Features of organizing and conducting classes in different age groups. “Traditional and non-traditional forms and methods of teaching children mathematics. What types of preschool activities are non-traditional

Non-traditional forms of classes in institutions

additional education for children.

Additional education aimed at the diversified development of a child’s personality presupposes, in particular, the need for a harmonious combination of educational activities, within the framework of which basic knowledge, abilities and skills are formed, with creative activities associated with the development of individual inclinations of students, their cognitive activity, the ability to independently solve non-standard problems. tasks, etc. A wide range of directions and spheres of educational and social activity, diverse forms and methods used in the educational process make it possible to satisfy the diverse needs of students and give them the opportunity to express themselves in various types of creative and social activities.

Why do children today have no deep interest in learning? There are many reasons. This is a flow of information on television and radio, which provides unstable knowledge. This is the atmosphere of society, which makes us and our children indifferent. This is simply the reluctance of children to learn. How to ensure that educational work is not forced, that it is a need and desire to acquire knowledge. This question is also relevant because in our time it is necessary to be competitive. Currently, our children are offered ample opportunities to occupy their leisure time. And teachers of additional education need to make sure that the children come to them (and not just come), but remain in the association for the entire period of study. And this is possible if the teacher’s eyes sparkle, if he is constantly looking for something new and interesting, if he moves away from ordinary standard classes and invites students into the world of additional education using new, non-traditional forms of their organization.

The use of non-traditional forms of classes is a powerful stimulus in learning; it is a varied and strong motivation. Through such activities, cognitive interest is aroused much more actively and quickly, partly because a person by nature likes to play, another reason is that there are much more motives in the game than in ordinary educational activities. Thanks to non-traditional forms of classes, tension is relieved and there is an emotional impact on children, thanks to which they develop stronger, deeper knowledge. Conducting such classes indicates the attempts of teachers to go beyond the template in building the methodological structure of the educational lesson. Understanding the pedagogical process of a preschool educational institution allows us to identify two main functions of education: the function of transmitting a message, or expressing meaning (teaching educational material according to the program); the function of communication, that is, providing understanding, motivation to action, emotional satisfaction.

Modern teachers carry out the first function relatively easily, having a foundation of special knowledge acquired in pedagogical universities. The functions of ensuring understanding (beyond the real differentiation of the educational process depending on the educational capabilities of students), awakening to study (low level of motivation), emotional satisfaction (boredom, fear of an undesirable assessment) are poorly implemented within the framework of traditional classes. Non-traditional activities compensate for this deficiency.

The significance of these activities in the general educational process is determined, first of all, by the fact that the educational activity itself, aimed in its traditional understanding at the assimilation by the group of students as a whole of the requirements of the basic educational program, not adequately coupled with creative activity, is capable of , paradoxically, lead to inhibition of the intellectual development of children. Getting used to performing standard tasks aimed at consolidating basic skills that have a single solution and, as a rule, a single predetermined path to achieve it based on some algorithm, children have practically no opportunity to act independently, effectively use and develop their own intellectual potential. On the other hand, solving standard problems alone impoverishes the child’s personality, since in this case the high self-esteem of students and the assessment of their abilities by teachers depends mainly on diligence and diligence and does not take into account the manifestation of a number of individual intellectual qualities, such as invention, quick wit, ability for creative search, logical analysis and synthesis. Thus, one of the main motives for using non-traditional activities in additional education is to increase the creative and exploratory activity of children, which is equally important for students whose development corresponds to the age norm or is ahead of it (for the latter, the framework of the standard program is simply too tight), and for children requiring special correctional work, since their developmental delay and, as a consequence, decreased academic performance in most cases are associated precisely with the insufficient development of basic mental functions.

By introducing non-traditional activities into the educational process, the additional education teacher pursues the following goal: creating conditions for the development of cognitive activity of students in classes in creative associations.

