Basic conditions for conducting classes in preschool educational institutions and interactive teaching methods
- correct definition of the topic of the lesson, careful selection of program content and tasks;
- inclusion of children’s previous experience in the educational process (using the apperception method);
- a thoughtful combination of individual and group forms of work with children, changing the types of activities of preschoolers;
- the use of interactive teaching methods, activation of children’s mental activity at all stages of the lesson;
- the presence of high professional qualities of the teacher, which will ensure creative cooperation and interaction;
- the presence of a meaningful game-based subject-development environment, rich didactic material;
- mandatory consideration of the age and individual characteristics of children, their creative abilities.
Interactive technologies in teaching preschoolers
Interactive technology means to interact, communicate with someone; This is a special form of organizing cognitive and communicative activities in which all participants are covered by communication (everyone freely interacts with everyone else, participates in an equal discussion of the problem).
Interactivity develops responsibility and self-criticism in a child, develops a creative approach to solving problems, teaches him to correctly and adequately assess his strengths, and see “blank spots” in his knowledge. The main element of an interactive lesson is dialogue.
During interactive learning, children actively communicate, argue, disagree with the interlocutor, and prove their opinion.
One of the main conditions for conducting classes in preschool educational institutions is the use of interactive teaching methods, activating the mental activity of children at all stages of the lesson.
Interactive methods of teaching and interacting with children
Interactive teaching methods are ways of targeted interaction between adults and children that provide optimal conditions for their development.
Interactive learning for preschoolers is a specific form of organizing educational activities, the purpose of which is to provide comfortable conditions for interaction in which each child feels his success and, by performing certain intellectual work, achieves high productivity.
Interactive teaching methods provide such learning that enables children in pairs, microgroups or small groups to work through educational material, talking, arguing and discussing different points of view.
Interactive forms and methods of working with children
1. The essence and basic concepts of interactive learning
One of the most important activities for preschool age is communication. It is a necessary condition for personal development. Therefore, the task of the teacher and educator is to specially organize this activity, creating an atmosphere of cooperation and mutual trust within it - children with each other, children and adults. The solution to the problem is the use of interactive methods by the teacher and educator. The meaning of the concept “interactive methods” consists of the concepts “method” and “interactive”. Method is a way of purposeful interaction between the teacher and participants to solve pedagogical problems. In the concept of “interaction”, two terms can be distinguished: “inter” - between, “action” - increased activity between someone.
Thus, interactive methods are enhanced pedagogical interaction, mutual influence of participants in the pedagogical process.
Interactive - means the ability to interact or be in a conversation mode, dialogue with something (for example, a computer) or someone (a person). Consequently, interactive learning is, first of all, dialogue learning, built on the interaction of children with the learning environment, the educational environment, which serves as an area of mastered experience, during which the interaction between the teacher and the student takes place.
The essence of interactive methods is that learning occurs in the interaction of all children, including the teacher. These methods are most consistent with a student-centered approach to learning. They involve co-education, and both the child, the teacher, and the educator are subjects of the educational process. At the same time, the teacher often acts only as an organizer of the learning process, a group leader, and a creator of conditions for the initiative of preschoolers.
The educational process, which is based on interactive learning, is organized in such a way 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. The joint activity of preschoolers in the process of learning and mastering educational material means that everyone makes their own special individual contribution, there is an exchange of knowledge, ideas, and methods of activity. Moreover, this happens in an atmosphere of goodwill and mutual support, which allows not only to gain new knowledge, but also develops the cognitive activity itself, transfers it to higher forms of cooperation and collaboration.
One of the goals of interactive learning is to create comfortable learning conditions, such that the learner feels successful, intellectually competent, which makes the entire learning process productive and effective. Interactive activity involves the organization and development of dialogue communication, which leads to interaction, mutual understanding, joint decision and acceptance of the most common, but significant tasks for each participant.
2. Features of interactive learning
What are the features of interactive learning?
Firstly, interactive pedagogical interaction is characterized by a high degree of intensity of communication between its participants, their communication, exchange of activities, change and diversity of their types, forms and techniques.
