Rights of the Child” (1959), “Convention on the Rights child" (1989), "Concept of preschool education" (1989), "Temporary regulations on a preschool institution" (1991), "Model regulations on a preschool educational institution" (1995), "Recommendations for the examination of educational programs for preschool educational institutions of the Russian Federation "(1995). There has been an obvious trend toward the emergence of new types of educational institutions for preschool children, both state and non-state (aesthetic and health centers, additional education groups, kindergarten-school complexes, etc.). Their activities are related to the provision of a variety of educational services to the population that meet the growing

the requests of parents and those focusing on raising the general level of children, developing their individual abilities, and revealing the creative potential of each individual. This process necessitates the identification of new approaches, including to the education of preschool children.

The formation of domestic preschool didactics as a science and practice of primary education of children was inextricably linked with the problem of mental education and development, which was considered as the most important direction, starting from the 20s and 30s. XX century, in the works of famous teachers and psychologists, such as P.P. Blonsky, P.F. Kapterev, N.K. Krupskaya, L.I. Krasnogorskaya, A.M. Leushina, S.S. Molozhavyi, E. I. Tikheyeva, A. P. Usova and others. These studies were based on the pedagogical ideas of Western European thinkers - J. A. Comenius, I. G. Pestalozzi, F. Frebel, A. Disterweg, D. Dewey, M .Montessori and many others, developing and supplementing them in the traditions of national pedagogical culture.

The basis of a child’s intellectual development before school was considered to be the improvement of sensory culture, the development of speech, the expansion of his horizons and the accumulation of knowledge about natural phenomena and social life. At the same time, it has been repeatedly emphasized that equipping preschool children with knowledge is one of the conditions for the development of mental processes and various types of activities. Thus, it was intended to place emphasis on the priority of the knowledge component in the overall development of the child and the process of his targeted learning.

In modern preschool pedagogy, the problem of organizing educational work in preschool institutions occupies a special place. This is due to the fact that today the question of the need to design educational work focused on the principles of humanity, non-violence, subjectivity, integrity and integrativeness arises with all urgency. It is the humane attitude towards the child as a subject of the educational process and the need to develop his internal potential in order to more successfully and less painfully undergo active socialization that are considered as leading trends at the present stage of development of preschool upbringing and education. Preschool didactics is based on the position that the full development of a child should be carried out in interesting, meaningful activities for him. Therefore, the teacher constructing the educational process needs to present to the child all the variety of activities inherent in him, pedagogically competently coordinating and integrating them with each other.

Modern educational strategy orients preschool workers towards the purposeful design and construction of

education based on the unity of the processes of socialization and individualization of the developing personality. The main requirement for organizing educational work is the affirmation of the child’s subjective position in the system of his life. In this regard, in the theory of preschool education, as well as in the practice of modern preschool institutions, it is a priori recognized that the process of teaching preschoolers is one of the most undeveloped and labor-intensive in educational work.

This is explained, firstly, by the fact that in the history of the formation and development of preschool pedagogy at various historical stages, diverse and often directly opposite methodological approaches prevailed and the most controversial author's concepts and theories of teaching preschoolers were proposed; secondly, the idea of ​​practical workers that the education of preschoolers should be built on the basis of school didactics and approach the class-lesson, subject-informative model of teaching.

Therefore, there is an urgent need to determine the main provisions of a conceptually new approach to the organization of the educational process, consistent with modern concepts of the full, comprehensive development of a preschool child and didactics itself. This need is due, in turn, to a number of reasons associated with significant changes in the field of domestic preschool pedagogy, namely:

Changes in the structure of public preschool education - the creation of various types of preschool educational institutions (public and private kindergartens, children's centers with a specific focus of educational work, recreation groups and targeted preparation for school, specialized kindergartens, etc.) based on the implementation existing social order;

The emergence of variable general and partial programs for the upbringing and education of preschool children, focused on different approaches to the process of the child’s purposeful development and mastery of the surrounding world (“Childhood”, “Origins”, “Golden Key”, “We”, “Rainbow”, “ Development", "Rostock"

and etc.);

The development of pedagogical technologies for the implementation of these programs, focused on various types of children’s activities and forms of organizing educational work with preschoolers, depending on general and specific pedagogical goals, the focus of the program, the material and technical equipment of kindergartens and the established traditions of children’s exploration of the “field of human culture” .