Achieving this goal is facilitated by solving the following tasks:

Studying the literature on this issue, analyzing the state of this problem in science;

Study of this problem in the system of additional education;

Development of conditions that allow intensifying the cognitive activity of students in creative associations;

Development of students' creative abilities.

Non-traditional classes have their own order of work according to some types:

The teacher must present the selected material in an interesting, unusual form. Rational alternation of activity involves replacing one type of activity with another, fundamentally different in the nature of the impact on the body. In this case, each new routine moment turns into a kind of rest, active, relieving fatigue caused by previous activity. (I.M. Sechenov).

In such a lesson, a variety of student activities should be used. The tasks should be feasible for children, but not too easy.

Children should receive emotional satisfaction from the activity.

The tasks should force children to think, try, make mistakes, and finally find the correct answer.

According to the goals and content of training, the position of the teacher in the educational process, and the nature of his activities, principles, methods and forms of teaching change. In non-traditional teaching, the teacher’s activity changes radically. Now the main task of the teacher is not to “convey”, “present”, “explain” and “show” to students, but to organize a joint search for a solution to the problem that has arisen before them. The teacher begins to act as the director of a mini-play, which is born directly in the process of activity. New learning conditions require the teacher to be able to listen to everyone on every question, without rejecting a single answer, to take the position of each respondent, understand the logic of his reasoning and find a way out of the constantly changing educational situation, analyze the answers, proposals of children and quietly lead them to a solution Problems.

Creative principles help to understand the main thing in a non-traditional activity:

The principle of an individual approach to students. It requires constructing a lesson taking into account the personal needs of children, creating conditions for the development of their individual inclinations, interests, and inclinations.

The principle of connection between theory and practice. Requires a closer connection between non-traditional forms of education and regular classes: theoretical and practical material receives additional confirmation.

The principle of consciousness and activity. It involves creating conditions for the student to become interested in the lesson, creative activity in its preparation and implementation, and satisfaction with its results.

The principle of selectivity. It involves the selection of forms, methods and means of conducting non-traditional classes, taking into account the age and preparedness of students, and whether they have interests in classes.

The principle of connection between theory and practice. It involves revealing to children the role of labor and technology in various spheres of human life, the practical significance of the knowledge, skills and abilities they acquire in the classroom.

The principle of voluntary participation in activities. It assumes that children have a specific range of interests, which allows them, among many types of activities, to choose the one that best suits their internal needs.

The principle of entertainment. Requires the use of a variety of forms, methods and means of teaching:

Guided by these principles, the teacher sets the general direction for pedagogical creativity, focuses on very specific learning activities: rejection of the template in organizing the lesson, from routine and formalism in its conduct, maximum involvement of students in active activities in the lesson, use of various forms of group work, support for alternatives , plurality of opinions, development of the communication function in the classroom as a condition for ensuring understanding, motivation to action, feeling of emotional satisfaction, “hidden” differentiation of students according to capabilities, interests, abilities and inclinations, the use of assessment as a formative (and not just a resultant) tool.

Among the main factors that awaken a child to activity are: cognitive interest (leading factor); the creative nature of the activity (a powerful stimulus for knowledge); competitiveness (stimulating factor); playful character; emotional impact.

Preparing and conducting a lesson in any non-traditional form consists of four stages: concept, organization, conduct, analysis.

The idea is the most difficult and responsible stage. It includes the following components: determining the time frame; topic definition; determining the type of activity; choice of non-traditional form; the choice of forms of educational educational work, the choice of which depends on several factors, the main of which are: the specifics of the course and group being studied, the characteristics of the topic (material), the age characteristics of students. In practice, it is advisable to do the following: first determine the topic and type of lesson, based on the listed factors, choose a specific non-traditional form. When choosing forms of educational work, two main factors should be taken into account: the features and capabilities of the chosen form; characteristics of the group (including what forms of educational work - individual, collective, frontal - and how often they were used in this group).

The organization of preparation for a non-traditional lesson consists of substages: distribution of responsibilities (between the teacher and students); writing a lesson script (indicating specific goals); selection of tasks and criteria for their assessment, lesson methods and teaching aids; development of criteria for assessing student activity.