Secondly, interactive learning is based on children's direct interaction with their own experiences and the experiences of their friends, since most interactive exercises appeal to the experience of the child himself. New knowledge and skills are formed on the basis and in connection with such experience.
Thirdly, often tasks do not require one correct answer, and the dominance of either one speaker or one opinion is excluded. And then the process of finding a solution is important, which is always based on the child’s experience.
Fourthly, interactive learning is characterized by purposeful reflection by the participants of their activities and the interaction that took place.
Fifthly, interactive learning is aimed at changing and improving the behavior patterns and activities of participants in the educational process.
Sixthly, during interactive learning, children learn to formulate their own opinions, express thoughts correctly, build evidence of their point of view, lead a discussion, listen to another person, and respect alternative opinions.
Seventh, in the course of dialogue, participants develop the ability to think critically, reason, and solve conflicting problems based on an analysis of the information they hear and circumstances; they learn to weigh alternative opinions and make thoughtful decisions. With such an organization of work, the child can not only express his opinion, view, give an assessment, but also, having heard the evidentiary arguments of his “colleagues,” abandon his point of view or significantly change it.
Forms of organizing interactive interaction:
1) Individual (each participant completes the task independently);
2) Steam room (the task is performed in pairs);
3) Group (the task is performed in subgroups);
4) Collective or frontal (all participants perform the task simultaneously);
5) Planetary (a group of participants receives a common task, for example, to develop a project; is divided into subgroups, each of which develops its own project, then voices its own version of the project; after that, the best ideas are selected that make up the overall project).
3. Interactive teaching methods
What are interactive learning methods? Currently, methodologists and practical teachers have developed many forms and methods of group work for teaching. The most famous of them:
— case-study (analysis of specific, practical situations);
— interactive and role-playing games:
- "brainstorm";
— discussions and debates;
— project method;
- method of associations.
These forms/methods are effective if the lesson discusses any problem in general, about which children have initial ideas obtained earlier in the classroom or in everyday experience. In addition, the topics discussed should not be closed or very narrow.
Characteristic features of interactive techniques are:
1. The presence of participants whose interests largely intersect or coincide.
2. The presence of clearly defined rules (each technique has its own rules).
3. Having a clear, specific goal.
4. Interaction of participants to the extent and in the manner that they themselves determine.
5. Group reflection.
6. Summing up.
For preschoolers, games are more suitable teaching methods. A characteristic feature of a role-playing game is the conventionality of actions, which makes communication lively and exciting. The goal of the game is to develop skills and attitudes, not to deepen knowledge. Methods of conducting role-playing games contribute to the development of critical thinking skills, problem solving, practicing various behavioral options in problem situations, and developing understanding of other people. Through the game, participants can better understand their own actions in real life and get rid of fear for the consequences of their mistakes.
The main thing in organizing an interactive game with preschoolers is to create conditions for them to gain meaningful experience in social behavior. Interactive play is understood not simply as the interaction of preschool children with each other and with the teacher, but as a jointly organized cognitive activity of a social orientation. In such a game, children not only learn new things, but also learn to understand themselves and others, and gain their own experience. There are many options for interactive games, but the way they are played is quite universal and is based on the following algorithm:
— Teacher selection of tasks and exercises for a group of children. (It is possible to conduct a preparatory lesson.)
— Preschoolers are introduced to the problem to be solved and the goal to be achieved. The problem and purpose of the task must be clearly and clearly formulated by the teacher, so that children do not have a feeling of incomprehensibility and uselessness of what they are going to do.
Children are informed about the rules of the game and given clear instructions.
During the game, children interact with each other to achieve the goal. If some stages cause difficulties, the teacher corrects the preschoolers’ actions.
At the end of the game (after a short pause designed to relieve tension), the results are analyzed and the results are summed up. The analysis consists of focusing on the emotional aspect - on the feelings that the preschoolers experienced, and discussing the content aspect (what they liked, what caused difficulty, how the situation developed, what actions the participants took, what the result was).
It is important that children enjoy the game by trying themselves in a new situation. An interactive game should not be confused with a role-playing and business game. Role-playing is essentially like theater: in it, solving a problem is not the main thing; the main thing is that there are those who play roles and observers. During the business game, professional skills are formed on the basis of acquired experience and personal qualities.