Traditionally, in the history of preschool didactics, the theoretical foundations of teaching were determined based on general didactically, characteristics the learning process, namely: “learning basis” taking into account the psychological patterns of development of children up to school age; relies on the leading role of the teacher; be organized in nature, pursuing the goal of imparting knowledge to children, mastering their skills and abilities. At the same time, attempts to practically implement this idea led to the widespread use in kindergartens of school forms and work methods that focused on the widespread involvement of children in active activities. This moment had a positive significance for the development of preschool didactics, as it contributed to the formation of the idea of ​​​​the need for the purposeful development of children's activity and independence as the main conditions for understanding cause-and-effect relationships and the essential features of natural and social phenomena. This has led to a tendency to slightly exaggerate the cognitive abilities of preschoolers and the developmental characteristics of their mental functions and, accordingly, to an overestimation of children’s capabilities in mastering the complex laws of the surrounding reality and the predominance in domestic didactics of the knowledge concept of children acquiring information about the environment.

The psychological irrationality and pedagogical fallacy of such a teaching model are explained, as noted by the classic of preschool didactics A.P. Usova (1898 - 1965), by the fact that the child receives a significant part of the information without a specially organized educational process - in everyday communication with parents, adults and peers. It is in this way that the child accumulates personal experience, through the prism of which he perceives systematized knowledge in the learning process in specially organized classes, and also creates a “maximum favored regime” for the development of his personality. In general, targeted education is considered as an essential means of the general education and development of a preschool child, and the success of his education before school depends on the acquisition of full-fledged knowledge, skills and abilities both in the classroom and outside of them, in order to ensure the integrity of the child’s cognitive activity.

In this regard, it is necessary to consider both the features of a specific, purposefully organized mechanism for mastering and understanding the surrounding existence through the organization of collective forms of education for preschoolers - classes, and new approaches to creating conditions for children’s independent comprehension of social and natural laws. This process can be built on the basis of a combination of different types of training - direct, indirect, indirect, problem-based,

each of which has its own specific characteristics and has a certain cognitive value.

The formation of the theory of preschool education occurred in parallel with the development of child psychology, which contributed to the determination of the following characteristic features of the organization of education for preschool children:

“oral” (V.F. Odoevsky), “pre-book” (K.D. Ushinsky) nature of the teacher’s transfer of knowledge to children;

Personal example of adults in various activities (drawing, singing, rhythmic movements, creative stories, etc.) as a way to enhance the mental education of children;

The presence in the classroom of didactic aids, didactic games, “surprise moments”, game tasks, dynamic and colorful visuals as a means of concentrating attention, increasing the receptivity and interest of children;

Familiarizing preschoolers in the classroom with the surrounding reality and mastering elementary cause-and-effect relationships, which are programmatic in nature.

Generally essence purposeful upbringing and training of preschool children consists in a concentrated reflection of the socio-cultural needs of society and their satisfaction through the coordination of a specially organized and spontaneous life educational process. In pedagogy, the category “training” is traditionally considered as independent and specific, different from the category “upbringing”, but this provision does not apply to preschool didactics, distinctive feature which is exactly integration these concepts and pedagogical phenomena themselves.

The Soviet period of development of preschool didactics was generally characterized by dominant intellectualism. Since the 20s. XX century in domestic preschool pedagogy the question arises about principles of selection and construction of a program of knowledge, skills and abilities children. In domestic preschool pedagogy, E. I. Tikheeva (1867-1943) was one of the first to put forward the idea of ​​the need for systematic work with preschool children on their mental education. She wrote that in the broad plan that anyone who starts classes in kindergarten has before him, there must inevitably be a program, understood as a certain, pre-determined cycle of knowledge and ideas adapted to the interests of children and environmental conditions. When distributing activities in Kindergarten, care should be taken not to fragment the attention of children, not to present to them the material with which they need to be introduced in a scattered, incoherent, unsystematized form. In terms of classes, according to E.I. Tikhe-

eva, a possible sequence must be laid down: each new idea, a new object entering the child’s consciousness must be connected by some associative link with previous ideas.