Then comes the immediate stage of conducting a non-traditional lesson.

The final stage is an analysis, evaluation of the past lesson, answers to questions: what worked and what didn’t; what are the reasons for failures, assessment of all the work done; a look “backward” that helps to draw conclusions for the future, you need to pay attention to the following important points

The forms of conducting non-traditional educational classes in preschool educational institutions are selected by the teacher, taking into account the age-related psychological characteristics of children, the goals and objectives of the educational program of additional education, the specifics of the subject and other factors. The most common forms in additional education can be:
- For preschoolers, conversation with game elements; fairy tale; role-playing game; travel game; simulation game; quizzes, competitions, contests, competitions, etc.

Activities based on imitation of activities during social and cultural events: correspondence excursion, excursion into the past, travel game, walks, etc.
- Activities based on children’s imagination: activity – fairy tale, activity – surprise, etc.

Despite the variety of types of classes, they all must meet some general requirements, the observance of which helps to increase the effectiveness of teaching: the teacher must clearly formulate the topic and purpose of the lesson, each lesson must be teaching, developing and educating, the lesson must be a combination of collective and individual work of students . It is necessary to select the most appropriate teaching methods, taking into account the level of preparedness of children, and also take into account the fact that the learning of educational material must be carried out in the classroom using health-saving technologies.

Thus, non-traditional classes are classes that differ in the organization of activities, in the structure of content, in the use of teaching aids in preparation, as well as in the nature of the teacher-student relationship. A non-traditional lesson differs from a traditional one: in preparation and conduct; according to the structure of the lesson; on the relationship and distribution of responsibilities between the teacher and students; on the selection of educational materials and criteria for their evaluation; according to the methodology for assessing activities.

In recent years, interest in non-traditional forms of conducting preschool education classes has increased significantly. This is due to various transformations, the active implementation of various pedagogical innovations, proprietary programs and textbooks.

But, despite all the advantages, many teachers continue to adhere to the structure of a traditional lesson when performing any didactic task, be it the formation of new knowledge or the development of skills. This is explained by the fact that the practical skill of constructing a traditional lesson, developed by teachers over the course of decades, has become a kind of psychological barrier, which can only be overcome by realizing that presentation and consolidation are not the main goal of the teacher and that the lesson can be built on the basis of other goals according to another didactic scheme.

So, non-traditional classes are extraordinary approaches to teaching an academic discipline; these are always holidays when all students are active, when everyone has the opportunity to express themselves in an atmosphere of success. These classes include a wide variety of forms and methods, especially such as problem-based learning, search activities, interdisciplinary and intrasubject connections, reference signals, notes, etc. Tension is relieved, thinking is enlivened, interest in the educational program as a whole is excited and increased.

And it is additional education that has great opportunities for introducing non-traditional forms of learning into the educational process, which contribute not only to the development of students’ cognitive activity, but also to the formation of children’s interest in creativity.

The types of activities in preschool educational institutions differ from the age of the children, their individual characteristics, and socialization. Each lesson is aimed at developing one or another personality quality.

Otherwise, the Federal State Educational Standard clearly regulates the types of activities that the teacher must take into account in the educational process.

Direct educational activities in preschool educational institutions according to the Federal State Educational Standard

Federal State Educational Standard is a federal state educational standard developed for the comprehensive development of the individual.

When drawing up a program for preschool institutions, the following are taken into account:

individual capabilities and aspirations of the student;
cooperation and desire for contact with adults;
the nature of interaction with children and adults;
respectful attitude towards peers and parents.

The Federal State Educational Standard controls that the educational process is indirect; both the student and the adult must be involved in learning.

Previous strictly regulated forms of education are becoming more flexible, meeting the capabilities and needs of children of primary, middle and senior preschool age.