Interactive methods of teaching and developing speech for preschoolers
Microphone is a method of work during which children, together with the teacher, form a circle and, passing an imitated or toy microphone to each other, express their thoughts on a given topic.
For example, a child takes a microphone, talks about himself in a few sentences, and passes the microphone to another child.
All statements made by children are accepted and approved, but not discussed.
Debate is a method of work during which children stand in a circle, express their thoughts on a given topic, passing the microphone to each other, but the statements are discussed: children ask each other questions, answer them, looking for a way to solve the problem.
(For example, Seryozha is in a bad mood, so the children suggest ways to cheer up or eliminate the problem that affected the boy’s mood).
Together - a method of work during which children form working pairs and complete the proposed task, for example, take turns describing a picture.
Chaining is a method of working in which children discuss tasks and make suggestions in a simulated chain. For example, they compose a fairy tale according to a table in which the course of the future fairy tale is presented in drawings or in symbols.
Another option for using this method: the first child names an object, the second - its property, the third - an object with the same properties.
For example, carrots - carrots are sweet - sugar is sweet - sugar is white - snow is white... etc.
Snowball is a method of work during which children unite in small groups and discuss a problematic issue or complete a common task, agreeing on a clear sequence of actions for each group member.
For example, they are building a house, where they agree in advance on the order of actions of each team member and on the color with which this or that child will work.
Synthesis of thoughts is a method of work in which children are united in small groups to complete a specific task, for example, drawing on a piece of paper.
When one group draws, it passes the drawing to another group, whose members finalize the completed task. Upon completion of the work, they write a general story about what they completed and why.
Circle of ideas - interactive teaching methods, when each child or each group performs one task, for example, composing a fairy tale in a new way, discussing it, then making suggestions or ideas (for example, how can we finish the fairy tale so that Kolobok remains alive; how to help Kolobok outwit the fox and the like).
A common project is a method of work during which children are united into several groups (3-4).
Groups are given different tasks, each aimed at solving a different aspect of one problem, for example, drawing their favorite winter activities and talking about them.
Each group presents its “project” - the collective work “Winter Fun” and discusses it together.
Associative flower is a method of work in which children are united in several groups to solve a common problem: the “middle” of a flower with the image of a certain concept is fixed on the board, for example, “toys”, “flowers”, “fruits”, “animals”.
Each group selects association words or association pictures that are pasted around this concept. The team that creates the largest flower (with the largest number of selected association pictures or association words) wins.
“Decision tree” is a method of work that includes several stages:
- Choosing a problem that does not have a clear solution, for example, “What does a tree need to be happy?”
- Consideration of a diagram in which the rectangle is the “trunk” (which denotes this problem), the straight lines are the “branches” (the ways to solve it), and the circles are the “leaves” (the solution to the problem).
- Problem solving: children in subgroups agree, discuss and draw, for example, a butterfly, a bird, etc., placing them on a “decision tree” and explaining their choice.
The method of multichannel activity is a method of working with children, during which various analyzers are necessarily used: vision, hearing, touch, taste, smell.
For example, when viewing a painting, it is advisable to use the following sequence: highlighting the objects depicted in the painting; representation of objects through perception by various analyzers.
After considering all the objects depicted in the picture, it is worth setting the children creative tasks:
- “listen” to the sounds of the picture through “headphones”;
- conduct virtual dialogues on behalf of the depicted characters;
- feel the “aroma” of the flowers depicted in the picture;
- “go beyond what is depicted”;
- mentally touch the picture, determine what its surface is (warm, cold), what the weather is like (windy, rainy, sunny, hot, frosty) and the like.
For example, when looking at the painting “A Walk in the Woods,” you might want to ask the following questions: What do you think the girls are talking about? Look at the bark of the trees, what is it like?
Listen to the sounds of leaves rustling, magpie chirping, etc.
Discussion is a method of collective discussion of a complex issue. All participants in the educational process prepare for the discussion; all children are actively involved.
“Discussion” in English is something that is subject to discussion or debate.
