We share the experience of our preschool institution

Dear colleagues. I would like to share the experience of our preschool institution. In our kindergarten, every month we hold various competitions for children, parents and teachers. This brings us closer together. Each competition reveals the boundless talent of children and parents, as well as teachers. Our competitions are mainly creative, on different topics.
Teachers send the best works to websites for further participation in various competitions.
In April of this year, our institution held a competition for teachers: “Pedagogical Festival”. The competition took place in several areas:
1) "The best consultation for parents" (moving folder);
2) "Didactic game on artistic creativity";
3) GCD classes using ICT and other technologies;
4) “Best presentation” (for working with parents, children, teachers).
A creative group (jury) was created that evaluated the works. The teachers showed excellent results. The works were very interesting and useful. Many have replenished our “Pedagogical Treasury” in the method room.
Such festivals provide a good incentive for self-development and improvement of teaching experience, especially for young professionals.
There were also creative competitions for children and parents. There were a lot of works, it was very difficult to choose the best. All works were photographed, a presentation film was created, the film was published on the website of our preschool institution.
Working in modern conditions is of course difficult, especially in connection with the transition to Federal State Educational Standards, but it is very interesting. Great prospects for self-realization open up. I wish you creative success. I hope our work experience will be useful to you. Sincerely, Olga Vladimirovna Vysotskaya.
Photos of the works of children and parents (some of the best works):
Competition: "Space - yesterday, today, tomorrow"

Competition: "Easter Festival"

experience

teacher of the highest qualification category

MDOU "Kindergarten No. 1 "Swallow"

Volsk, Saratov region"

Podlesnova Olga Valerievna

Volsk, 2010

REVIEW

on materials of pedagogical experience

Podlesnova Olga Valerievna

teacher of the MDOU “Combined Kindergarten No. 1”

"Swallow" Volsk, Saratov region"

The author presents three years of experience in using project activities in the educational process of preschool educational institutions for the successful formation of mathematical abilities in children of senior preschool age.

The proposed recommendations for using the project method in the educational process to organize interaction with children and parents can be used by educators and specialists of preschool educational institutions. This will expand the scope of application of the practical experience accumulated by the author.

The teacher sees the goal of the work in the rationality of using project methods in the educational process. The work identifies the main tasks of pedagogical activity, the implementation of which is based on the principles (phasing, dynamism, comparisons and choice). An algorithm for carrying out pedagogical activities has been developed and the necessary pedagogical conditions for the stated problem have been determined, the implementation of which will ensure the greatest effectiveness.

The benefit of this work experience is the practical aspect. Practical material provides direct guidance for effective use in working with children on the formation of mathematical concepts.

The effectiveness of experience in providing the child with the opportunity to apply their knowledge in educational activities, improving logical thinking skills in intellectual games.

The effectiveness of the author’s work experience was confirmed during monitoring with children and presented in the form of diagrams. It should be noted the high quality of generalization of teaching experience, which meets the criteria. This experience arouses interest among colleagues and, subject to the pedagogical conditions defined by the author, can function in any preschool educational institution, as noted by members of the teaching staff of the MDOU “Combined Kindergarten No. 1 “Swallow”. We consider it appropriate to include this work experience in the municipal data bank of advanced pedagogical experience.

Deputy Head of VMR

MDOU No. 1 “Swallow”

1. Information card of best teaching practices……………… 4-5

2. Holistic description of work experience……………………………………...5 – 12

3. Bibliography ……………………………………………………. 13

4. Application to experience……………………………………………...……

4.1. Appendix – Lesson notes for the senior group “How we helped Smeshariki” ………………………………………………………………………………….

4.2. Appendix – Consultation for educators

Topic: “Mathematical toy library” in older groups……….

4.3. Appendix – “Proverbs and sayings” ……………………………. 21

4.4. Appendix – Methodological development for teaching elementary mathematical concepts to older children based on entertaining material………………………………………………………

4.5. Appendix – Project “Development of a sense of time in children” in a preparatory group for school ………................................. ....................

1. Information card of best teaching practices

2. The city of Volsk, Saratov region.

3. MDOU “Combined kindergarten No. 1 “Swallow”.

4. Zaniproposed position- teacher.

5. Teaching experience– 13 years old, qualification category – highest.

6. Theme of teaching experience: “Formation of mathematical abilities in older preschoolers in project activities.”

7. Level of experience by degree of novelty– in the rationality of improving project activities.

8. Purpose of teaching experience: to show in practice the effectiveness of design methods in the educational process.

9. Brief description of the experience:

-Conditions, providing the greatest efficiency.

The experience identified the main tasks of pedagogical activity, the implementation of which is based on the principles (phasing, dynamism, comparisons and choice). An algorithm for carrying out pedagogical activities has been developed and the necessary pedagogical conditions for the stated problem have been determined, the implementation of which will ensure the greatest effectiveness.

- Effectiveness of experience work was confirmed during monitoring with children.

Start monitoring A total of 25 students took part, including:

7 pupils had a high level of development, which amounted to 28%,

14 pupils had an average level of development, which amounted to 56%,

4 pupils, which amounted to 16%, showed a low level of development.

Final monitoring A total of 25 students took part and showed the following results:

20 pupils had a high level of development, which amounted to 80%, 5 pupils had an average level of development, which amounted to 20%.

The advantage of this experience lies in the practical aspect. The practical material is a direct guide to effective use in working with children on the formation of elementary mathematical concepts.

10. Efficiency of experience in providing the child with the opportunity to apply their knowledge in educational activities, to improve logical thinking skills in intellectual games.

11. Expert opinion: the experience was included in the bank of advanced pedagogical experience of the MDOU “Combined Kindergarten No. 1 “Swallow” based on the decision of the pedagogical council No. 6 of September 2, 2010 and was recommended for generalizing pedagogical experience at the municipal level.

12. Followers:

A teacher of the first qualification category of the MDOU "Combined Kindergarten No. 1 "Swallow" and a teacher of the first qualification category of the MDOU "Combined Kindergarten No. 1 "Swallow" decided to study and implement it in their work.

And the use of methods and techniques of active learning, where the child acts as a subject, an equal participant in the activity, increases the effectiveness of classes, since the child studies due to his inner attraction of his own free will, which means he learns to assimilate the material easily and thoroughly.

13.The experience was studied at the pedagogical council.

2. Holistic description of work experience

The condition for the emergence, formation of experience and its relevance.

I began my work as a kindergarten teacher in August 1995 at the MDOU “Combined Kindergarten No. 1 “Swallow.” And very soon from my teaching practice I learned that one of the most interesting and exciting activities for my group students was mathematics.

Analyzing the program of education and training in kindergarten edited by V. V. Gerbova, which is implemented in our preschool institution, I noted that the section on the development of logical thinking is not clearly presented in it.

Watching children work with didactic materials, I noticed that not all children do it well. One child needs a little help, while another requires a lot of teaching and training. The constant demonstration of samples and methods of work according to the methods of the standard program led to the fact that more than half of the children in the group could not start working on their own, fearing that they would do it “wrong, incorrectly”; waited for instructions from the teacher. “Going through” the educational material within a strictly designated time frame left many unfinished tasks. The reasons here are cumulative: undeveloped skills and abilities, underdeveloped imagination, as well as attention and thinking. Undeveloped skills and abilities prevent the child from expressing thoughts and complicate the development of cognition and perception.

Imperfect methods of conducting any classes, including mathematics, can negatively affect the development of a child. A personality-oriented approach to raising children is the most current direction in pedagogical methods. In my opinion we should offer children, and not impose, help children, and not force them. And to help a child find himself, we offer him as many different ways of self-expression as possible. Sooner or later, he will definitely choose his own path, which will allow him to fully show himself.

This is why children need to be taught to express their thoughts; develop cognition and perception using a variety of pedagogical technologies.

In order to better approach the solution of this problem, the works of outstanding teachers were studied:,.

Having studied pedagogical technologies, I noted that a unique means of ensuring cooperation between children and adults, a way to implement a person-centered approach to education, is the project method.

Theoretical justification of the experiment

Project method is one of the teaching methods that promotes the development of independent thinking, helping the child to develop confidence in his own capabilities. It provides for a system of education in which children acquire knowledge and master skills in the process of completing a system of planned practical tasks. This is learning through doing. Working according to the project method, the teacher provides pedagogical support for the child in activities.

The search and cognitive activity of a preschooler is aimed at the result that is obtained when solving a particular problem. The external result can be seen, comprehended, and applied in the reality of practical activity.

The internal result-experience of the activity becomes an invaluable asset of the child, combining knowledge, skills, and values.