The main goals that the Federal State Educational Standard faces when raising children in preschools:

physical development;
speech development;
development of communication skills;
personal development;
development of motivation;
development of socialization;
development of cognitive interest;
development of artistic skills and aesthetic taste.

Children of early preschool age implement the above skills through educational games with composite toys, physical exercises, experiments with various substances, household items, communication with peers and older children. Together with the teacher, musical works, paintings, fairy tales and poems are analyzed.

For children of senior preschool age, didactic games are role-playing in nature, preschoolers learn to follow rules and hierarchy, classes are exploratory in nature, self-service is taught, and household work skills are developed. Folklore, history, and fiction are studied in the lessons.

The modern educational system involves not only natural, paper and other application materials. Information technology products are also included, problem situations projected in a game format are considered and played out.

The task of the teacher in this case is to organize the educational process in such a way that the child develops comprehensively, intellectually, socially, and shows interest in the world around him and initiative in work activities.

Ways to organize children

All of the above problems are solved in various ways. Sometimes completely opposite approaches are taken for different children.

The following characteristics are taken into account in groups:

a variety of toys and equipment in kindergarten;
age characteristics of children;
safety of indoor conditions;
children's physical fitness level;
teacher qualification level.

Physical exercises are taken as examples, but the process, goals, methods and teacher participation remain similar during educational lessons.

Frontal

The main goal of the pedagogical process is the acquisition and consolidation of children’s motor skills. They work actively and constantly interact with the teacher.

All movements are performed by children simultaneously and synchronously.

In large groups, it is difficult for an adult to pay attention to each student, and therefore improve the quality of movements.

Individual

Each exercise is performed alternately by children in a chain. While one does it, the rest observe and analyze.

The main advantage of the approach is the strict quality of execution. The main drawback is the passivity of other preschoolers. Effectively used at an older age to learn complex exercises.

In-line

To ensure high motor activity, children perform several exercises at once, in a circle, changing settings and equipment.

This is useful for developing endurance, but it is difficult for an adult to keep track of how each child performs the exercise correctly.

Group

Children are divided into several subgroups, where each performs their own task, after which they change. Useful for physical development and developing acceptance of responsibility for one’s actions.

In this method, the teacher has practically no opportunity to find and correct the student’s mistakes.

Classification of GCD in kindergarten

Direct educational activities in a preschool institution have their own classification:

Combined. Simultaneous combination of various types of activities: musical, fine arts, mathematical, gaming.
Integrated. The lesson has one topic, the disclosure of which can be achieved using various methods. The topic can be developed over several lessons and touch on other related aspects. The lesson is necessary not only for learning new material, but also for a deeper understanding of existing knowledge.
Complex. Demonstrative material already familiar to children is used. It is reinforced no more often than once a quarter in a music, art or other lesson related to the direction in art (reading fairy tales, singing songs, theatrical performances).
Non-traditional. Lessons are conducted through gatherings, competitions, writing fairy tales, press conferences, fictional journeys, competitions, etc. More detailed variable information is presented in the table below.

Comparative analysis of types of classes in preschool educational institutions according to the Federal State Educational Standard

1	Comprehensive direct educational activities	Application of traditional activities and arts
2	Integrated direct educational activities	An open lesson, the task of which is to reveal one vital topic.
3	The main topic is educational activities	The dominant task is the development of moral and ethical knowledge
4	Collective educational activities	Writing a letter to a friend, composing a fairy tale one sentence at a time and another
5	Excursion	Visiting nearby district institutions, schools, other kindergarten rooms, libraries to broaden your horizons, develop independence and lack of feelings of fear and uncertainty, develop a sense of adulthood
6	Direct educational activity - labor	Assistance in cleaning the site, planting green spaces to encourage people to work, natural history knowledge
7	Creation	Verbal creativity of children
8	Gatherings	Studying folklore
9	Fairy tale	Speech development of children
10	Press conference	Children take on the role of journalists and ask questions to their favorite characters (from fairy tales, films, representatives of their favorite professions)
11	Journey	Organizing an excursion where the guide is the preschooler himself
12	Experiment	Children study the physical properties of various materials (kinetic sand, plasticine, cardboard, paper, snow)
13	Contest	Teachers organize thematic competitions for children, similar to the games “The Smartest?”, “Brain Ring”, etc.
14	Drawings-essays	The guys create drawings and then have to interpret them and come up with a plot
15	Conversation	Addressing ethical topics, talking with adults about the child’s behavior

Conclusion

In preschool educational institutions, they move away from the concept of “occupation”; the emphasis is on the interests of the student, his activity and interaction with others, the formation of not only everyday skills, but also outlook on life.