At the end of the discussion, a single collective solution to a problem, problem or recommendation is formulated. No more than five questions (tasks) should be proposed.
They should be formulated in such a way that it is possible to express different views regarding the problem raised.
Children learn to express their own opinions: “I think...”, “I believe...”, “In my opinion...”, “I agree, but...”, “I disagree because...”.
“Brain attack (brainstorming)” is one of the methods that promotes the development of creativity in both children and adults. This method is convenient to use when discussing complex problems or issues.
Time is given for individual reflection on the problem (it can even be up to 10 minutes), and after some time additional information is collected regarding decision-making.
Children participating in a brainstorming session must express all possible (and logically impossible) options for solving a problem, which must be listened to and the only correct decision made.
Quiz is a method-cognitive game that consists of speech tasks and answers to topics from various branches of knowledge. It expands the general cognitive and speech development of children. Questions are selected taking into account the age, program requirements and level of knowledge of the children.
Conversation-dialogue is a method aimed at the participation of children with the speaker. During the lesson, with the presentation of knowledge and consolidation of the material, the teacher poses accompanying questions to the children in order to check their understanding of the information presented.
Modeling problem situations is a method of interaction between adults and children to solve a problem. The situation is specifically modeled by the teacher.
"What? Where? When?" - an active method, during the use of which cooperation, creative problem solving, mutual exchange of opinions, personal knowledge and skills, etc. predominate.
“Pros and cons” is a method of working with children, during which children are asked to solve a problem from two sides: pros and cons. For example, the task is to tell why you like winter (the argument is “for”) and why you don’t like winter (the argument is “against”).
Foresight is a method of working with children, during which it is proposed to “predict” possible solutions to a problem.
For example, invite children to name all the autumn months and talk about what they expect from each month. Later, imagine yourself in the place of one of the months and tell about your predictions: “I am the first month of autumn - September. I am a very warm month. All the children love me because they are starting to go to school...”
The next child continues to talk about this very month (work in pairs).
Showing off is a method of work in which children are asked to divide into teams, each of which thinks of a word and, using non-verbal means, presents this word to the other team, which must guess it.
“What would happen if...?” - a method of work in which children are invited to think and express their assumptions, for example: “What would happen if all the trees on Earth disappeared?”, “What would happen if predatory animals in fairy tales became vegetarians?” etc.
Imaginary picture is a method of work in which children are asked to stand in a circle and each child takes turns describing an imaginary picture (the first child is given a blank sheet of paper with a picture drawn, then he passes the sheet with the mental picture to another participant in the game, and he continues the mental description ).
“What can you do...?” - a method of work during which children learn to understand the multifunctional properties of objects. For example: “Imagine another way to use a pencil? (like a pointer, baton, thermometer, baton, etc.).
Reincarnation is an interactive teaching method when children are invited to divide into teams and imagine themselves in the place of some object (book, pen, table, doll, etc.) and present themselves from the point of view of the chosen role.
A reverse fairy tale is a method of work in which children are asked to divide into two teams and compose their fairy tale differently, replacing basic concepts with opposite ones. Each team receives a task: composes its own fairy tale and guesses the fairy tale of the other team, composed differently.
Example: “Once upon a time there lived a grandfather and a woman. And they had a dog, Zhuk. And the Beetle brought them a bone, not a simple one, but a sugar one. Baba cooked it, cooked it, and didn’t cook it. Grandfather cooked and cooked and did not cook. The cat jumped, overturned the pot, took the bone and carried it away. The grandfather laughs, the woman laughs, and the Beetle barks cheerfully: “I’ll bring you another bone, but not a sugar one, but a plain one, so that it can be cooked quickly.”
Collage is a method of work in which children are asked to divide into two teams and complete their picture (for example, an irregularly shaped figure) on a piece of paper with all available materials and talk about it in 2-3 sentences.
- a method of work during which children are asked to divide into two teams, each of which chooses any object and tries to name all its positive qualities and functions that will help attract the attention of others to it.