The project method, according to experts, allows you to cultivate an independent and responsible personality, develops creativity and mental abilities, it also contributes to the development of determination, perseverance, teaches you to overcome difficulties and problems along the way, communicate with peers and adults. At the heart of every project is some kind of problem. This method is based, first of all, on a person-oriented approach to children, because the topics of projects are mainly born from the interests of children, the project method is characterized by group activities, and here it should be noted that it is with the help of this method that it is possible to successfully include parents in the life of their children in kindergarten. Thus, the project method becomes a way of organizing the pedagogical process based on the interaction of the teacher, parents and students with each other.

I use project activities in mathematics when working with older preschoolers, since this age is characterized by more stable attention, observation, the ability to begin analysis, synthesis, self-esteem, as well as a desire for joint activities.

My work on projects includes drawing up a reasonable action plan, which is formed and refined throughout the entire period, and goes through several stages:

1) goal setting;

2) search for a form of project implementation;

3) development of the content of the entire educational process based on the topic of the project;

4) organization of a developmental, cognitive, subject environment;

5) determination of directed search and practical activities;

6) organization of joint (with teachers, parents and children) creative and practical activities;

7) work on parts of the project, correction;

8) collective implementation of the project, demonstration.

Using the project method in working with older preschoolers, I take into account the fact that the project is a product of cooperation between teachers, children, and parents. Therefore, the theme of the project, its form and detailed plan can be developed collectively. At the stage of developing the content of games, activities, observations, excursions and other activities related to the theme of the project, I carefully think through and organize the subject-development environment in the group so that it is the subject of the activity.

I based the implementation of projects on the following principles:

· taking into account age characteristics;

· individual approach;

· integration;

· coordination of teachers’ activities;

· continuity of interaction with the child in the preschool and family settings.

In projects, the teacher acts as an organizer of children's productive activities, he is a source of information, a consultant, an expert. He is the main leader of the project and subsequent research, gaming, practice-oriented activities, the coordinator of individual and group efforts of children in solving the problem. In this case, the adult acts as a partner for the child and an assistant in his self-development. Motivation is enhanced due to the creative nature of children's activities, independence, and responsibility of the child to peers and adults. The child gets acquainted with different points of view of participants in joint activities, has the opportunity to express and justify his opinion.

Design technology is focused on the joint activities of participants in the educational process in various combinations: teacher - children; child-child; children-parents. Joint-individual, joint-interacting, joint-sequential forms of activity are possible. So, a modern child has a sufficient (sometimes excessive) amount of knowledge, but does not know how to apply it in practice, at school. The stock of knowledge quickly runs out, and often the child ceases to want to learn, since he becomes uninterested in engaging in activities that lead to failure. The most difficult question for us educators is: How can we prepare a child for school so that he does not get confused in new conditions, wants to learn and learns, and is successful in achieving his goals?

Preschool age- the period of flourishing of children's cognitive activity. By this age, the child seems to be freed from the pressure of the perceived situation and begins to think about what is not in front of his eyes. The preschooler is trying to somehow organize and explain the world around him, to establish some connections and patterns in it. Psychologists believe that in preschool age one should not strive for artificial mental acceleration of children. The following is important: to actively enrich those aspects of development to which each age is most sensitive, most receptive. After all, much of what is lost in childhood is often irreplaceable in subsequent years. The source of a preschooler’s knowledge is sensory experience. Its range depends on how finely the child masters the sum of special actions (examining, feeling, comparing, contrasting, identifying the main and secondary, etc.) that influence upbringing and thinking. Spontaneously, the accumulated sensory and intellectual experience can be voluminous, but disordered and unorganized. A child, having a large stock of knowledge, does not know how to apply it correctly. A teacher who not only knows what to teach a child, but also how to teach it so that learning is developmental is called upon to guide him in the right direction.

Teaching preschoolers the basics of mathematics should be given an important place

hometarget: to raise children as people who know how to think, to navigate well in everything that surrounds them, to correctly assess the various situations they encounter in life, and to make independent decisions. Adults often rush to give the child a set of ready-made knowledge and judgments, which he absorbs like a sponge. However, does this always give results? A contradiction arises - should a child be forced to do mathematics if he is not interested in it?!

From herearises problem: How can we direct the main efforts of teachers and parents to instill in preschoolers an interest in the process of learning itself, in overcoming the difficulties that stand in the way, in independently searching for solutions and achieving their goals? The identified problem gave me the idea of ​​creating and implementing the following projects:

	Project topic	Objective of the project		Result	Application
	"Formation development of spatial concepts in preschool children" Senior group	Creating conditions for the formation of spatial ideas among preschoolers		Generalization of children's ideas about the day. Replenishment of the development environment.
	“By playing we learn, by playing we learn” Senior group	Formation of interest in children and parents in the ability to play didactic games.		Children began to use games more often. Presentation of "Smart Games"
	"In the world of magic numbers" Senior group	Formation of children's ideas about numbers		Creating a magazine. Exhibition of drawings.
	“Development of a sense of time in children”	Formation of children's ideas about time		Exhibition of drawings “Clocks of the past and present” Creation of a mini-museum of watches"
	“Entertaining mathematical material as a means of mental development” Preparatory group for school	Creating conditions for the formation of a conscious interest in mathematics in older children"		Methodological development “Entertaining material for children of senior preschool age” The mathematical toy library has been replenished. Workshop for parents “Playing at outstanding mathematicians” Presentation of games

Effectiveness of teaching experience

For the purpose of self-education

Relevance of the problem of speech development There is no area in human activity where speech is not used; it is needed everywhere, and especially at the stage of learning. The success of learning depends on the quality of speech. Clean, correct speech is one of the most important conditions for normal mental development of a person. With the help of speech and communication, a child easily and imperceptibly enters the world around him, learns a lot of new and interesting things, and can express his thoughts, desires, and demands. But, unfortunately, nowadays children are increasingly experiencing speech disorders, which sharply limit their communication with people around them. Figurative speech, rich in synonyms, additions and descriptions, in preschool children is a very rare phenomenon, therefore, enormous responsibility for the formation of speech falls on educators, speech therapists, and teachers. The development of coherent speech is the most important condition for the successful education of children in kindergarten and preparation for schooling. Therefore, preschool teachers need to pay close attention to this problem and find innovative methods and ways to solve it.

Goal: Development of correct coherent speech in preschoolers 3-6 years old through the retelling of works of art, dramatization games, composing creative stories, using mnemonics techniques in the pedagogical process for the development of coherent speech in preschoolers.

Objectives: Educational To teach children to retell works of art, to compose simple stories, fairy tales, to construct phrases grammatically correctly, to arrange their content compositionally, to replenish children’s vocabulary - pay special attention to its qualitative side, to increase the stock of verbs, adjectives, synonyms, antonyms, etc. used in speech .d.; help the child incorporate these words into independent speech as actively as possible. Developmental Develop the ability to reason freely, ask questions, draw conclusions, reflect various connections between the phenomena of surrounding life and objects. Develop the child’s thinking, observation, and perception. Educational To cultivate a love for Russian folk works and works of other peoples, a love for the native language.

METHODS OF SPEECH DEVELOPMENT Visual Verbal Practical Method of direct observation and its varieties: observation in nature, excursions followed by talking about the experience gained. The method of direct observation and its varieties: observation in nature, excursions followed by talking about the experience gained. Indirect observation (visualization): looking at toys and paintings, telling stories based on toys and paintings. Indirect observation (visual visualization): looking at toys and paintings, telling stories based on toys and paintings. General conversation. Storytelling using mnemonic diagrams. Memorizing using mnemonic diagrams. Retelling using mnemonic diagrams. Dramatization games. Didactic. games Dramatizations Didactic exercises Didactic exercises Storytelling based on visual material Storytelling without relying on visual material

Development of coherent speech through learning to compose stories based on a picture and a series of plot pictures. Goal: Formation of skills in composing stories based on paintings and plot pictures; Enrichment of vocabulary and formation of the grammatical structure of children's speech in the process of working with paintings and plot pictures. Series of paintings and subject pictures: Winter; Winter fun Moms and kids; Wild animals; Pets; Animals on the farm Tell the children about bread Road transport Birds Dishes Fruits, vegetables Visual and didactic guide to artistic creativity

