Types of non-traditional activities in the dow. Report on the topic: “Non-traditional forms of education for preschoolers. Dow classes. main signs. classification

Municipal Autonomous Preschool Educational Institution
"Dobryansky Kindergarten No. 13"

Consultation for teachers "Non-traditional forms of classes".

Prepared by the teacher Vorontsova A.R.

Dobryanka, 2015

There is such a profession - to educate and teach children. The one who chose it consciously stepped on a difficult, sometimes almost impassable road. Everyone has a different fate in the profession. Some simply fulfill their duties and do not try to discover anything new where, it would seem, everything is open. Others are in an endless search and do not want to repeat the same path over and over again with different groups children.

At present, in the practice of preschool institutions, non-traditional forms of organization of education are effectively used: classes in subgroups, which are formed taking into account the age characteristics of children. When combining children into a subgroup, it should be borne in mind that their level of development should be approximately the same.

Types of non-traditional activities.

Competition classes (lined up on the basis of competition between children): who will quickly name, find, identify, notice, etc.

Classes-KVN (involving the division of children into two subgroups and are held as a mathematical or literary quiz).

Theatrical classes (microscenes are played that carry cognitive information to children).

Classes-plot-role-playing games (the teacher enters the plot-role-playing game as an equal partner, suggesting the storyline of the game and thus solving learning problems).

Consulting classes (when a child learns “horizontally”, consulting with another child).

Mutual learning activities (a “consultant” child teaches other children how to design, apply, draw).

Classes-auctions (conducted as a board game "Manager").

Occupations-doubts (search for truth). ( Research activities children of the type: melts - does not melt, flies - does not fly, swims - sinks, etc.)

Formula lessons (offered in Sh. A. Amonashvili's book "Hello, children!").

Travel activities.

Binary studies (ed. J. Rodari). (Compilation of creative stories based on the use of two objects, from a change in the position of which the plot and content of the story change.)

Fantasy activities.

Classes-concerts (separate concert numbers that carry cognitive information).

Dialogue classes (conducted according to the type of conversation, but the topic is chosen relevant and interesting).

Classes such as "The investigation is conducted by experts" (work with the diagram, map of the kindergarten group, orientation according to the diagram with a detective storyline).

Classes such as "Field of Miracles" (conducted as a game "Field of Miracles" for reading children).

Classes "Intellectual Casino" (conducted by the type of "Intellectual Casino" or quizzes with answers to questions:what? where? when?).

Occupation Requirements

1. Use of the latest achievements of science and practice.

2. Implementation in the optimal ratio of all didactic principles.

3. Providing conditions for the subject-spatial environment for the development of cognitive activity.

4. Compliance with sanitary and hygienic standards for the organization of children's activities.

5. Establishment of integrative links (the relationship of various activities, content).

6. Communication with past classes and reliance on the level achieved by the child.

7. Motivation and activation of the cognitive activity of children (methods and techniques).

8. The logic of building a lesson, a single line of content.

9. The emotional component of the lesson (the beginning and end of the lesson are always held on a high emotional upsurge).

10. Connection with life and personal experience every child.

11. Development of children's skills to independently acquire knowledge and replenish their volume.

12. Thorough diagnostics, forecasting, design and planning of each lesson by a teacher.

Methods for increasing cognitive activity(Prof. N. N. Poddyakov, A. N. Klyueva)

Elementary analysis (establishment of cause-and-effect relationships).

Comparison.

Method of modeling and design.

question method.

repetition method.

Solving logical problems.

Experimentation and experiences.

Methods for increasing emotional activity

(Prof. S. A. Smirnov)

Game and imaginary situations.

Inventing fairy tales, stories, poems, riddles, etc.

Dramatization games.

Surprise moments.

Elements of creativity and novelty.

Humor and joke (educational comics).

Methods of teaching and development of creativity

(Prof. N. N. Poddyakov)

Emotional saturation of the environment.

Motivation of children's activities.

Study of objects and phenomena of animate and inanimate nature (survey).

Forecasting (the ability to consider objects and phenomena in motion - past, present and future).

Game tricks.

Humor and joke.

Experimentation.

Problem situations and tasks.

Obscure knowledge (guesses).

Assumptions (hypotheses).

Non-traditional forms of classes can be combined with circle work: manual labor, fine arts.

Classes are enriched with games and fairy tales. The child, carried away by the idea of the game, does not notice the hidden educational task. These activities help free up the child's time, which he can use at his own discretion: to relax or do what is interesting or emotionally significant for him.

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

The project method is widely used today in work with pupils of different age groups, groups of short-term stay of children in preschool educational institutions. At the same time, according to N.A. Korotkova and a number of other researchers, classes in this case, in contrast to the traditional approach, can be carried out in the form of a joint partner activity of an adult with children, where the principle of voluntary involvement in activities is respected.