Interactive technologies in the implementation of the Federal State Educational Standard for preschool education. - presentation
Interactive technologies in the implementation of the Federal State Educational Standard for preschool education
Interactivity inter - between active from act - to act, action Interactivity means the ability to interact or be in the mode of conversation, dialogue with something (for example, with a computer) or someone (person). Consequently, interactive learning is learning built on the interaction of the student with the learning environment, the learning environment, which serves as an area of mastered experience.
The main objectives of training and education are the development of children's initiative, independence, cognitive motivation; -Formation of the ability to learn and obtain information independently; -Integrated content of working with children; -Partnership relationships between children and adults; -Active involvement of the child in society, etc.
Advantages of interactive learning - it solves the information problem, since it provides children with the necessary information, without which it is impossible to implement joint activities; - develops general educational skills (analysis, synthesis, goal setting, etc., that is, provides solutions to educational problems; - provides an educational task, since it teaches you to work in a team, listen to other people’s opinions; - relaxation, relieving nervous stress, switching attention , change of forms of activity, etc.
Interactive pedagogical interaction is intensive, purposeful activity of the teacher and students to organize interaction for development purposes.
— developmental learning technologies — problem-based learning technologies, project activities — case technologies — TRIZ (theory of inventive problem solving) — multi-level learning technologies — game technologies — integrated lesson — ICT technologies — environmental variability, the presence of different spaces, ensuring children’s free choice and other Interactive technologies - a tool for the professional activity of a teacher
Interactive methods include: - project method; - group discussions - group discussions - brainstorming - role-playing games - basketball method - trainings - gaining knowledge using computer technology; — analysis of practical situations
The results of interactive learning activate the individual intellectual activity of each preschooler; interest and desire to participate in work increases; the ability to express one’s opinion and defend it; interpersonal relationships develop, children learn to overcome communication barriers in communication (stiffness, uncertainty, a situation of success is created); conditions are created for self-education and self-development of the personality of each child.
“Cluster” Cluster translated from English (cluster) means a bunch, a brush. A cluster is a method that helps you think freely and openly about a topic. This is a non-linear form of thinking. The breakdown into clusters is very simple. 1. Write a keyword or sentence in the center of the sheet. 2. Start writing down words and sentences that come to mind in connection with this topic. 3. As ideas come to you, start making connections. 4. Write down as many ideas as come to mind in the allotted time. The breakdown into clusters is a flexible structure; it can be carried out both in a group and individually, depending on the purpose of the lesson.
“Cluster” A picture depicting a key word is posted on the board and children are asked to name words related to this word. This method can be used both in a group and individually with each child, who is offered several pictures and finds a connection between them. WINTER Christmas tree skating rink New Year skiing holiday Santa Claus snowman sled gifts
Cinquain 1st line: Topic in one word (usually a noun) 2nd line: Description of the topic in two words (two adjectives) 3rd line: Description of the action within the framework of this topic (three verbs or gerunds) 4th line: Attitude to the topic, feelings, emotions (phrase of four words) Line 5: Repetition of the essence of the topic in one word (synonym of the topic) MOTHER Kind, beloved Cares, loves, feeds I love my mother! KINDNESS translated from French – 5 lines. Cinquain is a blank (unrhymed) verse that helps synthesize information.
Sinkwine in preschool educational institution 1 line: An object or phenomenon in one word. Line 2: Describe what this item is. 3rd line: Actions of this item. Line 4: Do you like this item and how? Line 5: What is another name for this item?
Basket method basketball (basket) method of teaching based on imitation of situations. basket Basket method allows you to assess a child’s ability to work with information and the ability to make decisions based on available information. The basketball method evaluates and develops the ability to analyze, systematize and select the most important factors and their classification, taking into account importance and urgency, to formulate ways to solve various problems.
Brownian movement Goal: development of skills to transform and enter into an unusual role. Goal: developing the skills to transform and take on an unusual role. All participants, at the command of the leader, begin to move in a chaotic order, imitating animals (elephant, monkey, hare, etc.) All participants, at the command of the leader, begin to move in a chaotic order, imitating animals (elephant, monkey, hare, etc. .)
Analysis of practical situations is a method of teaching decision-making skills; its goal is to teach children to analyze information, identify key problems, create alternative solutions, evaluate them, choose the optimal solution and formulate action programs.