ECD “Journey to the Land of Fairy Tales” Program content: Learn to correctly construct an answer to the question posed by the teacher, answer in a complete sentence. Develop intonation expressiveness of speech, train children in clear pronunciation of sounds. Develop cognitive activity, enrich vocabulary. Learn to select pairs of words - antonyms, practice the formation of names of baby animals in the singular and plural. Create a desire to actively participate in the general conversation. Progress of the lesson: Educator: Children, look, what is that in the sky? Children: The sun. Educator: What is the sun like today? (children's answers) Music 1. The sun rose (circular movement in front of itself) Morning has come 2. Morning has come (children wave their hands) The birds woke up 3. The birds began to sing (hands up - stretched) Children woke up 4. Children woke up (children smile at each other) They smiled at each other. Teacher: Guys, the sun invites us to travel! Do you agree? Children: Yes! Educator: Then let's go to the land of fairy tales. What will we go on? Suggest what you can travel on (children list types of transport). Let's choose a train. And I will help you. I will say the magic words and you will turn into a beautiful train. KREX PEX FEX (children ride, imitating a train with a song). Educator: So we arrived at the land of fairy tales. A fairy tale, a joke fairy tale It’s not a joke to tell it So that the fairy tale at first Like a little river gurgles So that by the end no one old or young Will fall asleep from it

Educator: And here is the fairy-tale gate through which we must go to the land of fairy tales. In order for them to open, you need to tell a nursery rhyme. (the children tell nursery rhymes, and the guys enter the land of fairy tales to the music.) There is a house and a bunny sits next to it and cries. Educator: Children, who are they? Children: This is a bunny. Educator: What happened to him? (children's answers) Bunny: How can I not cry? I had a bast hut. Spring-Red came, the Fox asked to come to me and kicked me out. Help me guys. Educator: Let's help Bunny. But first, let's remember what this fairy tale is called. Children: Zayushkina's hut. Educator: Who wanted to help the Bunny in trouble? Children: (list: Dog, Wolf, Bear, Rooster) Educator: Which one of them kicked out the Fox? Children: Cockerel. Educator: So let's call the Cockerel so that the fairy tale ends well. Children read the nursery rhyme "The Golden Scallop Cockerel." Cockerel: Ku-ka-re-ku, what happened? Educator: Children, explain to Cockerel what happened (children explain) Cockerel: Now I’ll kick her out. Bunny: Thank you guys for your help. Here's a gift from us to you. Goodbye. Educator: Now sit down in the clearing and let’s play the game “On the contrary.” I will say a word, and you must say the opposite word. (Game: Clean-dirty; Cheerful-sad; Bittersweet; Evil-kind; Big-small; Old-young; Hot-cold; Light-heavy; Fast-slow) Educator: Well done, they played well. Educator: Children, do you hear? (music sounds, Goat sings) Educator: Guess who is singing? And for whom? And for what? (children's answers). Educator: Who overheard the song? For what? Did the kids open it for him? How did they answer him? (children's answers) Educator: Then tell me what is the name of the fairy tale? (children's answers)

Educator: And now we will play another game “Name the baby animals.” Guys, listen carefully and answer correctly. The gray mouse has small ones (answer: little mouse) The cat has fluffy ones (answer: kittens) The squirrels have red hair (answer: squirrels) The dog has playful ones (answer: puppies) The cow has affectionate ones (answer: calf) The pig has toothy ones (answer: pig) The horse has (answer: foal) The goat has funny ones (answer: kid) The sheep has curly ones (answer: lambs) And mom and dad have funny ones (answer: guys) Educator: Well done, you did well. Well, we move on. Children, we have come to a bridge that is not simple, but magical. You need to solve riddles. 1. Snow on the fields, ice on the waters, blizzards, when does this happen? (in winter) 2. Shaggy, mustachioed, drinks milk, sings purr-purr (cat) 3. In summer, a gray fur coat, and in winter, white, wears a jumping, timid (bunny) Educator: What good fellows you are, walk along the bridge and sit in the clearing, (children retell the fairy tale “Teremok”) Educator: Children, did you like the trip with the sun? What good did we do today? (children's answers) The sun is wonderful, Very interesting, He sang and played with us, He gave us tasks, But it's time for the sun to move on And it's time for us to return to kindergarten. (children on the “train” return to kindergarten)

Development of children's speech and thinking through mnemonics Mnemonics is a system of methods and techniques that ensure children's successful acquisition of knowledge about the characteristics of natural objects, the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and of course the development of speech.

The main tasks of mnemonics: 1. Development of all types of memory: - visual; auditory; associative; verbal-logical; - processing of various memorization techniques. 2. Development of logical thinking (ability to analyze, systematize). 3. Development of imaginative thinking. 4. Solving various general educational, didactic problems, familiarizing with various information. 5. Development of ingenuity, training of attention. 6. Development of the ability to establish cause and effect relationships in events and stories. Mnemonic tables - diagrams serve as didactic material when working on the development of coherent speech in children, to enrich vocabulary, when learning to write stories, when retelling fiction, when guessing and making riddles, when memorizing poetry.

Speech development through didactic games A didactic game develops children’s speech: it replenishes and activates the vocabulary, forms correct sound pronunciation, develops coherent speech, and the ability to correctly express one’s thoughts. The group has games such as: “Words backwards” “What will happen” “Tell me correctly” “Stories based on pictures” “Which one, which one, which one?” “Speech therapy lotto” “Professions” “Who lives in the house?” “Collect a nursery rhyme” “Collect a proverb” “Let’s play lotto” “My first sentences” “Big - small Who does what” “Short words” “Seasons”

With the help of didactic games, children's vocabulary is enriched. They are also used to consolidate children's vocabulary (nouns, adjectives, verbs, color names, spatial concepts, prepositions, etc.). Speech, memory, attention, logical thinking, visual memory develop. A culture of behavior and communication skills are strengthened.

Theatrical activities make children's lives interesting and meaningful, filled with vivid impressions, the joy of creativity, introduce children to the world around them in all its diversity through images, colors, sounds, and skillfully posed questions encourage them to think, analyze, draw conclusions and generalizations, develop children's speech, an opportunity for self-realization appears. Children's speech becomes figurative and expressive. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is imperceptibly activated, the sound culture of speech and its intonation structure are improved. The role played, especially entering into a dialogue with another character, confronts the child with the need to express himself clearly, clearly and understandably. Children's dialogical speech and its grammatical structure improve. Facial expressions and gestures become artistic, children gain self-confidence and the ability to maintain attention in accordance with the plot of the play; logical thinking develops. By the age of five, children can easily act out Russian folk tales, writers' stories, poems, and try to write poems. The group includes such types of theater as: Finger theater Plane theater Mitten puppets Children's costumes of fairy tale characters are also used.

Excursions as a method of developing children's speech The purpose of excursions is to clarify and enrich children's active and passive vocabulary, develop children's coherent speech, and expand children's ideas about the world around them. Development of curiosity and observation.

Work with parents Conversations are held, recommendations are given for memorizing poems, riddles, proverbs, nursery rhymes, counting rhymes, tongue twisters, and proverbs with children at home; consultations and advice on what books children of different preschool ages should read; Thematic parent meetings are organized.

Master class for parents “By playing, we develop children’s speech.” Educator: In order to develop the speech of preschoolers on your own, it is not at all necessary to turn classes into school lessons. There are many games and simple exercises for the development of speech in children that are easy to use on the way to kindergarten, on a walk or before the child goes to bed. The development of speech in preschoolers through play is also an additional emotional connection between you and your child, it is the joy of communication, the formation of trusting and friendly relationships. Now we will play these games: “Chain of words” Goal: enrich the vocabulary of adjectives. The essence of this game for developing the speech of preschoolers is to select words of nouns and adjectives combined by some attribute. That is, with your help, the child composes a kind of chain of words that are logically connected to each other using transition questions. For example, the original word is “cat”. You ask a question: Educator: Cat, what kind? Parent: Fluffy, affectionate, colorful... Educator: What else is colorful? Parent: Rainbow, dress, TV... Educator: What else could a dress be? Parent: Silk, new, straight... Educator: What else could be straight? Parent: Line, road, look... etc. “Say the opposite” Goal: expanding the dictionary of antonyms. For this game we need a ball. We throw the ball to the child and say the word. The child, returning the ball, names a word with the opposite meaning. Now you and I will turn into stubborn people who do everything the opposite. I throw you a ball and say a word, and you say the opposite. For example: dark, but vice versa - light. FRIEND... ENEMY, DAY... NIGHT, JOY... SAD, HEAT... COLD, EVIL... GOOD, TRUTH... LIE, GOOD... BAD, HARD... EASY, HIGH... LOW, CAN... IMPOSSIBLE, HARD... EASY, FAST... SLOW...