This is especially true for productive activities: designing or sculpting, drawing, appliqué.

Widely used various forms"activities with passion", saturated with games and independent creative activities. All this, of course, makes the lesson more interesting, attractive, more productive.

Widespread use in the practice of organizing and conducting classes has received such forms as lesson - conversation and lesson - observation.

These forms are used in senior groups of preschool educational institutions. Fairy tale therapy classes are popular. Fairy tale therapy sessions with children are a special, safe form of interaction with a child, which is most consistent with the characteristics of childhood.

This is an opportunity for the formation of moral values, the implementation of the correction of undesirable behavior, a way to form the necessary competencies that contribute to the constructive socialization of the child. The use of didactic fairy tale therapy trainings in the format of preschool education allows children to easily and quickly acquire the necessary knowledge.

In the process of communication in the classroom, there should be not only one-sided the influence of the teacher on the child, but also the reverse process. The child should be able to make the most of his own, already existing experience, personally significant for him, and not just unconditionally accept (“learn”) everything that the teacher tells him.

In this sense, the teacher and the child act as equal partners, bearers of heterogeneous, but equally necessary experience.

Main idea The purpose of a student-oriented lesson is to reveal the content of the child's individual experience, to coordinate it with the given one, and thereby to achieve personal assimilation of this new content.

The teacher should consider not only what kind of material it will communicate, but what kind of echoes of this material with the personal experience of children are possible. When organizing a lesson, the professional position of the teacher consists in a knowingly respectful attitude to any statement of the child on the content of the topic under discussion.

We need to think about how to discuss children's "versions" not in a rigidly evaluative situation (right - wrong), but in an equal dialogue. Only in this case, children will strive to be "heard" by adults.

Physical education minutes favorably affect the activation of children's activities, help prevent posture disorders. In all kindergartens of the city, physical education sessions are organized systematically. Usually these are short-term breaks (2-3 minutes) for 2-3 physical education exercises in mathematics, native language, and activity classes.

In the second junior and middle groups physical education sessions are held in the form of a game. The time of their implementation and the selection of exercises are determined by the nature and content of the lesson.

So, for example, in the classes of drawing, modeling, physical education includes active flexion, extension of the arms, bringing and spreading the fingers, free shaking of the hands.

In the classroomfor the development of speech, mathematics exercises for the back muscles are used - sipping, straightening with deep breathing through the nose. During the exercises, children, as a rule, remain in their places.

In order to strengthenemotional impact physical education minutes, educators can use small poetic texts. In each age group, classes have their own characteristics both in time and in organization.

With kids:

4th year of life - 10 lessons lasting no more than 15 minutes.

5th year of life - 10 lessons lasting no more than 20 minutes.

6th year of life 13 lessons lasting no more than 25 minutes.

7th year of life - 14 lessons lasting no more than 30 minutes.

Form of organizing children for classes may be different: the kids sit at the table, on chairs arranged in a semicircle, or move freely around the group room.

Lesson efficiency largely depends on how emotionally it flows.

Preparing the teacher for the lesson

When organizing a lesson with preschoolers, it is necessary, first of all, to determine its main goal. And it lies in whether this lesson will be of a developmental nature or pursue a purely educational goal.

At the training lesson, children accumulate the necessary personal experience: knowledge, skills, habits of cognitive activity, and at the developing lesson, using the experience gained, they independently acquire knowledge.

Therefore, in the educational process preschool both developmental and educational sessions should be used.

At the same time, it must be remembered that in order for a child to be successful in his own research activities, he needs certain knowledge and skills. Children begin to acquire the skills of independent research activities in training sessions.

Lesson levels:

1. Higher: forecasting ways to transfer activities to the result set by the learning goals based on feedback and overcoming possible difficulties in working with children.

2. High: the inclusion of children in solving the problem provided for by the purpose of the lesson.

3. Average: revealing the knowledge and skills of children and communicating information in accordance with the topic and objectives of the lesson.

4. Short: organization of interaction with children, explanation of new material according to a pre-planned plan, without intensifying cognitive activity aimed at obtaining a positive result.

Signs of highlearning (during the observation of children up to school age):

identification and awareness of the problem, goal, question, task;

the ability to predict their activities;

the ability to use knowledge in various (non-standard) situations;

independence of activity and overcoming difficulties (independence of the choice of solutions);

logic of thinking;

flexibility of thought;

the speed of transformation of the mode of activity in accordance with the changed situations;

the possibility of rejecting standard solutions (from the stereotype);

search for an expedient option (switching or changing the option).