Soviet didactic teachers had two opposing conceptual positions in considering this issue. Supporters of the first argued that a preschool child can only learn ideas about individual objects of the surrounding reality, but not their interrelation. The so-called “objective” or “subject-based” principle was the basis for the construction of the “Program for the Education and Training of Children in Kindergarten” in 1938, but this approach was subsequently overcome.

The development of the second conceptual position was associated with the research of L. S. Vygotsky (1896-1934), who revealed the ability of preschool children to establish cause-and-effect relationships and master systemic knowledge. The logical development of scientific research was the birth of a modern research direction - the study and formation of systematic knowledge among preschool children (V. I. Loginova, St. Petersburg). Based on this approach, the textbook “Preschool Pedagogy” (1988), published under the editorship of P. G. Samorukova and V. I. Loginova, proposes principle of systematic knowledge, which modern teachers interpret in two directions: firstly, as the systematization of knowledge, and secondly, as the construction of systemic knowledge.

The first direction represents systematization as a grouping of objects in accordance with the identified characteristic feature (color, size, use, etc.) that unites them. The second one considers the system principle as revealing the diversity of aspects of the object of knowledge, identifying cause-and-effect relationships, awareness of patterns (creating an object from a material that has certain qualities and properties, etc.).

The principle of scientific knowledge is considered in close connection with the previous one and, on the one hand, represents the inclusion in the content of preschool education of reliable knowledge about the facts and phenomena of the surrounding reality, and on the other hand, it allows us to imagine the dynamics of the development of these phenomena in interrelation.

The principle of educational and developmental orientation of knowledge means introducing into the program such knowledge that would form an attitude to reality and develop a system of skills (cognitive, labor, etc.).

Based on the fact that preschool children begin to master complex social relationships, and their intellectual development is associated primarily with preparation for school, pre-

The knowledge required of preschoolers should be comprehensive and harmonious, which is the next principle.

The development of independence and active thinking of preschoolers is facilitated by knowledge transmitted by adults, based on the principle availability. Thus, it is necessary that the knowledge included in the program becomes more complex with the growth of children’s cognitive and performance capabilities.

Along with principles for selecting knowledge content for preschool children, in the textbook “Preschool Pedagogy” by V.I. Yadeshko, an interpretation of mental education is given as the targeted influence of adults on the development of active mental activity of children. Intellectual development, which is understood as the communication of accessible knowledge about the world around us, its systematization, the development of cognitive abilities, the formation of cognitive interests, intellectual skills and abilities, requires reliance on principles of organizing educational activities, i.e. didactic principles.

Didactic principles, on which preschool pedagogy is based have much in common with the basic principles of schooling:

principle of developmental education;

principle of educational training;

principle of accessibility of training;

the principle of systematicity and consistency;

the principle of consciousness and activity of children in the acquisition and application of knowledge;

principle of visibility;

the principle of an individual approach to children.

To the above principles, V.I. Loginova, considering learning as a way of comprehensive development of the child’s personality, adds the principle of the strength of knowledge, which is considered as a connection between learning and children’s everyday life and activities (play, work), i.e., as the need to train children in applying knowledge gained in practice, as well as taking into account individual and age characteristics. Thus, a child, mastering the skills of educational activities in kindergarten, also masters the basic methods of completing educational tasks, which prepares him for studying at school.

The presented principles are the basis for determining the educational content that a preschool child must master. For the first time, such an experimental program was developed by the famous domestic methodologist E.I. Tikheeva for the work of a kindergarten using the play-labor method in 1919. Preschool workers were offered a program, divided into trimesters and defining the totality of knowledge, skills and abilities that the pupils had mastered two

age groups (younger and older) in the process of purposeful educational activities.

Subsequently, the problem of determining the optimal content of educational work was solved in the studies of A. M. Leushina, A. P. Usova, N. A. Vetlugina, N. P. Sakulina, T. S. Komarova. Their didactic provisions formed the basis for the creation of unified, standard state educational programs that provide for children to master two categories of knowledge and skills: the first is knowledge acquired in the course of everyday communication with the outside world; the second is knowledge acquired in the process of a specially organized educational process in the classroom. In a modern kindergarten, the content of children’s education is focused on children’s mastering of various knowledge about the surrounding reality in their interrelation and interpenetration, which contributes to the child’s transition from the “zone of proximal development” to the “level of actual development” (L.S. Vygotsky).