“My fingers will tell the story” Educator: Scientists believe: the more active and precise the movements of a child’s fingers, the faster his speech develops. Children learn text better if they associate it with gestures and facial expressions. Adults should teach them this, but first they must master such techniques themselves. The teacher invites parents to unite in pairs and decide who will be an adult and who will be a child. “Fingers are a friendly family” Before performing the exercise, repeat the name of the fingers with your child. Let the fingers of one hand “say hello” to the fingers of the other hand, calling them: thumbs, index fingers, middle fingers, ring fingers, little fingers. Fingers are a friendly family, they can’t live without each other. (We clench the fingers of each hand into fists and unclench them.) Here's a big one! And this is average. The nameless and last one is our little finger, baby! Woohoo! You forgot your index finger. So that the fingers live together, (Alternately raise the fingers of both hands up.) We will connect them and perform the movements... (We attach each finger of the hand in turn to the thumb.) We will show the goat's horns (Let's play with our fingers. We push the index finger and little finger forward, bending the remaining fingers; then we raise the antlers to the head.) And even the antlers of the deer... (We spread the fingers of both hands wide, crossing our arms, raise the branched antlers to the head.) “Find by color” Purpose: to consolidate the agreement of the adjective with the noun in gender and number. For this game we will need pictures depicting objects of different colors. We name the color using an adjective in a certain form (gender, number), and the child finds objects of a given color that fit this form of the adjective. For example: Red - apple, chair, dress; Yellow - turnip, paint, bag; Blue - cornflower, eggplant, pencil. At the end of the master class, the teacher gives all parents present the “Let’s play with the whole family” memo.

Description of the pedagogical experience of the teacher Podgornova L.S.

Subject: “Game activity as a means of comprehensive development of preschool children”

1. Justification of the relevance and prospects of the experience. Its importance for improving the educational process.
“Let the children play while the game pleases them, attracts them and at the same time brings them enormous benefit!”
E.A. Pokrovsky
In the context of the implementation of the Federal State Educational Standard for Preschool Education to the structure of the main general education program of preschool education, a significant difference is the exclusion from the educational process of educational activities as not corresponding to the patterns of child development at the stage of preschool childhood. Therefore, it becomes urgent for us, teachers of preschool institutions, to search for other forms and methods of working with children. The essence of the change also concerns the model of the educational process. Preschool children need not to be taught, but to be developed. They need to develop through activities accessible to their age - games.
The leading activity of preschool children is play. When properly organized, the game creates conditions for the development of the child’s physical, intellectual and personal qualities, the formation of prerequisites for educational activities and ensuring the social success of the preschooler. Three interconnected lines of child development: feeling, cognizing, creating, fit harmoniously into the child’s natural environment - a game, which for him is both entertainment and a way of understanding the world of people, objects, nature, as well as the sphere of application of his imagination. In my work, I devote a large place to didactic games. They are used both in joint and independent activities of children. Didactic games serve as educational tools - children master the characteristics of objects, learn to classify, generalize, and compare. The use of didactic games as a teaching tool increases children's interest in educational activities and ensures better assimilation of the program. In my work with preschoolers, I use various types of didactic games, but in our modern times, preference is given to electronic didactic games.
The use of information and communication technologies in the educational process of a preschool institution is one of the newest and most pressing problems in domestic preschool education. But today there is an acute problem associated with the organization of play activities of modern children. They are spoiled by the abundance and variety of games and toys, which do not always carry the necessary psychological and pedagogical information. Both parents and educators are experiencing difficulties: the games parents played and what educators practiced and applied in their lives for years have now, in changed conditions, stopped working. Sensory aggression from the child’s environment (Barbie, robots, monsters, cyborgs, etc.) can lead to a crisis in gaming culture. Therefore, we, teachers, are required to be able to navigate the world of modern games and toys, maintaining a balance between the child’s desire and benefit for him, paying more attention to modern non-traditional didactic and educational computer games, promoting adequate socialization of the child. The problem of play, as a means of all-round development of children, is one of the pressing problems, both theoretically and practically.

2. Conditions for the formation of the leading idea of ​​experience, conditions for the emergence and formation of experience.
In a variety of educational systems, play has always been given and continues to have a special place. And this is explained by the fact that the game is very in tune with the nature of the child. For him, playing is not just an interesting pastime, but a way of modeling the adult world, its relationships, acquiring communication experience and new knowledge.
With the introduction of Law No. 273-FZ “On Education in the Russian Federation”, Federal State Educational Standards, with the definition of new educational goals that provide for the achievement of not only subject, but also personal results, the value of the game increases even more.
Using the game for educational purposes in the process of implementing psychological and pedagogical support programs allows you to develop communication skills, leadership qualities, build competence and teach the child to learn in emotionally comfortable conditions for him and in accordance with the tasks of his age.
The game acts as the most important activity through which I, as a teacher, solve all educational problems, including learning. Approaches to organizing the education and upbringing of children have been revised. The abandonment of the educational model in kindergarten, that is, from classes, forced us to move to new forms of working with children that will allow kindergarten teachers to teach preschoolers without them even realizing it. If previously it was believed that the main educational efforts of a teacher were focused on conducting classes, now the educational potential is recognized for all types of joint activities of teachers and children.
I, as a teacher, develop the social skills of a future preschooler necessary for successful adaptation to school, and strive to organize a unified developing world - preschool and primary education. I choose the forms of work independently, depending on the number of students, the equipment of the group, experience and creative approach. So, in the morning, when the pupils are cheerful and full of energy, I carry out the most labor-intensive activities: conversations, observations, looking at albums, didactic games, work assignments. As the children get tired, I include them in role-playing games, outdoor games, and reading fiction. Rotating different activities for the children throughout the day helps me provide variety and balance while still maintaining play as the main focus. In order to improve the health of preschoolers, great importance is given to physical activity. When working with young children, I use mainly playful, story-based and integrated forms of educational activities; with older children, educational activities are developmental in nature. I teach children creative partnerships, the ability to discuss a joint project, and assess their strengths and capabilities.
I would like to note that children are constantly in play, for them it is a way of life, therefore, as a modern educator, I organically “build” any activity into children’s play, which makes the educational effect more significant. Play has become the content and form of organizing children's lives. Game moments, situations and techniques are included in all types of children’s activities and the child’s communication with me. I fill children’s daily lives with interesting activities, games, problems, ideas, I include each child in meaningful activities, and I contribute to the realization of children’s interests and life activity. By organizing educational activities for children, I develop in each child the desire to show initiative and independence, to find a reasonable and worthy way out of various life situations, the desire to:
1. So that any children's activity (play, work, communication, productive, motor, cognitive - research, musical and artistic, reading) is motivated. To do this, I create problematic situations for activities that become part of Direct Educational Activities, projects, observations, excursions, and provide children with a choice of several types of tasks. I, a teacher, am accustomed to a democratic style of communication with children, I consult with them, have heart-to-heart conversations on various topics. My students trust me and enjoy playing and communicating with me.
2. In order for children to be active participants in the educational process, I structure Organized Educational Activities in such a way that children do most of the talking, reason on the topic, and participate in artistic creativity, experiments, and work.
3. So that the activity, successes of children, good attitude towards peers are stimulated, encouraged, celebrated with the help of screens of good deeds, mood screens, noted in the portfolio, thanks to parents for the good upbringing of children. These pedagogical techniques are good at stimulating children to engage in joint educational activities with teachers.
4. In order to become an example of a modern educator, I carefully think through the content of the developmental environment by age, constantly updating the gaming and visual environment depending on the topic of organized educational activities. When planning, I use types of independent free children's activities in a specially prepared developmental group environment, where children can consolidate knowledge, skills, and abilities in independent games and interaction with the environment.

3. Theoretical basis of experience.
Research by psychologists and educators on the influence of gaming activities on the development of preschool children shows that the need to use games in the education of preschool children is an undeniable truth. The fact that children easily learn “playfully” was noticed and proven by the great teacher K. D. Ushinsky, E. I. Tikheeva, E. N. Vodovozova. Much credit for developing the problem belongs to E. A. Flerina, N. P. Sakulina, R. I. Zhukovskaya, E. I. Radina, and others.
Research by Z. M. Boguslavskaya, specifically devoted to the study of the characteristics of play activities of preschool children, showed that interest and an active attitude towards educational material are most easily manifested in children if this cognitive material is included in play, practical or visual activities in the game.
According to G.K. Selevko: “... a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-government of behavior is formed and improved.”
Analyzing the research of scientists, we can conclude that the theoretical aspect of the problem of the comprehensive development of preschool children in the process of play activity is covered in the literature in sufficient detail, but the practical side requires further research.