Method for creating problem situations
Interactive board The interactive board significantly expands the possibilities of presenting information and allows you to increase the child’s motivation. Methods of using an interactive whiteboard in joint activities between a teacher and children in kindergarten can only be limited by imagination. With the help of an interactive whiteboard, learning for preschool children becomes more attractive and exciting.
Interactive table A sensory interactive developmental table helps to attract the child’s attention and interest in the learning process, develops motor skills, and introduces the child to computer technology. The children's sensory table can be used both for a group of children and individually. The desk technology allows multiple users to simultaneously interact with the sensor, creating an atmosphere for teamwork.
Projectors Using a projector allows you to make full use of your computer's capabilities. The image on the projector screen compares favorably with traditional forms of visualization: it is large, bright and can be perceived by a large number of people at the same time.
Interactive floor
An interactive sandbox is a box with sand, equipped with a computer, special sensors, a projector, and developed software. A depth sensor connected to a computer measures the distance to the sand, a special program processes the data received from the sensor and sends commands to the projector with what color to highlight a specific area of the sandbox. Real textures of water bodies, mountains and other surfaces are projected onto the sand. Playing with sand is one of the natural activities of a child. An interactive sandbox allows children to show their imagination, create, and create their own world. Children enjoy “drawing” in the sand in a special mode. It has been proven that playing with sand has a positive effect on the emotional state of children, helps get rid of psychological trauma, develop imagination, and facilitate the functioning of the psyche. Playing with sand gives the child the opportunity to express himself and at the same time be himself. They can be used as a method of corrective action in the presence of emotional disorders of a neurotic nature, and as an auxiliary method that helps reduce tension and develop sensorimotor skills.
LEGO constructors. Robotics. Mastering work-construction skills for preschoolers occurs in several stages: 1. familiarization with the construction set and assembly instructions, studying the technology of connecting parts. 2. At the second stage, we learn to assemble simple structures based on a model. 3. Assembling complex models and connecting them to motors.
Other interactive teaching methods
In addition to the above-mentioned interactive methods of teaching preschoolers, the following are actively used in practice: creative tasks, work in small groups, educational games (role-playing and business games, simulation games, competition games (senior preschool age), intellectual warm-ups, work with visual videos and audio materials, thematic dialogues, analysis of life situations and the like.
Thus, interactive learning in classes (including integrated ones) takes place: in pairs (2 children), in microgroups (3-4 children), in small groups (5-6 children) together with the teacher.
When evaluating children’s statements, you should not use the word “correct”, but say: “interesting”, “unusual”, “good”, “wonderful”, “original”, which stimulates children to make further statements.
Worth remembering! When a preschool child sits politely on a chair, looks at you and just listens, he is not learning.
Winter Adventure theme using interactive technologies
Vinogradova Anastasia Anatolyevna
teacher
MBDOU d/s "Malyshok"
p. Balezino
The material participates in “Permanent professional competitions for teachers”
Advertising message
Direct educational activities
Winter Adventure Theme
using interactive technologies
Age group: middle group
Goal: Creating conditions for the development of interest and emotional responsiveness of children to forest inhabitants through various types of activities.
Tasks:
Educational:
Enrich children's understanding of wild animals and birds.
Introduce non-traditional painting techniques (painting with a cotton swab, toothbrush, tamponing, painting with cotton wool) for creating a winter landscape.
Developmental:
Develop speech, attention, thinking, fine motor skills in children.
Educational:
Learn to act in pairs and microgroups, coordinate your actions with a friend.
Equipment: 4 bags of different shapes; 4 cut pictures of wild animals from 4 parts; pictures of wintering and migratory birds on cubes, 16 pcs.; 2 hoops; snowflake fluff and clothespins; tinted paper with a finished winter tree, white gouache, toothbrushes and pieces of sponge, cotton wool, PVA glue, glue brushes, cotton swabs, wet wipes according to the number of children; video film; Christmas tree with toys.
Preliminary work: games for the development of logical thinking such as “Cut pictures”, “What’s extra?”; looking at illustrations of a winter landscape, learning self-massage.