Practical Tips conducting classes on GEF DO

Consider organizing children in class (alternating different types of children's activities: sitting, standing, on the carpet, in groups, in pairs, etc.)

quality preparation of visual materials classes (accessibility to every child, modernity, quality and size of illustrations, multimedia presentations are possible)

Compliance with the structure of the lesson:

Introductory part (creating motivation and “not forgetting” about it throughout the lesson. For example, if Dunno came, then he “participates” in activities with children throughout the lesson, at the end of the lesson you can sum up on behalf of the character)

Also, in the first part of the GCD, you need to createproblem situation (or problem-search situation) for children, the solution of which they will find throughout the event. This technique allows preschoolers not to lose interest, develops mental activity, teaches children to interact in a team or in pairs.

During the main part, the teacher can usevarious methods of leadership: visual, practical and verbal, allowing to solve the program tasks of the lesson and the set problem-search situations.

After each type of children's activity, the teacher needs toanalysis of children's activities (either on your own behalf, or on behalf of the character, or with the help of other children) is a requirement

In the case when something does not work out for children, the teacher can use such a technique aspedagogical support . For example, the teacher says: “I really liked how Seryozha, Marina and Lena made a traffic light, but Maxim and Oleg’s parts came off, but I think that next time they will definitely try and do everything efficiently”)

Throughout the lesson (especially in groups of older preschool age), the teacher should monitor and encourage children to speech activity with the help of questions. Therefore, questions to children must be thought out in advance, they must be of an exploratory or problematic nature; strive to ensure that children answer with a “full answer”. You also need to control your own speech and build speech phrases in a third person. For example, to move away from the expression: "I want to invite you on a trip ..." - this is not correct, because. the teacher, as it were, “imposes” the upcoming activity. It would be more correct to address the children in this way: "Let's go on a trip ..."

Also, in accordance with the new educational standards, the teacher can usepedagogical technologies: problem-based learning, research activities, project activities, health-saving technologies and more. (Depending on their type of children's activity and on the tasks set in the lesson) For example, in a lesson on cognitive development in the second junior group “On a visit to the Cockerel”, the teacher can conduct articulatory gymnastics for the development of breathing, etc.

The final part of the lesson should be organized in such a way that it can be tracedproblem solving and searching situation (so that children see the solution to the problem: either a verbal conclusion, or the result of productive or research activities, etc.).

It is also necessary to summarize the entire lesson: giveevaluation of children's activities

(you can use pedagogical support, analysis of each other's children, themselves, praise the children on behalf of the character, etc.). The main thing is not to forget about motivation (which was set at the beginning of the lesson, see paragraph above)

4. A distinctive feature of the GEF DO lesson isactive speech activity children (questions to children should be of a problem-search nature), and also carefully thought out.

For example, children need to help Hen find chickens. The teacher might ask, “Do you want to help Hen find the chickens? And how can this be done? That is, the question is problematic and forces the children to think over the answer options: call the chickens, go after them, etc.

5. The teacher is simply obliged to provide children“freedom of choice” of upcoming activities and, at the same time, to captivate children with their skill. For example, the teacher of the first junior group on cognitive lesson told the children the fairy tale "Gingerbread Man", and then offers motivation for the upcoming activity (collective application of the character Gingerbread Man)

“Guys, Kolobok ran away from grandparents, they cry bitterly. How can we help grandparents? Then he offers answers: maybe we should draw Kolobok and give it to grandparents? Thus, she captivated the children, organized the motivation for drawing, interested them, and also solved the educational task: to arouse in children the desire to help grandparents in search of Kolobok.

Thus, it should be concluded that at present the requirements for conducting classes have changed, because. there are pedagogical technologies that must be used in the implementation of the Federal State Educational Standard.

Class analysis map in the preschool educational institution

date

DOW

Children's age

Duration

teacher

Present teacher

Form

Topic

Criteria for evaluation

The ability to make a summary of the lesson and use it creatively (make changes during the lesson.)

Preparing for the lesson

Implementation of sanitary and hygienic requirements

Using diff. forms of organization (work in small groups, in pairs, individual, collective)

Rationality of the choice of methods and techniques of working with children

The ability to regulate the behavior of children in the classroom

Individual work with children

The behavior of children in the classroom (activity, interest, attention)

Evaluation of work (children / teacher) in class

Assimilation of program material by children

Demonstration Selection and distributor material

Rational placement of material

Preliminary work with children

Engine satisfaction. activities of children during class

Change of postures of children during the lesson

Checking the correct posture of children

Corresponding to the duration of the hyenas' occupations. norms

Game tricks

Techniques for attracting and focusing attention

Techniques for ensuring the interest and emotions of children

Techniques for activating self. children's thinking

Techniques for presenting new material based on existing knowledge

high

average

short

Positive moments

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Non-traditional forms of organizing children in the educational process in the UOD 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 the preparation, and also in the nature of the teacher-student relationship. Their goal is extremely simple: to revive the boring, to captivate with creativity, to interest the ordinary, since interest is the catalyst for all educational activities. Non-traditional classes are always holidays, when all pupils are active, when everyone has the opportunity to prove themselves in an atmosphere of success. The main thing is that children should be fascinated, so that their working capacity will increase, the effectiveness of the lesson and the entire learning process will increase.