4. Experience technology. The system of specific pedagogical actions, content, methods, techniques of education and training.
Games logically and systematically must naturally be included in the holistic educational process (organized educational activity, educational activity during regime moments, independent educational activity). I think through and plan in advance the mandatory “presence” of games and gaming techniques in every lesson in any age group; joint games with adults (didactic, board-printed, theatrical, corrective and preventive, mobile); daily free play without direct guidance from the teacher. When conducting organized educational activities, I use the game as: part of the lesson, methodological technique, form of implementation, method of solution, etc. At a younger age, I effectively use playful fairy-tale characters; at an older age - the use of fairy-tale and entertaining plots as the outline, the core of direct educational activities (for example, travel games with the completion of various cognitive tasks, entertainment games, etc.).
When conducting organized educational activities, I take the position of an organizer, a research partner who, together with the children, obtains new information and is sincerely surprised by the results obtained together.
Every day I plan and organize joint games: outdoor games; didactic; desktop-printed; theatrical (director's, dramatization, theater games); role-playing; games to develop facial expressions and relieve muscle tension; correction of the developmental features of speech, movements, vision and hearing of children; preventive games and exercises: prevention of flat feet, various diseases.
When organizing and conducting joint games, I take the position of an equal partner, the position of a “little child” who needs to learn the game, rules and actions.
To develop free, independent play, I create a full-fledged object-based play environment and initiate the emergence of games based on children’s interests. When conducting independent play, I take the position of “creator of the play space”, “active observer”. Therefore, I don’t interfere unnecessarily in children’s games and don’t distract them from the game’s plot.
In the long-term plan, I prescribe various types of games (they are presented above) with which children are not yet familiar, or a familiar game, but with a new goal. I carefully study the characteristics and interests of each child so that the planned game is in demand by children and brings them pleasure.
When conducting organized educational activities, I use the game as a basis for solving problems of children's development in various directions.
These recommendations will help teachers implement an important requirement of the Federal State Educational Standard for preschool education - to organize psychological and pedagogical support for the development of children in the context of play activities based on the individualization of the educational process. And this is very important, since the developed standard does not allow the transfer of the translational, educational and disciplinary model of education to the life of a preschool child. A preschool child is a person who plays, therefore the standard stipulates that learning enters a child’s life through the gates of children’s play.
The work done with parents is very important. It is necessary that they clearly know that the family is capable of developing the comprehensive development of the child already in preschool age. Conditions for comprehensive development must be created at a young age.
Parents need to strive to stimulate the child’s interests in all-round development and create all the conditions for this. I have offered several recommendations for the use of educational games.
In my work I use the following forms of working with parents:
1.Parent meetings;
2.Quizzes “Learn by playing”, “Let’s play”
3. Questioning and testing of parents “Games and toys in a child’s life, their meaning and mental development”
4.Individual consultations, recommendations;
5. Visual types of work (information stands, moving folders, exhibitions of children's works, demonstration of a card index of games, display and explanation of relevant literature).
6.Individual work with children
7.Parents help the kindergarten in decorating play corners.

5. Performance analysis.
The result of my work was the positive dynamics of children’s play activities. The use of non-traditional gaming methods and techniques with preschoolers made it possible to achieve high, stable results and achieve the goals set. Children have become active and sociable in communicating with peers, acquaintances and strangers in various communication situations. We learned to agree on the theme of the game, agree on the sequence of joint actions, establish and regulate contacts in a joint game. Preschool children began to show more creative independence in play.
Children's interest in games has increased, which confirms the effectiveness of using non-traditional methods and techniques in the development of gaming activities. Parents began to pay more attention to games with their children. The presented experience proves that it is necessary to use a variety of non-traditional gaming methods and techniques that make the process of gaming activity interesting and accessible.
As a result of joint play activities, children learned to transfer play actions from one toy to another. She widely used demonstration games in her work.
Experience result:
- the level of speech development and speech etiquette has increased;
- the ability to control one’s emotional state and the state of children has appeared;
- conscious behavior and communication in society appeared.
- emotional contact with the families of pupils has increased.

7. Targeted recommendations for using experience
The results obtained will have practical value:
– for teachers of preschool educational institutions
– for parents in terms of organizing joint activities with their child at home;
I consider the most acceptable forms of broadcasting work experience to be:
– information brochures containing a description and illustrative material of the methodology for conducting games, organized forms of educational activities, joint activities of a teacher with children, parents with children;
– master classes, events
– consultations;
– open days for parents and teachers of other preschool educational institutions;
– DOW website.

8. Visual application
In my experience, I offer materials on organizing and conducting work on the social and communicative development of preschoolers in kindergarten in various forms: educational activities, consultations, long-term planning, games and play exercises.

Summary of the role-playing game “Going to the store for gifts” in the middle group

Purpose of the game: formation of children’s social experience through play activities.
Tasks:
Educational: Continue to introduce children to social reality.

To consolidate children’s ideas about the profession of driver, conductor, and salesperson.
Establish rules of conduct in public places (transport, shops).
Educational: To develop in children the desire to do something nice for others.
Instill elements of social communication skills, develop role-playing dialogue “seller - buyer”.

Educational: foster positive relationships between children.
Instilling in children respect for the work of the driver and controller.

Preliminary work: conversation about the work of the seller, looking at paintings, illustrations depicting transport, a driver on a bus, observing transport, creating a game environment “We are eating, eating!”
Reading fiction: I. Pavlova “By Car”, B. Zhitkova “Traffic Light”.
Material: Toys, bags, wallets with candy wrappers, steering wheel, bag with tickets for the conductor, cash desk.
Progress of the game.
Children enter the hall.
Educator. Hello my friends!
I am happy about this meeting.
What's up, kids?
You are smart and good!

Educator: Children, do you like holidays?
Children: Yes.

Educator: What holiday do you look forward to (love) the most?
Children: New Year.
-Teacher: I also love the New Year, when it smells like a Christmas tree and tangerines.

-Educator: Why (why) do you love New Year? What do you like about this holiday?
Children: children's answers.

-Educator: Grandfather Frost gives gifts, everyone congratulates each other and prepares gifts for family and friends. I also love receiving gifts, because it’s so nice, and I also like giving gifts.

-Educator: Do you like to give gifts?
Children: Yes.
Educator: Children, on the eve of the New Year, a new toy store has opened in our city. Here you can buy gifts for friends and family.
Children, let's visit a new store and buy New Year gifts for our family and friends.
Educator: Children, what should we take with us to the store? (bring to the point that it is necessary to take money, the teacher hands out money (candy wrappers).
Educator: The store is located far away, on the next street. How can we get to the store?
Children: Car, bus.
Educator: I suggest we go by bus, because there are a lot of us. Where can we get a bus?
Children: Build.
Educator: Good idea, what should we build from?
Children: From the chairs.
Educator: Will there be chairs instead of seats?
Construction of a bus.
Educator: Here we have built a bus, to travel by bus, we need to choose a driver.
Educator: Who will be the driver? (the boy gets the steering wheel).
Who will be the conductor? (hands the child a bag with tickets).
When boarding the bus, the teacher reminds the rules of behavior, the boy lets the girl through. The conductor gives tickets to passengers.
Educator: Come on, children, we will remember the rules of behavior in transport.
Children: You need to fasten your seat belts, you can’t make noise, you can’t play around, you need to listen carefully to the controller when she announces a stop.
Educator: We are all ready for the journey and take our seats.
Bus driver - Attention, the bus is leaving! Fasten your seat belts.
The bus departs to the accompaniment of music.
The music plays “We are sitting on the bus...”
When leaving the bus, the teacher reminds that boys get off first and shake hands with girls.
Educator: Here we are at the store. Let's remember the rules of behavior in the store.
A variety of toys are placed on the shelves.
Educator: Children, go to the display case and look at the toys.

Educator. I will be the seller, and you are the buyers, get in line.

Teacher-seller: Dear customers, we are happy to serve you in our store.
Have you already chosen something (addresses the first child), what should you offer (show)? Who are you choosing a gift for? (the teacher offers a variety of goods).
After serving 2-3 people, the teacher changes roles with the children.
Educator. Children, I also want to buy a gift for my friend, who can replace me while I choose a gift?
The child stands behind the counter and takes on the role of a seller. The teacher gets in line: “Whoever is last, I will be behind you.”
After everyone has bought gifts, the teacher thanks the “seller” for his help.
Children leave the store. The teacher can offer the role of driver to another boy. The children “return” to kindergarten with a song.