Methodological techniques: use of TSO, surprise moment, game situations (find bags, collect pictures of animals, distribute birds), verbal, visual, practical (self-massage, drawing), encouragement.
Integration of educational areas: cognitive, speech, social-communicative, artistic and aesthetic.
Progress of the lesson:
Organizing time
The sound of a video call is heard in the group, the teacher draws the children’s attention to this sound.
Q: Guys, do you hear someone calling us, let’s see who it could be?
Children sit on chairs near the computer.
Problematic situation.
Appeal from D.M. to the children.
D.M.: – Hello, my dear guys! I got into trouble, evil B.Ya. enchanted the winter forest, wild animals and birds. Can you help me?
D.: - Yes!
Q: Guys, how can we help him?
D.: - We can disenchant the forest!
D.M.: – To destroy B.Ya.’s witchcraft, you need to complete all the tasks from B.Ya.’s magic bag. She hid it somewhere in your group. I am sending my little snowflake to help you, she will show you the right path. Good luck, friends!
V.: - Well, guys. Heading out on a winter adventure?
D.: - Yes!
V.:- (reads the task on the snowflake) in the group you need to find B.Y.’s magic bag. To do this, you need to split into pairs and go on a search.
D. are divided into pairs and searched in the bedroom, toilet, locker room, group.
D. find the bags and give them to an adult.
V.: Well done! How can we determine which pouch is B.Y.? Fluffy snowflake help?
S.: Take the bags in your hands and shake them a little,
That little bag that makes noise is where the tasks are kept.
The teacher and children determine the bag B.Ya.
The child takes out an egg and there is a task inside.
The teacher reads the task: interactive technology: “Work in pairs”
V.: B. I bewitched wild animals: I divided the pictures of animals into parts and hid them in the baskets that are on your tables. You need to find and collect a picture, do not forget that the picture must be collected in pairs, together, together, in the middle of the table.
D. are divided into pairs , children work independently: they go to the tables where the cut pictures are, find and collect the picture in pairs.
Q: Guys, tell us what animal you collected and name its home.
Children voice their picture and name the animal’s home.
Q: You completed the task, well done! We collected pictures together! Animals were bewitched: hare, squirrel, bear, fox, wolf.
V.: Let’s move on to the second task (the child takes out an egg with a task). Guys, B.Ya. I confused all the birds. Everyone needs to find all the birds in the group and classify them into wintering and migratory birds. Here, (puts the hoop) where the fluffy snowflake lies, there will be wintering ones, and here (puts the hoop) - migratory ones. Go searching as a group.
D. collect cubes with birds and arrange them into hoops.
V.: - Let's check. Name the birds
Children call
V.: Here, wintering, and here, name it.
Children call
IN.:. That's right, migratory ones. Why?
V.: Now the second task is left behind. Let's complete the third (takes out the task, reads it, shows the children a snowflake - a fluff). What is this?
D.: snowflake fluff
interactive technology: “Round dance”
V.: Attach a clothespin and describe the snowflake. What is she like?
Children take blue clothespins in their hands, pass a snowflake to each other and fasten the clothespins, choosing adjectives for the noun “Snowflake”.
D.: extraordinary, mysterious, fragile, fluffy, sparkling, magical, snowy, shiny, blue or white, cold.
V.: Brr, I felt so cold, my fingers were frozen. Let's grind them a little. Hand massage “Fingers”
Let's rub each finger:
This one is the most beautiful of all, (massage the little finger)
This one is the laziest of all, (we massage the nameless one)
This finger is the longest (massage the middle finger)
This finger is smarter than everyone else, (massage the index finger)
Together - these are five friends (we massage our thumb and squeeze our hand into a fist) I want to stretch my fingers (we spread our palm, try to put our fingers away from each other)
I’ll twirl each finger (we massage all fingers in turn with circular rotations around the finger)
This one is the most beautiful of all, This one is the laziest, etc.
We will take each finger (we squeeze our palm around each finger)
And squeeze, squeeze, squeeze.