Most often, such classes are held 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 specificity and possibilities of socio-pedagogical activity make it possible to unite in the co-creation of children and adults all groups of students - gifted, with physical disabilities, etc. This circumstance in itself predetermines the 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 issue 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 guys 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 are on fire, if he is constantly looking for something new and interesting, if he leaves the ordinary standard classes and invites students to the world of additional education.

In the last decade, classes of problem-based and developmental learning, various forms of organizing group, collective and individual work, have begun to be widely used. It is those forms that develop cognitive activity, initiative, creativity. You can talk a lot 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 puzzle, quiz, etc.

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

Lessons based on non-traditional organization educational material: a lesson in wisdom, a revelation, an activity - “understudy begins to act”, etc.

Classes that resemble public forms of communication: a press conference, a briefing, an auction, a benefit performance, a teleconference, a regulated discussion, a panorama, a reportage, a dialogue, a live newspaper, an oral magazine, etc.

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

Classes based on the imitation of activities during social and cultural events: a correspondence excursion, an excursion into the past, a game-journey, walks, etc.

Activities based on the imagination of children: activity - a fairy tale, activity - a surprise, etc.

The forms of conducting training sessions in UDOD 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 in additional education can be the following forms:

1) For students of preschool and primary school age:

conversation with game elements;

role-playing game;

travel game;

simulation game;

quizzes, competitions, competitions, 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 (KTD);

thematic tasks for subgroups.

3) For students of senior school age: a problematic lecture;

press conference;

workshops;

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, discussions, is a powerful stimulus in learning, it is a diverse and strong motivation. Through such activities, cognitive interest is aroused much more actively and faster, partly because a person naturally likes to play, another reason is that there are much more motives in the game than in ordinary learning activities.

The day of good surprises is an exercise in the ability to show signs of attention, to bring joy to people.

Tea drinking - possesses great strength, creates a special psychological atmosphere, softens mutual relations, liberates.

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

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

When conducting open classes an unconventional form is always advantageous, because it presents not only gaming moments, the original presentation of the material, the employment of students 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 pupils are activated: attention, memorization, interest, perception, thinking. Of course, non-standard classes, unusual in design, organization, and methodology, are more popular with students than everyday training sessions with a strict and established work schedule. Therefore, all teachers should practice such classes.

Literature

education pedagogical occupation

1. Ivanchenko V.N. Classes in the system of additional education for children.-Rostov n / D: 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 training sessions as a means of forming cognitive interests. Lesson - maze. /G.G. Varlamov. //Begin. school - 2000. - No. 10. - p. 10-14.

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

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4. Non-traditional forms of classes

At present, in the practice of preschool institutions, non-traditional forms of organization of education are effectively used: classes in subgroups, which are formed taking into account the age characteristics of children. They are combined with circle work: in manual labor, in fine arts. Classes are enriched with games and fairy tales. The child, carried away by the idea of the game, does not notice the hidden educational task. These activities help free up the child's time, which he can use at his own discretion: to relax or do what is interesting or emotionally significant for him.

Widely used are various forms of "hobby classes", saturated with games and independent creative activities. All this, of course, makes the lesson more interesting, attractive, more productive. Such forms as lesson-conversation and lesson-observation have been widely used in the practice of organizing and conducting classes. These forms are used in senior groups of preschool educational institutions.

Fairy tale therapy classes are popular. Fairy tale therapy classes with children are a special, safe form of interaction with a child, which is most consistent with the characteristics of childhood. This is an opportunity for the formation of moral values, the implementation of the correction of undesirable behavior, a way to form the necessary competencies that contribute to the constructive socialization of the child.

The use of didactic fairy tale therapy trainings in the format of preschool education allows children to easily and quickly acquire the necessary knowledge.

5. Features of organizing and conducting classes in different age groups

Achieving positive results depends on the right organization educational process. When attending classes, first of all, you should pay attention to the observance of hygienic conditions: the room must be ventilated; in general normal lighting, the light should fall from the left side; equipment, tools and materials and their placement must meet pedagogical, hygienic and aesthetic requirements.

The duration of the lesson must comply with the established norms, and the time must be fully used. Great importance has the beginning of the lesson, the organization of children's attention, the setting of an educational or creative task for the children, an explanation of how to fulfill it.

It is important that the educator, while explaining, showing the methods of action, activates the children, encourages them to comprehend, remember what he is talking about. Children should be given the opportunity to repeat, pronounce certain provisions (for example, how to solve a problem, make a toy). The explanation should not take more than 3-5 minutes.