Consultation for parents: “The role of educational games for children 3 - 4 years old”

What is necessary for a child to grow up smart, inquisitive, and quick-witted? It is necessary to listen to the child, understand the characteristics of his age, and evaluate his own individual capabilities.
The age of three years for a child is the milestone at which early childhood ends and preschool age begins. At this age, the child gradually begins to separate himself from adults and enters into a more independent life. By the age of three, the child already understands, knows and can do a lot, strives to learn more and more. The adult's task is to help him with this. Familiarity with the objects around him is the main thing in the mental development of preschoolers. Shape, color, size, location in space, movement of surrounding objects - everything that captivates a child.
The games and activities offered to children for this age are based primarily on the child’s actions with a variety of objects. Games in which the child will have to compare objects by shape, color, size, and also find the same ones among them, are useful for perception. An adult sometimes does not need to pay attention to other important features of objects (for example, their properties, purposes). If difficulties arise in the baby, you need to help him.
When organizing games with a child, you need to take a close look at him and evaluate his individual characteristics. So, for example, if your child copes with tasks quickly and easily, you can offer him more complex ones. If he has difficulties, it is better to linger longer on the simpler ones. Under no circumstances should you blame your child for not being able to do something, even if his peers do it easily.
Do not forget that it is important not only to teach a child certain knowledge and skills, but also to develop the ability to defend his decision and instill in him self-confidence. Special attention must be paid to the implementation of creative tasks, because they usually have multiple solutions. You also need to teach your child to accept criticism without offense and put forward new ideas. Here it is necessary to take into account the child’s individual traits: if he is brave enough and self-confident, then you can begin to teach him to critically evaluate his answers. But if the baby is indecisive or shy, it is better to first support any initiative and encourage him. If the child tries to change tasks very quickly, in this case it is necessary to captivate him with the task, teach him to find new details in it, enriching the familiar with new content. If, when performing a game task, the child stops at the smallest details, thereby not moving forward, you need to help him leave the excess and choose one option, practice the ability to smoothly move from one idea to another, which is important when performing creative tasks.
When working with your child, do not forget that the baby’s actions are just beginning to become purposeful. It is still difficult for him to firmly follow the intended goal and he is easily distracted, moving from one activity to another, because. Children get tired quickly. A child can only focus on a small number of objects at a time. When a child sees new and bright objects, he easily becomes interested, but he can also easily and quickly lose interest. Therefore, if you want to organize educational games and activities, remember three rules:
1. You should not give your child toys that you plan to play with for constant use, so that the child does not lose interest in them.
2. While playing, the child should not be distracted by foreign objects. Everything unnecessary needs to be removed from the baby’s field of vision.
3. keep the games very short (5 minutes is enough) and fairly simple. But always ensure that the child finishes the job he has started. After this, you can change the game to a new one. You will immediately notice that the child’s attention will come to life again.
Every game is played with other children and with an adult. It is in the game that the child learns to rejoice in the success of a friend and endures his failures. Support, goodwill, a joyful atmosphere, fantasies and inventions - only in this case will games be useful for the development of the child.
Each game can be played with one child or with several. It’s even better to play with the whole family, putting off your own chores for at least a few minutes. The joy that you bring to your child will become your joy, and the pleasant moments spent together will help you make your life together more fun and kind. So play together with your baby!

Educational games for older children
Games aimed at developing logic in senior preschoolers
Game "Find options".
Target: develop logical thinking and intelligence.
Game material and visual aids: cards with the image of 6 circles.
Description: Give the child a card with a picture of 6 circles, ask them to paint them in such a way that there are equal numbers of filled and unshaded figures. Then view and calculate all painting options. You can also hold a competition to see who can find the largest number of solutions.

Game "Wizards".
Goal: to develop thinking and imagination. Game material and visual aids: sheets depicting geometric shapes.
Description: Children are given sheets depicting geometric shapes. Based on them, it is necessary to create a more complex drawing. For example: rectangle - window, aquarium, house; circle - ball, snowman, wheel, apple. The game can be played in the form of a competition: who can come up with and draw the most pictures using one geometric figure. The winner is awarded a symbolic prize.
Game "Collect a flower".
Target: develop thinking, the ability to analyze and synthesize.
Game material and visual aids: cards depicting objects related to the same concept (clothing, animals, insects, etc.).
Description: Each child is given a round card - the middle of the future flower (one - a dress, the second - an elephant, the third - a bee, etc.). Then the game is played in the same way as in lotto: the presenter distributes cards with images of various objects. Each participant must assemble a flower from cards, the petals of which depict objects related to the same concept (clothing, insect, etc.).
Game "Logical endings".
Target: develop logical thinking, imagination, ability to analyze.
Description: Children are asked to complete the sentences:
Lemon is sour, and sugar... (sweet).
You walk with your feet, but throw... (with your hands).
If the table is higher than the chair, then the chair... (below the table).
If two are more than one, then one... (less than two).
If Sasha left the house before Seryozha, then Seryozha... (left later than Sasha).
If a river is deeper than a stream, then a stream... (smaller than a river).
If the sister is older than the brother, then the brother... (younger than the sister).
If the right hand is on the right, then the left... (on the left).
Boys grow up and become men, and girls... (women).
Game "Ornament".
Target: develop logical thinking and analytical ability.
Game material and visual aids: 4-5 groups of geometric shapes (triangles, squares, rectangles, etc.), cut out of colored cardboard (figures of one group are divided into subgroups differing in color and size).
Description: Invite your child to consider how you can create patterns from geometric shapes on a playing field (sheet of cardboard). Then lay out the ornament (according to a model, according to your own plan, under dictation), using such concepts as “right”, “left”, “above”, “below”.
Game "Helpful - Harmful."
Target: develop thinking, imagination, ability to analyze.
Description: consider any object or phenomenon, noting its positive and negative sides, for example: if it rains, this is good, because the plants drink water and grow better, but if it rains for too long, this is bad, because the roots of the plants may rot from excess moisture.
Game “What did I wish for?”
Target: develop thinking.
Game material and visual aids: 10 circles of different colors and sizes.
Description: lay out 10 circles of different colors and sizes in front of the child, invite the child to show the circle that the teacher ordered. Explain the rules of the game: when guessing, you can ask questions, only with the words more or less. For example:
- Is this circle larger than red? (Yes.)
- Is it bigger than blue? (Yes.)
- More yellow? (No.)
- Is this a green circle? (Yes.)
Game "Plant Flowers".
Goal: develop thinking.
Game material and visual aids: 40 cards with images of flowers with different petal shapes, sizes, and core colors.
Description: Invite the child to “plant flowers in the flowerbeds”: in a round flowerbed all flowers with round petals, in a square flowerbed - flowers with a yellow core, in a rectangular flowerbed - all large flowers.
Questions: what flowers were left without a flowerbed? Which ones can grow in two or three flower beds?
Game "Group by characteristics."
Target: consolidate the ability to use generalizing concepts, expressing them in words.
Game material and visual aids: cards with images of objects (orange, carrot, tomato, apple, chicken, sun).
Description: lay out cards in front of the child with images of different objects that can be combined into several groups according to some characteristic. For example: orange, carrot, tomato, apple - food; orange, apple - fruits; carrots, tomatoes - vegetables; orange, tomato, apple, ball, sun - round; orange, carrots - orange; sun, chicken - yellow.
Game "Remember faster."
Target:
Description: invite the child to quickly remember and name three round objects, three wooden objects, four pets, etc.
Game "Everything that flies."
Target: develop logical thinking.
Game material and visual aids: several pictures with various objects.
Description: Invite the child to select the proposed pictures based on the named characteristic. For example: everything is round or everything is warm, or everything is animate that can fly, etc.
Game "What is it made of"
Goals: develop logical thinking; consolidate the ability to determine what material an object is made of.
Description: the teacher names some material, and the child must list everything that can be made from it. For example: tree. (You can use it to make paper, boards, furniture, toys, dishes, pencils.)
Game "What happens...".
Target: develop logical thinking.
Description: invite the child to take turns asking each other questions in the following order:
- What is big? (House, car, joy, fear, etc.)
- What is narrow? (Path, mite, face, street, etc.)
- What happens to be low (high)?
- What is red (white, yellow)?
- What is long (short)?

Generalized pedagogical experience of the teacher

municipal budgetary preschool educational institution

"Kindergarten No. 4 "Romashka"

city ​​of Belev, Tula region

DOSOVOY

OLGI YUREVNA

Topic: “Monitor training technology in working with preschoolers”

Idea: By including the child in the process of self-realization and personalization, the teacher encourages active communicative activities.

IPM 2. Conditions for the formation of experience.

Introducing many innovations while working in a kindergarten, I realized that innovative technologies should not be one-sided, offering the development of only the mental abilities of children. Innovation in education should carry, first of all, the process of developing a little person’s confidence in himself and his abilities. In my opinion, today, the most difficult innovation lies in the consciousness of the teacher himself. It is necessary to change the authoritarianism of education in the thinking of teachers. My task is to put the child on an equal level with myself, to give the child the opportunity to adequately manage himself and the world around him. I think innovation in education should focus on creating individuals who are primed for success.