According to modern research by T. I. Babaeva, M. V. Kru-lekht, V. I. Loginova, Z. I. Mikhailova, the content of knowledge about the environment should include three sections (blocks):

1) the natural world,

2) the world of people,

3) the world of objects.

The most complex and less developed is the issue of introducing a child to the social world due to a significant revaluation of values ​​in modern society.

In the process of getting acquainted with the outside world, the following tasks are expected to be solved:

Enriching sensory-emotional experience by children mastering systemic knowledge and developing interest* in the world on this basis;

Development of the child’s thinking in terms of awareness of himself and his place in the world of nature and people;

Development of the child’s general culture, including language and culture, as well as the culture of communication in different conditions.

As a result of the implementation of these tasks, the child acquires value attitudes that influence the development of personality \ formation of an attitude towards knowledge and means of knowledge of value and important personal property.

Modern researchers note that the educational process itself in kindergarten assumes the construction of a model of personality-oriented interaction between a teacher and a preschool child based on the following positions of its participants:

subject-object model- the adult is in the position of a teacher in relation to children, setting before them certain

tasks and offering specific ways and actions to resolve them;

object-subject model - an adult creates a developmental environment, a unique objective world in which children act freely and independently;

subject-subjectivemodel - the position of equal partners included in common joint activities.

All presented models take place in the real pedagogical process of a preschool educational institution, and their use depends on the need to solve a variety of educational problems. In this regard, modern works examine various forms of organizing the learning process associated with these positional models and are divided accordingly into three types:

1. Direct acquaintance of children with the means and methods of knowing or reflecting the surrounding reality.

2. Transfer of information from children to adults, when children act independently and an adult observes their activities.

3. Equal search by adults and children as subjects of activity for solving a problem during observation, discussion and experimentation.

Organization based on the presented models of educational work with children is carried out through the creation of problem-based, developmental, educational situations.

M. V. Krulekht notes that the educational situation as a structural unit of the educational process presupposes: variable forms of organization, covering all types of children's activities (classes, excursions, experimentation, games, collective work, etc.); inclusion of a different number of participants in the situation (both children and adults); a flexible change in the tactics of subject-subject interaction between the teacher and the child, ensuring the gradual development of independence, on the basis of which the targeted intellectual development of preschool children and their personal development occurs.

The introduction of systematic teaching of children in classes in kindergartens as the main form of organizing the mental education of preschoolers was the most important stage in the development of domestic preschool didactics. A.P. Usova emphasized the fallacy of the statements of those teachers who believed that preschool education occurs only “in the whole life”, that a preschool child “learns at every step”, thereby giving the lesson the status of a “form of organization of learning”, “didactic process” ", "organized learning".

In the 60s - 80s. XX century, at the stage of development of the theory and practice of preschool pedagogy, the lesson was given a leading role in the transfer of knowledge and skills to children, their consolidation and assimilation. All organizational aspects of its implementation were also developed: structure, timing, frequency and regularity, setting and duration, content, basic techniques, principles and methods of training. Domestic teachers considered the lesson as the main form of organization of learning, which involved the formulation and solution of a specific didactic task. The number of classes for different age groups was determined by the “Kindergarten Education Program”. The organization of their implementation required the determination and compliance with hygienic standards and the correct use of pedagogical tools - techniques, methods, teaching aids.

Main structural components classes are:

organization of children, or introductory part of the lesson, when it is necessary to concentrate children’s attention and arouse their interest in the upcoming activity;

the main part of the lesson, providing for the actual process of transferring knowledge to children and their active activities;

final part, associated with summing up children's activities, analysis and evaluation of children's work performed.

During the lesson, the teacher uses appropriate teaching methods and techniques in order to conduct an effective educational process. V. I. Yadeshko offers the following classification of methods and techniques teaching preschool children.

1. Visual methods include the organization of observations; display of objects, paintings, illustrations; use of TSO and teaching aids.

2. Verbal methods used in close connection with the word, explanation. With the development of visual-figurative thinking in children of senior preschool age, showing is replaced by explanation and the teacher more often uses the technique of explanation, story, conversation, and reading.

3. Practical methods associated with the application of knowledge in practical activities, mastering skills and abilities through exercises.