During the lesson, the teacher attracts all children to active participation in the work, taking into account their individual characteristics, forms the skills of educational activities in children, develops the ability to evaluate and control their actions. The educational situation is used to develop in children a benevolent attitude towards comrades, endurance, purposefulness.

During the lesson, the teacher communicates knowledge to children in a strict logical sequence. But any knowledge (especially new) should be based on the subjective experience of the child, his interests, inclinations, aspirations, individually significant values that determine the uniqueness of perception and awareness of the world around each child.

In the process of communication in the classroom, there is not only a one-sided influence of the teacher on the child, but also the reverse process.

The child should be able to make the most of his own, already existing experience, personally significant for him, and not just unconditionally accept (“learn”) everything that the teacher tells him.

In this sense, the teacher and the child act as equal partners, bearers of heterogeneous, but equally necessary experience. The main idea of a student-oriented lesson is to reveal the content of the child's individual experience, to harmonize it with the given one, and thereby achieve personal assimilation of this new content.

The teacher must consider not only what material he will communicate, but what possible overlaps of this material with the personal experience of children.

When organizing a lesson, the professional position of the teacher consists in a knowingly respectful attitude to any statement of the child on the content of the topic under discussion.

One of the forms of increasing the working capacity of children, preventing fatigue associated with great concentration, prolonged attention strain, as well as the uniform position of the body while sitting at the table, is a physical education minute. Physical education has a positive effect on the activation of children's activities, helps to prevent posture disorders. In all kindergartens of the city, physical education sessions are organized systematically. Usually these are short-term breaks (2-3 minutes) for 2-3 physical education exercises in mathematics, mother tongue, and activity classes. In the second junior and middle groups, physical education sessions are held in a playful way. The time of their implementation and the selection of exercises are determined by the nature and content of the lesson. So, for example, in the classes of drawing, modeling, physical education includes active flexion, extension of the arms, bringing and spreading the fingers, free shaking of the hands. In the classes on the development of speech, mathematics, exercises for the back muscles are used - sipping, straightening with deep breathing through the nose. During the exercises, children, as a rule, remain in their places. In order to enhance the emotional impact of physical education minutes, educators can use small poetic texts.

In each age group, classes have their own characteristics both in time and in organization.

4th year of life - 10 lessons lasting no more than 15 minutes.

5th year of life - 10 lessons lasting no more than 20 minutes.

6th year of life 13 lessons lasting no more than 25 minutes.

7th year of life - 14 lessons lasting no more than 30 minutes.

Classes for additional education, if such are provided for by the work plans of the preschool educational institution, are carried out in agreement with the parent committee. In the second younger group - 1 lesson, in the middle group - 2 lessons, in the older group - 2 lessons, in the preparatory group for school - 3 lessons per week.

In accordance with the approximate regimes of the day and the time of year, classes in groups are recommended to be held from September 1 to May 31. The educator is given the right to vary the place of classes in the pedagogical process, integrate the content of various types of classes depending on the goals and objectives of training and education, their place in the educational process; reduce the number of regulated classes, replacing them with other forms of education.

At early preschool age, games are held with children - classes. In the first group of early age, classes are conducted with children individually. Due to the fact that in the first year of a child's life, skills are formed slowly and frequent exercises are required for their formation, games - classes are carried out not only daily, but several times during the day.

In the second group of early age, 2 classes are held with children. The number of children participating in classes depends not only on their age, but also on the nature of the lesson, its content.

All new types of classes, until the children master the primary skills and master the necessary rules of conduct, are carried out either individually or with a subgroup of no more than 3 people.

With a subgroup of 3–6 people (half of the age group), classes are held to teach objective activities, design, physical education, as well as most speech development classes.

With a group of 6-12 people, you can conduct classes with a free form of organization, as well as musical and those where the leading activity is visual perception.

When combining children into a subgroup, it should be borne in mind that their level of development should be approximately the same.

The duration of the lesson is 10 minutes for children from 1 year 6 months and 10-12 minutes for older children. However, these figures may vary depending on the content of the learning activity. Activities of new types, as well as those that require more concentration from children, can be shorter.

The form of organizing children for classes can be different: the kids sit at the table, on chairs arranged in a semicircle, or move freely around the group room.

The effectiveness of the lesson to a greater extent depends on how emotionally it flows.

An important didactic principle, on the basis of which the methodology of classes with children of the 2nd year of life is built, is the use of visualization in combination with the word.

Education of young children should be visual and effective.

In groups of older children, when cognitive interests are already developing, it is enough to report on the topic or the main goal of the lesson. Older children are involved in organizing the necessary environment, which also contributes to the emergence of interest in the lesson. However, the content and nature of setting learning objectives are of primary importance.

Children are gradually accustomed to certain rules of behavior in the classroom. The educator reminds the children about them all the time both during the organization of the lesson and at the beginning of it.