A child’s mastery of the position of a subject requires a special pedagogical technology, the essence of which is to deploy a palette of various children’s activities in front of the child and transfer the student to the position of a subject of children’s activity. For this purpose, I use elements of monitor training in working with children of senior preschool age.

As an analysis of pedagogical practice in modern education shows, in recent years there has been a clear transition to humanistic methods of teaching and raising children. But still, in the educational process, contradictions remain between:

- “frontal” forms of education and purely individual methods of educational and cognitive activity of each child;

Between the need for differentiation of education and the uniformity of content and teaching technologies,

Between the predominant explanatory and illustrative method of teaching and the activity-based nature of teaching.

One of the important directions for solving these problems is the introduction of new pedagogical technologies.

The idea of ​​forming experience was inspired by studying the theory of S. Wilderspin, who organized mutual teaching schools (monitoring schools) for young children.

In my work, I tried to modernize the technology of monitor training and adapt it to work with preschool children. We assumed that its implementation in kindergarten practice would be successful provided:

• taking into account sensitive periods of child development;
• taking into account the different levels of development of children;
• well-established social interaction: establishing communication connections between participants in the process (teachers and children), a dialogue form of relationships;
• motivation of the child’s activity in the process of interaction;
• stimulation of children's activity;
• creating an atmosphere of passion.

The introduction of monitor learning will require not only the psychological readiness of children for new ways of learning, but also a fundamental change in the pedagogical paradigm - the relationship between the teacher and the student, the style of behavior of the teacher.

While working on the problem, I went through several stages:

STAGE I

Preparatory (Definition of goals, objectives of research) – 2009-2010 academic year

STAGE II

Formative (Studying scientific and methodological literature on the problem, identifying the potential capabilities of the preschool educational institution, highlighting the main directions in work, etc.) - 2009-2010 academic year

STAGE III

Current (Planning, regulation, creation of a subject-development environment, methodological base, etc.) 2010-2011 academic year

IV STAGE

Diagnostic (Selection of diagnostic material for children, first diagnosis of children) 2010 – 2011 academic year

V STAGE

Analytical (Analysis of work in this area, analysis of children’s diagnostics) – 2011-2012 academic year

VI STAGE

Final (Summarizes, formulates conclusions, conducts consultations on work in this direction) 2011 – 2012 academic year

IPM 3. Theoretical basis of experience.

Domestic and foreign psychologists argue that a preschool child strives to achieve integrity, but the very concept of integrity in relation to a preschool child is not interpreted unambiguously. So, M.V. Krulecht believes that holistic developmenta child is “the unity of individual characteristics, personal qualities, the child’s mastery of the position of a subject in children’s activities.”

Research by scientists in recent years convincingly proves that the intensive intellectual, emotional and personal development of a child, his well-being and social status in the peer group are associated with mastering the position of a subject of children's activities. This position is manifested in independence of goal setting and motivation of activity, finding ways and means of its implementation, self-control and self-esteem, and the ability to get results.

Based on the fact that the motivation of a child’s activity is one of the conditions for the success and effectiveness of learning, we studied the most common motives that influence the behavior of each person, relying on the research of A.V. Petrovsky. “The basis of the motivation of a person as an individual,” writes A.V. Petrovsky, “one should look not in his biological nature and not in the mysterious desire for “self-actualization,” but in real social relations, in his activities, in his social life.” A. V. Petrovsky identifies, first of all, a person’s need for self-expression as one of the main motives of activity.

Another motivator of human activity is his personalization, that is, recognition by other people as a person significant to them. By including the child in the process of self-realization and personalization, the teacher encourages everyone to engage in involuntary but active mental activity and achieve solutions to the assigned tasks. We found the implementation of these motives in the earlier experience of teaching schoolchildren.

The English teacher S. Wilderspin (1792-1866) organized mutual education schools (monitorial schools) for young children. The work in them was based on the method of mutual teaching, intended for teaching school-age children. The organization of the children and the environment was as follows: in each class, the most capable child was appointed as a monitor, and then the teacher could use his help, encouraging him to repeat his explanation loudly and clearly, while the other children reproduced this explanation just as loudly and clearly. The monitors were allowed to pose questions to the children at their own discretion. The monitors were detained after classes and trained separately. At the same time, S. Wilderspin noted that it is necessary to “make sure that monitors do not imagine too much about themselves, because the tendency to ambition is so great at an early age.”

Analyzing all of the above, we come to the conclusion that the problem of developing the intellectual abilities of children has been and is being given great attention and is given great importance.

IPM 4. Relevance and prospects of experience.

The preschool years are the period of the most intensive development, the age of great potential, the birth of personality, the formation of the foundations of self-awareness and value orientations, the manifestation of the child’s first creative abilities, his individuality.

How to help a child enter the modern world and get to know it, become familiar with its values, teach him to be independent and skillful, able to enter into real business relationships with adults and peers, make decisions and be responsible for their consequences - this is not a complete range of questions that are asked thoughtful kindergarten teachers and parents of preschoolers.

The modern model of education presupposes high requirements for the development of children’s competence in the communicative sphere, the sphere of relationships to the world, to people, to themselves.

Preschool age is a sensitive period for the fundamental development of a person’s personality and it is very important to select such pedagogical technologies that will be focused on understanding and establishing humane relationships between children and the outside world and people. In my opinion, and It is precisely the technology of monitor learning that presupposes a high development of communication skills, a flexible organization of direct educational activities, taking into account the multi-level development of children. Organization of training using elements of this technology creates a comfortable environment and a situation of success, stimulates the cognitive interest of children, and contributes to the development of their general educational and communication skills.

The essence of introducing elements of monitor training is that almost all children are involved in the process of cognition, they have the opportunity to understand and reflect on what they know and think, each makes their own special individual contribution to solving the common problem: there is an exchange of knowledge, ideas, ways of doing things.

primary goal implementation of this technology – development of free communication between preschoolers and adults and children.

Tasks :

1. Development of all components of children's oral speech;
2. Enriching children's knowledge and ideas about the world around them;
3. Encouraging children to actively interact in the system of social relations.

As you know, motives are a powerful activator of human activity. The attitude towards the matter and its effectiveness are largely determined by the nature of the dominant motives. We studied the most common motives that influence the behavior of each person, based on the research of A.V. Petrovsky. He identifies, first of all, a person’s need for self-expression as one of the main motives of activity. Another motive for activity is its personalization, that is, recognition by other people as a person significant to them.

The desire to earn praise and approval from adults, to establish and maintain good relationships with people is also one of the most significant motives for interpersonal behavior for a child in older preschool age. Another equally important motive is the desire for self-affirmation. In children's role-playing games, this is realized in the fact that the child strives to take on the main role, lead others, is not afraid to enter into competition and strives to win it at all costs. Along with motives of this type, prosocial motives begin to play a significant role in the behavior of preschool children: empathy, the desire to help another person, and some others.

The process of personality development and improvement of a child’s behavior based on direct imitation of people around him, especially adults and peers, becomes very noticeable in preschool age. We can say that this age represents a sensitive period in the development of personality based on imitation, accompanied by the consolidation of observed forms of behavior, initially in the form of external imitative reactions, and then in the form of demonstrated personality qualities.

Therefore the idea experience is as follows: by including the child in the process of self-realization and personalization, the teacher encourages, as it were, involuntary, but active mental and communicative activity.

IPM 5. Novelty of experience

• Adaptation of monitor technology to working conditions with preschool children;
• The features of the personality-oriented interaction between the teacher and children have been identified (creation of a unified emotional and sensory basis for the interaction process; constant “appeal to the child” as an equal” and the ability of the teacher to take the position of the child and act in it; ensuring the leading role of the teacher, who at the same time organizes a joint activity, in the form of “co-creation” between the teacher and the child, and participates in it, which gives rise to a complex of personal manifestations of both subjects of the educational process);
• The structural components of monitor training technology are identified;
• The features of using elements of monitor training in working with low-performing and gifted children have been identified;

IPM 6. Targeting of experience

The experience can be used by educators and teachers of preschool educational institutions, schools, and additional education institutions. The experience is available to both beginning teachers and experienced teachers. Can be used when organizing group work.

IPM 7. Labor intensity of experience

1. It is impossible to transfer all stages and structural components of monitor technology to work with preschool children. Within the framework of kindergarten, some components of activity technology seem meaningless. We have to take into account that the older preschooler, due to age restrictions, does not have sufficient experience necessary to implement them.
2. The implementation of this technology requires a lot of training from the teacher, both for children - monitors, and for the organization of a diverse subject-development environment.
3. There is a high probability of children overestimating their capabilities, since many children have not formed an adequate assessment of their personality.
4. Poor speech development in children slows down the communication process.

IPM 8. Technology of experience.