V.: Well done, guys! Let's look into B.Ya.'s magic bag, maybe there is still a task left? now there is one last task left, and we will cope with B.Ya.’s witchcraft.
The children look and find an egg with a task.
V.: Oh-oh! B. I melted all the snow in the forest with my witchcraft. We need to cover the trees in the forest with snow. Guys, do you know what kind of trees grow in the forest?
D.:
Q: What will happen to the trees if they are not covered with snow?
D.: the trees will freeze and die...
V.: To prevent the roots of the trees from freezing and dying, the trees need to be covered with snow.
V.: And now we will find out how to do this...
V.: Go to the tables. Look, we have unusual objects for work, they are on your tables, name them.
D.: they go to the table, look, call: cotton swabs, toothbrushes, sponges, cotton wool.
V.: These objects will help us make magic. For everything to work out, you need to listen carefully, observe and remember. Guys, when you go to bed in your bed, what do you cover yourself with?
D.: a blanket.
Q: How can we cover the trees so that they sleep sweetly all winter?
D.: snow
V.: For this, it must snow in our picture. What object will help us depict snow? What do you think?
D.: cotton swab.
V.: Let’s begin our magic, take it, and dip it in paint, touch it to the sheet, and say the magic words:
Let the snow fall on my magical leaf.
D. take cotton swabs, dip them in white gouache, and dab them on their sheets.
V.: We won’t need cotton swabs anymore, we’ll put them aside. And let's continue our magic. First listen, watch, and then work. Snow on branches can be painted using a sponge or toothbrush. To do this, you need to dip them in paint and cover the branches to keep them warm. Like this (shows, draws) Continue the magic.
D.: look, listen, remember, select objects, dip them in paint and cover tree branches.
V.: And the snow in our picture keeps coming and going, covering the ground with a white fluffy blanket. What do you think can be used to depict snow under a tree?
D.: answers
V.: The cotton wool needs to be glued under the tree. Like this: dip a brush in glue, apply a brush with glue under the tree and glue pieces of white, soft cotton wool.
D.: look, listen, remember, take objects, perform (light music sounds)
V.: Well, little wizards, look at the work we have done together. The trees were covered with snow. For what? What beautiful trees we got.
D.: answers
S.: Friends, D.M. calls
Video message from D.M.: Guys, you are so great! All tasks were completed, B.Ya.’s spell was destroyed. For your kindness and courage there is a surprise for you (a Christmas tree with Christmas tree decorations). See you again, friends!
D. look, listen, rejoice.
The teacher shows the bag with the surprise, takes it out, collects the Christmas tree, puts it on the table, and lays out the Christmas tree decorations around the tree on the table.
V.: If you liked the adventure, take the toy and hang it on the Christmas tree. If you don't like it, leave the toy where it is.
D. perform
V.: You and I have a decorated Christmas tree, which means that a holiday is coming soon...
D.: New Year!
S.: What a beauty! Guys, can I stay at your place?
D.: answers.
Insufficient use of interactive methods
Unfortunately, interactive teaching methods are not yet used enough in working with preschoolers. There are some reasons for this (according to A. Kononko):
- the habit of many educators to use explanatory, illustrative, monological methods in their work, to show conformism, to unquestioningly obey the requirements and principles of others;
- distrust of a certain part of teachers towards innovative dialogue methods and their fears;
- lack of experience in their effective use, active self-determination, making responsible decisions, providing advantages to someone (something);
- fear of looking like a “black sheep” in the eyes of others, funny, helpless, inept;
- low self-esteem, excessive anxiety of teachers;
- tendency to be overly critical;
- inability to quickly switch and adapt to new conditions and requirements;
- lack of formation of pedagogical reflection, the ability to objectively evaluate oneself, to correlate one’s capabilities and desires with the requirements of the time.
The need to introduce interactive methods into the educational process is obvious, because:
- today, more than ever, the requirements for updating preschool education for pupils are increasing;
- differentiation and individualization of education for preschool children occurs;
- The requirements for the quality of preschool education are changing, its assessment is not only based on the level of knowledge readiness, but also the elementary life competence of preschool educational institution graduates, their ability to apply knowledge in their own lives, constantly update and enrich it.