At the end of the lesson with older children, the general total of cognitive activity is formulated. At the same time, the educator strives to ensure that the final judgment is the fruit of the efforts of the children themselves, to encourage them to emotionally evaluate the lesson.

The end of the lesson in the younger groups is aimed at strengthening positive emotions associated with both the content of the lesson and the activities of children. Only gradually in middle group some differentiation is introduced in the assessment of the activities of individual children. The final judgment and assessment is made by the educator, from time to time involving children in it.

The main form of education: developing classes using methods, didactic games, game techniques.

The main forms of organizing children of older groups in the classroom are frontal and subgroup.

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The types of activities in the preschool educational institution differ from the age of the children, their individual features, socialization. Each lesson is aimed at developing one or another personality trait.

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

Directly educational activities in the preschool educational institution according to the Federal State Educational Standard

GEF - federal state educational standard, designed for the all-round development of the individual.

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

individual capabilities and aspirations of the educated person;
cooperation and desire for contact with adults;
nature of interaction with children and adults;
respect for peers and parents.

The Federal State Educational Standard controls that the education process is mediated, both the educator and the adult should be involved in the training.

The previous strictly regulated forms of education are becoming more flexible, meeting the capabilities and needs of children of younger, middle and older preschool ages.

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

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 realize the above skills through educational games with compound 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 older preschool age, didactic games are of a plot-role-playing nature, preschoolers learn to follow the rules and hierarchy, classes are of an exploratory nature, self-service is taught, skills of domestic work are developed. Folklore, history, fiction are studied at the lessons.

The modern educational system implies not only natural, paper and other application material. Products included information technologies, problem situations projected in a game format are considered and played out.

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

Ways to organize children

All of the above problems are solved in different ways. Sometimes completely opposite approaches are applied to different children.

The following characteristics are taken into account in groups:

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

Physical exercises are taken as examples, but the process of implementation, goals, methods and involvement of the educator remain similar during educational lessons.

Frontal

The main goal of the pedagogical process is the acquisition and consolidation of children's motor skills. They are actively working, constantly interacting 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 pupil, and therefore improve the quality of the movements.

Individual

Each exercise is performed alternately by children in a chain. While one is doing, the rest are watching and doing the analysis.

The main advantage of the approach is the strict quality of execution. The main drawback is the passivity of other preschoolers. It is effective to use at an older age for learning complex exercises.

inline

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 the correct exercise of each of the children.

Group

Children are divided into several subgroups, where each performs its task, after which they change. It is useful for physical development and the development of taking 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

Immediate educational activities in a preschool institution has its own classification:

Combined. Simultaneous combination of various activities: musical, fine arts, mathematical, gaming.
Integrated. The lesson has one theme, the disclosure of which can be achieved by various methods. The topic can be developed over several sessions and affect other related aspects. The lesson is necessary not only for learning new material, but also for a deeper understanding of existing knowledge.
Complex. Material already familiar to children is used. It is fixed no more than once a quarter at a musical, visual or other lesson related to the direction in art (reading fairy tales, singing songs, theatrical performances).
Unconventional. Lessons are conducted through gatherings, competitions, storytelling, press conferences, fictional travels, competitions, etc. More detailed information is presented in the table below.

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

1	Integrated directly educational activities	Application of traditional activities and arts
2	Directly integrated 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 activity	Writing a letter to a friend, writing a fairy tale from one sentence and another
5	Excursion	Visiting nearby institutions of the district, schools, other kindergarten rooms, libraries to broaden horizons, develop independence and lack a sense of fear and the unknown, develop a sense of adulthood
6	Directly educational activity - labor	Assistance in cleaning the site, planting green spaces for familiarization with work, natural history knowledge
7	Creation	Children's verbal creativity
8	gatherings	study of folklore
9	Story	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	Organization of excursions, where the guide is the preschooler himself
12	Experiment	children study physical properties various materials (kinetic sand, plasticine, cardboard, paper, snow)
13	Competition	Educators organize thematic competitions for children by analogy with the game “The smartest?”, “Brain ring”, etc.
14	Drawings-compositions	The children create drawings, and then they must interpret them and come up with a plot
15	Conversation	Raising ethical topics, talking with adults about the child's behavior

Conclusion

In the preschool educational institution, they depart from the concept of "occupation", the bias is on the interests of the educated person, his activity and interaction with others, the formation of not only household skills, but also views on life.

"Non-traditional organization of educational activities

in accordance with GEF DO".

“Make a serious activity entertaining for a child

– that is the task of initial education”

K.D. Ushinsky.