It is well known that personality develops only in the processown activities.You can teach a person to swim only in water, you can teach a person to act only in the process of activity, you can teach a child to communicate with adults and peers only in the process of live, free communication.

However, it is important that internal The motives for such communication were pleasant emotions associated with job satisfaction, a sense of personal competence, and self-esteem. Monitor training, just in time, implements all these approaches.

How do we implement this technology in preschool educational institutions?

I watched older preschoolers play with the kids. They try to teach them, protect them, imitate the teacher. But still, this shows a child’s spontaneity, so kids trust them more, quickly accept their rules, they are more open with older children than with adults, they communicate as if on the same wavelength, trusting and opening up to each other.

And this feature formed the basis of my idea - to organize creative laboratories, the leaders of which will be the children themselves.

For example, while implementing the “Book Week” project in the younger group, the Storyteller comes to visit the kids, this is a child who has taken over as a teacher for a while. The storyteller is interesting to children as a character, but at the same time she solves educational problems in her own way: she teaches children to listen, analyze, and draw conclusions.

Children - monitors take this very seriously and prepare. The teacher works through the course of the event with the child, learns something by heart, and children prepare some material at home with their parents. But basically, I rely on material familiar to children of older preschool age. For example, this is conducting experiments, excursions, telling familiar fairy tales, etc.

An important point is the preparation of a subject-development environment. Children's laboratories are not stationary; we prepare them as needed in one group or another, according to the topic. All children in the group can take part in the preparation by making their proposals. I try to make the subject-development environment rich, bright, and mobile.

In kindergarten we organize such laboratories - research, creative, young readers, etc. The head of the laboratory can come up with his own name for the event and suggest a plot. Every child can become a leader. It depends on the desire, interests of the children, and knowledge of the material. But everyone definitely tries themselves in one activity or another. After all, everyone wants to be in the role of a teacher.

Why do we think that the teacher will do a better job of explaining? Younger children look forward to meeting their older friends with great pleasure and perceive them as a real educator.

This technique allows you to solve problems that are especially relevant for children and older preschool age: the development of communication and creative abilities, the formation of the social and personal sphere.

I give every child the opportunity to express themselves in one activity or another. Someone works in the Kalya-Malyamych workshop, someone runs a laboratory, someone conducts excursions.

Children who are usually modest and not talkative in life are revealed in the role of educator. This raises their self-esteem and they feel confident in their abilities.

For children with weaker abilities, a standard lesson plan may require clarification. I believe that it is for such children that monitor learning technology is a supporting factor. The essence of training such child monitors is that new information is given in small doses in combination with individual tasks and is accompanied by a detailed discussion of each fragment by the children themselves. The role of the teacher in the work of the laboratory has a coordinating function. Monitor training acts as one of the types of maintaining children’s activity and increasing self-esteem. Children with weak abilities need to create a situation of success more than others.

For gifted children and children with good abilities, this technology is not supportive, but stimulating, activating independent cognitive activity. With such children, more complex material is prepared, and the role of the teacher in the work of the laboratory is reduced to a minimum. However, I adhere to the theory of S. Wilderspin that it is necessary to “make sure that monitors do not imagine too much of themselves, for there is a great tendency towards ambition even at an early age.”

Nobody forces children to work in the laboratory, but almost all children express a desire to “be in the teacher’s place.”

Children can work in pairs, which combines two pupils at will. Each child in a pair performs his own task. For example, in a teaching situation in visual arts, one child can talk about the features of the landscape, the diversity of landscapes, and the second child tells the technique of performing the work. Pairs can be static or dynamic. Thus, each child of the couple can express themselves in one or another type of activity and support each other in a difficult situation.

The main advantages of using this technology:

• in the process of speech, mental activity skills are developed, memory work is activated, and previous experience and knowledge are mobilized and updated;
• every child and monitor and the children they invite to their laboratories feel relaxed;
• responsibility increases not only for one’s own successes, but also for the results of collective work;
• an adequate self-esteem of the individual, one’s capabilities and abilities, advantages and limitations is formed.

The introduction of monitor technology into work with children is carried out gradually, taking into account the age characteristics of preschoolers.

Junior preschool age- technologies are used: work in pairs and “round dance”.

Pair work - children learn to interact with each other, pairing up at will. Working in pairs, the child feels pride in his achievements and self-esteem from completing the task. Working in pairs has a positive effect on the initial stage of developing self-esteem in a child.

“Round dance” - at this age the adult is the leader, since children cannot independently complete the task in turn. The teacher, with the help of a ball or other object, teaches children to complete a task one by one, thereby developing in them such qualities as the ability to listen to answers and not interrupt each other.

Middle preschool age- technologies are added: “chain”, and at the end of the year - “carousel” and “interview”.

“Chain” - the initial stage of work was the interactive technology “Round Dance”. Using the “chain” technology, children continue to develop skills of voluntary behavior, such as: following the rules of turn, the ability to work in a team, subordinating their desires to the desire of the team. But unlike other ages, the children themselves monitor the observance of the order.

"Carousel" - in this technology, the created dynamic pair stimulates communication between all children. Each new dialogue develops in the child such moral and volitional qualities as mutual assistance, cooperation skills, and the ability to accept and understand a new perspective on a problem. This is achieved due to the fact that each new dialogue is somewhat different from the previous one (questions, intonation), thereby creating a situation of success, in the process of which the child continues to form a positive self-esteem. The teacher invites the children to agree on who will be paired with whom, which of the pair of children will stand in the outer circle, and who in the inner. Children in the inner circle ask questions to the outer circle.

“Interview” - thanks to this technology, children actively develop dialogical speech, which encourages children to interact “adult - child”, “child - child”. At the initial educational stage, the teacher himself chooses the child who will be interviewed (by counting, etc.). The questions used are not complicated, such as: “What did you like?”, “What did you not like?”, “What did you do?” etc.

Senior preschool age- technologies are added: work in small groups (work in threes), “big circle”.

Small groups (work in threes) - are created for children who are afraid to open up in large groups. Due to the fact that these groups are relatively stable and small in number, favorable conditions are created for the disclosure of such children. Children are asked to agree with whom they would like to join the subgroup and are allowed to choose those with whom they would feel comfortable.

At this age, children create small groups at will, in which they feel comfortable and reveal their potential.

The “Big Circle” technology is a technology that allows each child to speak out and develop communication skills, establish cause-and-effect relationships, draw conclusions from the information received and solve the problem. The teacher creates a problematic situation or gives a description of a logical problem and offers to discuss it, encouraging children to constructive interaction.

Each child in the “Big Circle” expresses his opinion, then transfers the right to express his thought to another child, taking his hand. After listening to all the statements, one of the children draws conclusions from the information received.

In older preschool age, thanks to the introduction of this technology, the child learns to communicate, interact with people around him in joint activities, learn basic rules and norms of group behavior, which allows him in the future to get along well with people and establish normal business and personal relationships with them. .

Thus, the joint activity of preschoolers during monitor technology occurs in a process of goodwill and mutual support, which allows children not only to gain new knowledge, but also to develop their communication skills, transferring them to higher levels of cooperation.

IPM 9. Effectiveness of experience.

The use of this technology involves the formation of a UUD. Monitoring of the formation of prerequisites for universal educational activities was carried out according to the following indicators:

1. Formation of personal prerequisites for UUD:

Formation of cognitive and social motivation;

Formation of adequate self-esteem;

Formation of the ability to come to the aid of a friend;

Developed ability to take into account someone else’s point of view.

2. Formation of regulatory prerequisites for UUD:

Ability to work under instructions from an adult;

Understanding the specified error and its correction at the request of an adult;

Ability to maintain a task throughout the entire duration of the task;

Willingness to choose an occupation for yourself from those offered to choose from.

3. Formation of communicative prerequisites for UUD:

Initiative cooperation:

Ability to ask questions; ask for help; formulate your difficulties;

Offer assistance and cooperation;

Shows activity in interaction to solve communicative and cognitive problems.

Collaboration planning:

The ability to ask questions necessary to organize one’s own activities and cooperate with a partner;

Ability to negotiate the distribution of functions and roles in joint activities.

Interaction:

Ability to formulate one’s own opinion and position;

The ability to construct statements that are understandable to a partner;

Ability to construct a monologue statement;

Ability to conduct oral dialogue in accordance with the grammatical and syntactic norms of the native language;

The ability to listen to your interlocutor.

Communication management:

The ability to adequately assess one’s own behavior and the behavior of others;

Ability to provide mutual assistance in cooperation;

The ability to take into account the position of the interlocutor when working in pairs or in a team;

Ability to take different positions in interaction;

Active and interested participation in joint activities.