Non-traditional forms of educational organization are currently used most effectively in the practice of preschool institutions:

Classes in subgroups (formed taking into account the age characteristics of children),

Club work (manual labor, artistic activities).

Classes are enriched with games and fairy tales. The hidden accounting task captivates the game's design. Such activities help free up time for the child, which he uses at his own discretion: resting or doing things that are interesting and emotionally significant to him.

Teachers use various forms of “hobby activities” in their work, rich in games and independent creative activities. This is especially suitable for productive activities: design and modeling, drawing and appliqué. All this makes classes more interesting, exciting and productive.

Such forms of working with children as lesson - conversation - observation are widely used in practice. Story therapy classes are popular among teachers of preschool educational institutions, since this particular form is special, the interaction “adult - child” is most consistent with the characteristics of childhood. This is an opportunity to form moral values and correct undesirable behavior, a way to develop the necessary competencies that contribute to the constructive socialization of the child. The use of didactic story therapy training in the format of preschool education allows you to quickly and easily acquire the necessary knowledge.

Competition games, KVN, theatrical games, role-playing games, consultations (with another child), mutual learning games (child-child), auctions, doubt games, travel games, dialogues, “Solve the Mystery” games and others, games – diagrams, games – quizzes.

Non-traditional forms of working with children include: methods for increasing cognitive activity (Professor N.N. Poddyakov, A.N. Klyueva), elementary analysis, comparison, modeling and design methods, questions and repetitions, solving logical problems, experimentation and experiments.

Methods for increasing emotional activity (Professor S.A. Smirnov): gaming and imaginary situations, inventing fairy tales, short stories, poems and so on, games - dramatization, surprise moments, elements of creativity and novelty.

Using classes in a non-traditional form helps to involve all children in activities, develops speech, promotes the development of the ability to work independently, and the relationship between children and adults in the group changes.

But you should not get carried away with conducting classes in a non-traditional form if a place has not been found for them among the usual types of classes. If children’s knowledge is tested and enriched or new material is studied, then a non-traditional form can be used. A teacher should always think about searching, trying new methods and techniques in his work, so that children find it interesting and exciting.

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Non-traditional forms of organizing children in the educational process in the ECEC system

Non-traditional classes are classes that differ from traditional ones in the organization of activities, in the structure of content, in the use of teaching aids in preparation, as well as in the nature of the teacher-student relationship. Their goal is extremely simple: to revive the boring, captivate with creativity, and interest in the ordinary, since interest is the catalyst for all educational activities. Non-traditional activities are always holidays when all students are active, when everyone has the opportunity to express themselves in an atmosphere of success. The main thing is that children are interested, so that their performance improves, the effectiveness of the lesson and the entire learning process increases.

Most often, such classes are conducted in the system of additional education, since the specificity of additional education is the principle of freedom of choice, a real opportunity for a creative and non-standard approach to the content, methods and forms of the educational process.

The specifics and possibilities of social and pedagogical activities make it possible to unite all groups of students - gifted, physically disabled, etc. - in the co-creation of children and adults. This circumstance in itself predetermines an innovative approach and non-traditional forms and methods of organizing work that develop in the practical activities of teachers of additional education for children.

This question is also relevant because in our time it is necessary to be competitive. Our children are offered ample opportunities to occupy their leisure time. And teachers of additional education need to make sure that the children come to us (and not just come), but remain in the association for the entire period of study. And this is possible if the teacher’s eyes sparkle, if he is constantly looking for something new and interesting, if he moves away from ordinary standard classes and invites students into the world of additional education.