Today, a new system of preschool education is being established in society. The fundamental documents of the regulatory legal framework of the preschool education system, mandatory for execution in all types and types educational organizations, the guideline for the development of the system of preschool education are:

United Nations Convention on the Rights of the Child

Constitution of the Russian Federation

Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation"

Federal state educational standard for preschool education

“The procedure for organizing and implementing educational activities” (approved by order No. 1014 of August 30, registration with the Ministry of Justice on September 26, 2013);

Sanitary and epidemiological requirements for the device, content and organization of work in preschool organizations.

The “Law on Education” gave teaching staff the opportunity to choose educational programs. But whatever program the kindergarten chooses, the content of preschool education should be aimed at solvingthe following tasks:

maintaining the health of the child;
development of basic personality traits;
building an educational process based on the game as the main activity of a preschooler.

The basis of the effectiveness of the work of the preschool educational institution is the constant improvement of the educational process, which affects the results of the work of the preschool educational institution

The main feature of the organization of OD in preschool educational institutions at the present stage:

withdrawal from educational activities (classes),
raising the status of the game as the main activity of preschool children;
inclusion in the process of effective forms of work with children: ICT, project activities, game, problem-learning situations within the framework of the integration of educational areas.

The most important condition for the development of a preschooleris the skillful inclusion of it in educational activities, which is based on adequate forms of work with children and an individual approach.

It should be noted that educational activities are carried out throughout the entire time the child is in a preschool organization. This:

Joint (partnership) activities of a teacher with children:

Educational activities in regime moments;
Organized educational activities;

Independent activity of children.

Educational activities are carried out in various types of activities and cover structural units representing certain areas of development and education of children ( educational areas):

Social and communicative development;
cognitive development;
Speech development;
Artistic and aesthetic development;
Physical development.

OOD is the main form of education in kindergarten.

OOD is the leading form of organizing joint activities of an adult and children, which is determined by the level of development general education program preschool education and solving specific educational problems by the age of children, the immediate environment of the educational institution, the current topic, etc. But the learning process remains. Teachers continue to "engage" with children.

Meanwhile, it is necessary to understand the difference between the "old" training and the "new".

The GEF DO is based on the most important didactic principle - proper organized learning leads to development, the result of which is the success of the upbringing and education of children in a preschool educational institution. OOD - combines the learning function and joint activities. The standardization of preschool education does not provide for the presentation of strict requirements for children of preschool age, does not consider them in a rigid "standard" framework.

In this regard, the question arises: what is the difference between classes and organized educational activities?

And above all, this is the difference in updating the structure and forms of organization of the entire educational process, in its individualization, changing the position of the educator (adult) in relation to children.

Educational activities are implemented through the organization of various types of children's activities or their integration using various forms and methods of work, the choice of which is carried out by teachers independently, depending on the contingent of children, the level of development of the Program and the solution of specific educational problems.

Over the years of existence of the system of preschool education, the most

a common model for organizing the educational process was the model

including three components:

Conducting classes (according to the schedule at which

educational objectives formulated in comprehensive programs for

sections)

Solving educational problems and developing children's skills and abilities in

during regime moments of joint activities of an adult and children (morning

reception, walk, getting ready for bed, meals, etc.)

Consolidation of the knowledge and skills acquired by children in individual work

and independent activity;

Consequently, OD is implemented through the organization of various types of children's activities (play is the main type of children's activity throughout the preschool age;

Motor - motor mode is a rational combination of different types, forms and content of a child's motor activity. It includes all types of organized and independent activities. In the system of physical culture and health-improving work of a preschool institution, physical culture holidays, sports leisure, and health days occupy a strong place. Interesting content, humor, musical arrangement, games, competitions, joyful atmosphere contribute to the activation of motor activity;

Communicative- which implies a wide

a look at the speech development of children, as well as the use of different forms: conversation, situational tasks, communication on certain topics, guessing and inventing riddles by children, story games, reminders, etc .;

Self-service and elementary household work- the main direction of labor activity in the preschool world is to teach the child to serve himself. Among the types of labor activity: self-service labor (life culture skills), labor in nature, familiarization with the labor of adults, household labor (commonwealth of an adult and a child, joint activity), manual labor;

Cognitive research- This type of activity is important and one of the leading ones. It is in the process of exploration that the child learns the world and learning new knowledge. Cognitive and research activities are important in every age period, while according to the principle of using age-appropriate types of children's activities in different age groups, this can be observation, experimentation, targeted walks, and excursions, as well as solving problem situations;

Productive - this type of activity involves not only drawing, modeling, appliqué, etc., but also project activities, which may include parents, older preschoolers and other participants in the educational process;

Perception fiction and folklore -this type of activity is understood as the child's ability, first of all, to listen, understand the work, communicate with the book, leaf through it, and look at the illustrations.

Consequently, this is how the way children's activities are organized changes: not the guidance of an adult, but the joint (partnership) activities of an adult and a child - this is the most natural and effective context for development in preschool childhood.