4. Game methods- didactic games, dramatization games, outdoor games, episodic game techniques (riddles, simulation exercises, game actions, etc.).

Since play activity is the leading activity in preschool children, then didactic game regarded as specific teaching tool for preschoolers. Domestic researchers of the 60-90s. XX century consider a didactic game

as a stimulus for cognitive activity, a motive for solving a didactic task. The main tool for the teacher to control the cognitive activity of children is the game rules, which organize children's activities, developing their independence. Didactic games are characterized by a unique way of organizing educational work with children. This situation is due to the fact that a didactic game, in contrast to a lesson, does not presuppose the uniformity of children’s actions with a clearly defined educational orientation of the activity, but the variability of solving educational problems and the presence of play motivation that is significant for a preschooler. This allows the child to repeat various practical operations many times, feeling the results of mental and independent practical efforts.

The current stage of development of preschool pedagogy is characterized by a tendency to humanize education, which determines the current direction of scientific research related to studying the child’s personality as a subject of activity and moral behavior. At the same time, improving the pedagogical process and increasing the effectiveness of educational work with children, as noted in the works of N.Ya. Mikhailenko and N.A. Briefly, they take place in the following directions:

Changing forms of communication with children (transition from authoritarian forms of influence to communication focused on the personal identity of each child and the establishment of trusting, partnerships with him);

Refusal to present children with politically-ideologized specific information when familiarizing themselves with the environment;

Changing the form and content of training sessions, reducing their number due to the transition from frontal forms of conducting classes to subgroup ones and changing their content characteristics;

Saturating children’s lives with the best examples of cultural works that focus on universal human values ​​and broaden the child’s general horizons;

Changing the organization of the subject environment and living space in the premises of preschool educational institutions to ensure free and independent creative children's activity.

Modern preschool didactics develops variable approaches to teaching children, focusing on the use of innovative methods and technologies (elements of creative solution of research problems, problem-based learning, as well as modeling, technical teaching aids, etc.). To do this, it is necessary to involve the existing personal experience of children in the process of collective or individual search activities under the guidance of a teacher. The success of this activity

depends on children's communication skills and ability to interact.

Indirect, indirect teaching orients the preschooler to perform a research task in his own way, which is chosen by each pupil in accordance with his capabilities and needs and is associated with the use of various options for expanding the actual “field”, “space” of the child’s learning, his independent research activities. The organization of “space” can be built: firstly, as a really existing one - through the creation of material conditions for the self-development of a child’s personality, its self-education and self-development in a specific, specially designed developmental environment that corresponds to the age characteristics of preschoolers; secondly, indirectly - through the development of new technologies for active interaction and cooperation between teachers and students and the organization of various variable types of children's activities.

The first direction of organizing “real space” has been widely developed in modern research, including the introduction of the “M. Montessori method” and Waldorf pedagogy (the anthroposophical concept of R. Steiner) into the work of domestic kindergartens. It is these theoretical concepts that are built on the creation of an environment that develops and educates the child, serving as the background and mediator of active interaction between children and adults, based on the implementation of a person-oriented learning model. An enriched or developmental environment today is understood as a natural, comfortable, cozy, rationally organized environment, rich in a variety of sensory stimuli and play materials, in which active cognitive and creative activity of children is possible. Such a space has a significant impact on the child’s learning process. T.I. Babaeva, L.M. Klarina, V.A. Petrovsky, L.A. Smyvina, L.P. Strelkova identified the principles on which this space is built: distance, ensuring a subject-subject position during interaction; activity; independence; stability-dynamism; emotionality; individual comfort; saturation; structure; a combination of conventional and extraordinary elements in the aesthetic organization of the environment; openness - closedness; taking into account gender and age differences in children.

A developmental environment built on these principles allows the child to show his own activity and most fully realize his inherent potential. At the same time, the type of activity that is built on the free cooperation of children with each other and with adults becomes multivariate.

creative play as the main form of children's life in the designed space. The developing environment, in turn, becomes a real condition for the manifestation of children's individuality, independence and activity, leveling out excessive guardianship and unjustified regulation of actions on the part of teachers. It is the subject environment, its content and zoning that determine the realization by children of their vital (organic), emotional and cognitive needs, which become the most important factor in the successful socialization of preschool children and familiarization with the accessible cultural heritage.