In the last decade, problem-based and developmental learning classes and various forms of organizing group, collective and individual work have begun to become widely used. Precisely those forms that develop cognitive activity, initiative, and creativity. A lot can be said about all forms and types of non-standard activities.

Non-standard activities can be very diverse.

Types of non-traditional activities

Classes in the form of competitions and games: competition, tournament, relay race, duel, KVN, business game, role-playing game, crossword, quiz, etc.

Classes based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, commentary, brainstorming, interview, reportage, review, etc.

Classes based on a non-traditional organization of educational material: a lesson of wisdom, revelation, a lesson - “the understudy begins to act,” etc.

Activities that resemble public forms of communication: press conference, briefing, auction, benefit performance, teleconference, regulated discussion, panorama, reportage, dialogue, “living newspaper”, oral journal, etc.

Classes based on imitation of the activities of institutions and organizations: investigation, patent office, academic council, circus, creative workshop, etc.

Activities based on imitation of activities during social and cultural events: correspondence excursion, excursion into the past, travel game, walks, etc.

Activities based on children's imagination: activity - a fairy tale, activity - a surprise, etc.

The forms of conducting training sessions in UPEC are selected by the teacher taking into account the age-related psychological characteristics of children, the goals and objectives of the educational program of additional education, the specifics of the subject and other factors. The most common forms in additional education can be:

1) For students of preschool and primary school age:

conversation with game elements;

role-playing game;

travel game;

simulation game;

quizzes, competitions, contests, competitions, etc.

2) For students of secondary school age: lecture;

educational game, role-playing game;

protection of a creative project;

creative competitions;

correspondence excursion;

collective creative work (CTD);

thematic assignments for subgroups.

3) For high school students: problem-based lecture;

press conference;

practical lessons;

thematic discussion;

group consultation;

protection of creative work;

business game, role-playing game;

presentation (type of activity, exhibition, project, etc.).

The use of non-traditional forms of classes, in particular games and discussions, is a powerful stimulus in learning; it is a varied and strong motivation. Through such activities, cognitive interest is aroused much more actively and quickly, partly because a person by nature likes to play, another reason is that there are much more motives in the game than in ordinary educational activities.

The Day of Good Surprises is an exercise in the ability to show signs of attention and bring joy to people.

Tea drinking has great power, creates a special psychological atmosphere, softens mutual relationships, and liberates.

Graduation ring - report of graduates of creative groups, analysis of the past, plans for the future; creating an atmosphere of friendship and mutual understanding; developing the ability to interact with people.

“Die Hard” - solving difficult issues in life together with a group, confidential conversation based on good relationships. Etc.

When conducting open classes, a non-traditional form is always advantageous, because it presents not only game moments, original presentation of material, and students’ engagement not only in preparation, but also in conducting the classes themselves through various forms of collective and group work. In non-traditional classes, the mental processes of students are activated: attention, memorization, interest, perception, thinking. Of course, non-standard classes, unusual in design, organization, and delivery methods, are more popular with students than everyday training classes with a strict and established work schedule. Therefore, all teachers should practice such classes.

Literature

education teaching occupation

1. Ivanchenko V.N. Classes in the system of additional education for children.-Rostov n/a: Teacher, 2007.-288 p.

2. Bordovskaya N.V. Pedagogy: Textbook / N.V. Bordovskaya. - St. Petersburg, 2001. - 304 p.

3. Varlamova, G.G. Non-traditional forms of educational activities as a means of developing cognitive interests. The lesson is a labyrinth. /G.G. Varlamova. //Start school - 2000. - No. 10. - p. 10-14.

4. Non-standard lessons in elementary school (games, competitions, quizzes, tournaments, travel) /Auth. - comp. S.V. Savinova. - Volgograd: Teacher, 2003. - 85 p.

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