The development of activities is carried out in joint activities with adults, then in joint activities with peers, and, finally, it becomes an independent activity of the child.

Every teacher is concerned about such questions : how to make each lesson interesting, exciting, to ensure that it develops cognitive interest, creative, mental activity of the pupil.

Modern teachers are constantly looking for new forms"revival" process. Non-traditional forms and methods of training and education contain great potential for solving these problems.

The use of non-traditional methods helps to get away from monotony, allows you to teach children in cooperation, gives students the opportunity to open up from new sides.

A non-standard lesson is an impromptu learning lesson that has a non-traditional(not installed) structure.

The effectiveness of non-traditional forms of education and upbringing is well known.

No matter how experienced the educator or teacher is, he always has to look, think, try to make his classes interesting.

Signs of an unconventional occupation:

It carries elements of the new, the external framework and venues change.

Extra-curricular material is used, collective activity is organized in combination with individual.

People of different specialists are involved in the organization of the lesson.

Emotional uplift of pupils through the design of the group, the working board, the use of music, video.

Organization and implementation of creative tasks.

Pre-planning is required.

Clearly define 3 didactic tasks.

Creativity of pupils should be directed to their development.

Types of non-traditional activities.

Competition classes (lined up on the basis of competition between children): who will quickly name, find, identify, notice, etc.

Classes-KVN (involving the division of children into two subgroups and are held as a mathematical or literary quiz).

Theatrical classes (microscenes are played that carry cognitive information to children).

Classes-plot-role-playing games (the teacher enters the plot-role-playing game as an equal partner, suggesting the storyline of the game and thus solving learning problems).

Consulting classes (when a child learns “horizontally”, consulting with another child).

Mutual learning activities (a “consultant” child teaches other children how to design, apply, draw).

Classes-auctions (conducted as a board game "Manager").

Occupations-doubts (search for truth). (Research activities of children like: melts - does not melt, flies - does not fly, swims - sinks, etc.)

Formula lessons (offered in Sh. A. Amonashvili's book "Hello, children!").

Travel activities.

Binary studies (ed. J. Rodari). (Compilation of creative stories based on the use of two objects, from a change in the position of which the plot and content of the story change.)

Fantasy activities.

Classes-concerts (separate concert numbers that carry cognitive information).

Dialogue classes (conducted according to the type of conversation, but the topic is chosen relevant and interesting).

Classes such as "The investigation is conducted by experts" (work with the diagram, map of the kindergarten group, orientation according to the diagram with a detective storyline).

Classes such as "Field of Miracles" (conducted as a game "Field of Miracles" for reading children).

Classes "Intellectual Casino" (conducted by the type of "Intellectual Casino" or quizzes with answers to questions: what? where? when?).

Methods of preparing and conducting classes in an unconventional form

It is inappropriate to refer to such forms too often, since this can lead to the loss of sustainable interest in the subject and the learning process;

It is necessary to think very carefully about the goals of training and education, which are set in a non-traditional lesson;

An unconventional activity should be entertaining;

At an unconventional occupation, an atmosphere of kindness, creativity, and joy should reign.

Preparation and conduct of classes in any non-traditional form consists of four stages :

1. Intention.

2. Organization.

3. Holding.

4. Analysis.

At the heart of the diverse forms of classes there are - general specifications :

Each lesson has a goal, specific content, certain methods of organizing activities;

Any lesson has a certain structure, that is, it consists of separately interconnected stages;

The construction of the lesson is carried out in a certain logic, depending on its purpose and type.

Thus, non-traditional activities have distinctive features.

Firstly , this is clarity, compactness, high information content of the educational

material - the lesson should be small in volume, but capacious, which is possible with an integrative approach, when a particular object or phenomenon is considered from several sides in its different aspects.

Second feature is the logical interdependence,

the interconnection of integrated subjects in the classroom is ensured

interpenetration of material from different educational areas through

a variety of activities.

It is important that educational areas are combined with one another and there is a connecting element between them - an image.

Switching to a variety of activities helps to keep

attention of children, which increases the efficiency of the lesson, relieves fatigue and overstrain. Combining different areas of knowledge in one lesson saves time for playing, walking, joint with the teacher and independent activities of preschoolers.

Yes, by the end school year in older preschoolers, an emotional and conscious attitude to art is formed, creative activity, independence, initiative increase, tension and stiffness decrease, behavior becomes more open.

The benefits of non-traditional activities is to increase motivation

learning, during which a phenomenon is considered from several

parties, forming cognitive interest.

Pushing pupils to mental activity, non-traditional

classes in kindergarten teach to receive information, thinking outside the box, compare

and summarize it, draw conclusions.

Since they take place in an easy, playful way, they are much easier to transfer than classes in individual subjects. Children do not overstrain and study with great interest.