The second direction of organizing “real space” is realized by emphasizing the activity aspect when organizing the educational process. The design of interesting, meaningful activities filled with positive emotional experiences for the child, the joy of creation and self-expression is considered as the main condition for the active development of cultural achievements of society by preschool children. Modern preschool psychology and pedagogy, while recognizing the importance of the theory of leading activity for understanding the mechanisms of development of a child’s personality, nevertheless especially emphasizes the position that in real life a child participates not in one, but in a whole system of various types of activities. Therefore, for preschool didactics, the main question becomes not about the type of activity in which the child’s personality primarily develops, because this leads to opposition and ignoring of individual types of activity, but about the use of each type of children’s activity for the full, dynamic development of the child.

This idea is confirmed by the works of A. V. Petrovsky, who especially notes that the integrity of personality development at each age stage cannot be determined by just one leading type of activity: “As a personality-forming leading activity at each age stage, it is necessary to form a complex, multifaceted activity, or , more precisely, a dynamic system of activities, each of which solves its own social problem that meets social expectations, and in this system there is no reason to distinguish “leading” or “slave” components.”

In this regard, as a central component of educational work with children, one should consider a complex of those types of activities that are characteristic of a given age stage, and one of the most promising areas in preschool didactics is currently recognized as establishing the relationship between various types of children's activities - cognitive, educational , gaming, visual, constructive, labor. At the same time, an urgent need arises

the importance of organizing the process of development, education and training of preschool children based on the integrity of their cognitive activity.

In general, the strategy for building the educational process in modern preschool educational institutions can be based on determining the possibilities of content and technological integration of various types of children's activities. The desire for the practical implementation of this provision should be based on the study of the holistic structure of children's thinking, the establishment of its specific system-forming connections, the study of the patterns of development of the foundations of children's self-awareness and the deep mental formations of the individual, which determine almost all the intellectual manifestations of the child.

Approaches to the classification of the main types of activities of preschool children existing in psychological science (B.G. Ananyev, S.L. Rubinstein, etc.) focus on their possible integration. So, for example, S. L. Rubinstein points out the importance of the triad of work, learning and play, and B. G. Ananyev identifies specific “primary” types of activity - work, communication, cognition, orientation in which in preschool childhood occurs through play. The latter, upon closer examination, turns out to be only a means of developing other activities.

An analysis of the modern educational process in kindergartens shows that it still remains too regulated and “overorganized,” which significantly reduces the interest of preschoolers in learning and their cognitive activity. In this regard, according to D. B. Elkonin, one of the most interesting and significant for preschool education is the question of integrating play and child labor as the leading activities of preschoolers and as the basis for their “social practice.” The theoretical substantiation of this problem and the creation of appropriate pedagogical technology make it possible to realize the idea of ​​​​organizing a personality-oriented, holistic educational process in a modern kindergarten.

Feasibility combination of play and work activities in the educational process of kindergarten, it acquires special significance for the development of a preschooler due to the special significance of play in the spiritual development of preschool children and the uniqueness of the work activity of preschoolers, the separation of which from play occurs gradually and represents the result of the natural development of children's play activity. At the same time, the main attention, according to the studies of L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, N.N. Poddyakov and others, is given to the game, which is the leading type of activity for preschool children, satisfying the most significant social needs

ness of the child. It is the game that provides children with a state of emotional comfort, a sense of freedom in the implementation of their activities, and the manifestation of individuality. In the context of play as a leading activity, mental new formations specific to a given age stage arise, which are of paramount importance for the entire subsequent development of the child.

Research in the field of preschool psychology (B.G. Ananyev, L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, S.L. Rubinshtein, etc.) made it possible to formulate the position that the development of play comes from games with an expanded game situation and hidden rules for games with open rules and a collapsed game situation, which later develop into those types of activities, the beginnings of which they carry within themselves: cognitive, sports, artistic, labor, etc. This is evidenced by the fact that the fact that already in preschool age complex types of games appear: “drawing game”, “modeling game”, “musical-creative game”, “plot-building game”, “work-game”, which are transitional, integrative -tive types of unique children's activities, genetically arising from object-manipulative actions.

The interest of younger preschoolers in individual actions with objects is further manifested in their desire to observe the active activities of adults, imitating their actions with objects, getting acquainted with their properties, and learning the real world of things. At the same time, the preschooler does not set a goal to work in advance, but acts in a specific situation, the occurrence of which determines this action as a response to it. A saucepan accidentally left by an adult evokes a desire to “cook dinner,” laundry collected for washing evokes a desire to “do laundry,” etc. The child’s activity is aimed at carrying out only the most striking actions with individual objects and repeating them many times. Therefore, in reality, work gives way to the usual game, which A. A. Lyublinskaya called “half-game, half-work” and in which children most often reflect the life of the family.

In middle and senior preschool age, the main content of role-playing games becomes a broad social reality - the work of adults, which a child, striving for a joint social life with adults, reproduces in the game, reflecting a wide variety of knowledge about professions, copying real labor processes, modeling relationships between adults . Research conducted in the 80s and 90s. last century M.V. Artyukova, M.V. Krulekht, V.I. Loginova, L.A. Misharina, E.V. Onishchenko, M.M. Strekalovskaya, proved the possibility of targeted integration of play and work activities in the educational process of kindergarten based on identifying their significant connections and those present

analogies in the course and development. Child labor is an activity that serves the game when choosing a game theme, making missing attributes, performing labor tasks based on the game plot, etc. The game also integrates the results of knowledge acquired in the process of becoming familiar with the work of adults and mastering objective activities.

It should be especially emphasized that all types of activities of preschool children have characteristic features, since children's versions of play or work are far from their established adult forms. Revealing the originality of the “children's version” of activity, preschool didactics needs to focus on a rich arsenal of data about the true originality of children's activity and its uniqueness for personality development in a given period of life. This will make it possible to fully implement in practice the principles of humanity, non-violence, integrativeness, subjectivity and integrity when organizing the educational process in a kindergarten.

To solve this problem, currently, as part of the reform of the domestic preschool education system, the active process of creating various educational programs for preschool institutions continues. In turn, kindergartens have the right to independently choose from a set of ones officially recommended by education authorities. These programs determine the content characteristics of the educational process in preschool educational institutions, which are based on a certain view of the preschool child, the characteristics and patterns of his development, as well as the creation of appropriate pedagogical conditions that contribute to the formation of personality in the unity of its individual and social qualities.

T.I. Erofeeva offers the following classification of modern preschool education programs:

variable And alternative(based on identifying their philosophical and conceptual foundations);

complex And partial(in terms of volume and focus of their content);

basic, federal, regional, municipal(according to the degree of their territorial distribution).

Protecting and strengthening the physical and mental health of children;

The emotional well-being of each child;

Intellectual development of the child;

Conditions for the development of the child’s personality and creative abilities;

Introducing children to universal human values;

Interactions with family.

Modern programs provide for the organization of the educational process both in special classes and in unregulated activities in free time based on the optimal combination of their individual and collective forms. The program becomes the leading and necessary document for preschool educational institutions, which defines general principles, specific directions of their functioning, as well as features of the content characteristics of the pedagogical process in the presence of opportunities to use variable technologies for their practical implementation.

Currently, the work of large domestic pedagogical research teams serves as comprehensive educational programs. Let's give a brief description of some of them.

1. Program "Childhood" developed by a team of teachers from the Department of Preschool Pedagogy of the Russian State Pedagogical University. A. I. Herzen (St. Petersburg) under the leadership of V. I. Loginova.

This program was created as a program for the enriched, multifaceted, holistic development and education of a preschool child in various types of children's activities under the slogan “Cognize, feel, create.” The program is based on the recognition of the intrinsic value of preschool childhood as a period of full-fledged, natural formation of the cognitive and motivational-emotional spheres through overcoming internal contradictions in the development of the human personality.

The content of the program is combined into four main blocks: “Cognition”, “Humane attitude”, “Creation”, “Healthy lifestyle”, the unity of which ensures the interrelation of two processes - socialization and individualization of the child based on the theory of amplification, i.e. maximum realization of age-related the potential of preschool children through their full experience of this life period and the creation of conditions for enriching the process of learning about the world around them in specifically children's activities.

2. Rainbow program created by the team of authors of the laboratory of preschool education of the Institute of General Education of the Ministry of Education of the Russian Federation under the leadership of T. N. Doronova (Moscow).

The program is built on the basis of recognition:

The need for full-fledged living for a preschool child of the appropriate age period, when every year

is decisive for the formation of certain mental functions: junior preschool age - orientation towards the formation of purposefulness in children's activities; middle preschool age - development of interest in the sign system, reflecting the features of reality; senior preschool age - development of arbitrariness of mental processes;

The leading role of activity in the mental development of the child and the formation of his personal new formations;

Ensuring the formation of certain types of motivation in preschoolers (play, communication and personal interest), which encourage them to master new material.

The structure of the program is determined by its name - by analogy with the seven colors of the rainbow, the most important types of children's activities are highlighted (physical education - red, play - orange, fine arts and labor - yellow, design - green, musical and plastic arts - blue, development classes speech and familiarization with the outside world - blue, mathematics - purple). At the same time, the program reveals the uniqueness of these types of activities, their pedagogical expediency, and also provides specific methodological recommendations for planning and designing appropriate educational work in various age groups.

The program is based on the following theoretical principles:

The theory of amplification by A. V. Zaporozhets with an emphasis on the “inherent value” of the preschool period of human development;

L. A. Wenger’s concept of the development of abilities as universal indicative actions of children with the help of pedagogical means that correspond to their age characteristics.

At the same time, the program focuses on the development of the child’s mental and artistic abilities, as well as specific types of children’s activities by building a system of gradually more complex educational tasks and generalized methods of action. The child’s own sensory experience, the process of its purposeful fixation and figurative generalization are considered as the basis for development. The program identifies age periods of preschool childhood, for each of which a detailed description of the main areas of pedagogical work is given.

4. "Origins" program created by employees of the Preschool Childhood Center named after. A. V. Zaporozhets under the leadership of L. A. Pa-

Ramonova, recognizes the comprehensive development of the child and the formation of his abilities as the main goal of educational work.

The unique individual characteristics of each child are based, according to the authors of the program, on the following characteristics: competence, creativity, initiative, independence and responsibility, arbitrariness, freedom of behavior and safety, self-awareness and self-esteem, which receive their development throughout the entire period of preschool childhood under favorable conditions, created by the teacher.

The structure of the program is built on the basis of identifying such age periods as early (from birth to 3 years) and preschool childhood (from 3 to 7 years), their psychological characteristics and assessment of the role of leading activities (communication, object-based and play). The objectives, content and conditions of pedagogical work are presented in the areas of social, cognitive, aesthetic and physical development of preschool children.

In addition, in modern conditions of domestic preschool education, both comprehensive programs - “Kindergarten - a house of joy” (N.M. Krylova), “Gifted Child” (L.A. Wenger, O.M. Dyachenko), and and partial ones - “TRIZ”, “Young Ecologist”, “We” (N.N. Kondratyeva), “Rostock”, etc.

Thus, having analyzed the approaches to organizing the educational process within the framework of traditional and innovative systems that have developed in domestic preschool didactics, we can conclude that the education of preschool children is guided by general didactic provisions, and also has its own specifics associated with the psychological characteristics of children of a given age groups.

Literature

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2. Breslav G. M. Emotional features of personality formation in childhood. - M., 1990.

3. Wenger L. A., Pilyugina E. G., Wenger N. B. Nurturing a child’s sensory culture. - M., 1986.

4. Humanization of the process of education and development of a preschooler. - St. Petersburg, 1994.

5. Preschool pedagogy / Ed. V. I. Loginova, P. G. Samorukova. - M., 1986.

6. Erofeeva T. I. Modern educational programs for preschool institutions. - M., 1999.

7. Krivko-Apinyan T.A. Game world. - St. Petersburg, 1992.

8. Krulekht M. V. The problem of the holistic development of a preschool child as a subject of labor activity. - St. Petersburg, 1995.

9. Mikhailenko N.Ya., Korotkova I.A. Guidelines and requirements for updating the content of preschool education: Methodological recommendations. - M., 1993.

10. Novoselova S.L. Developing subject environment. - M., 1995.

11. Petrovsky V. A., Klarina L. M., Smyvina L. A., Strelkova L. L. Building a developmental environment in a preschool institution. - M., 1993.

12. Petrovsky V. A. Psychology of the developing personality. - M., 1987.

13. Universal and national in preschool childhood / Ed. L.A.Paramonova. - M., 1994.