Recommendations for preschool teachers “Practical recommendations for preschool teachers on organizing and conducting classes with students”

Methodological recommendations “Methodology for conducting classes in preschool educational institutions” (for educators)

Methodology for conducting classes in preschool educational institutions

1. Classes as a form of training

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

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

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

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

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

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

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

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

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

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

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

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

Traditionally, the following forms of training organization are distinguished:

individual, group, frontal

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

2. Characteristics and structure of classes

Teaching in the classroom, regardless of the form of its organization, differs primarily in its programming. The teacher outlines the program content that should be implemented during the lesson.

Classes have a certain structure, which is largely dictated by the content of training and the specifics of the children’s activities. Regardless of these factors, in any lesson there are three main parts, inextricably linked by general content and methodology, namely:

the beginning, the course of the lesson (process) and the end.

Start of class

involves the direct organization of children: it is necessary to switch their attention to the upcoming activity, arouse interest in it, create an appropriate emotional mood, and reveal the educational task. Based on the explanation and demonstration of methods of action, the child forms an elementary plan: how he will need to act himself, in what sequence to complete the task, what results to strive for.

Progress (process) of the lesson

- this is an independent mental or practical activity of children, consisting in the acquisition of knowledge and skills that are determined by the educational task. At this stage of the lesson, techniques and teaching are individualized in accordance with the level of development, pace of perception, and thinking characteristics of each child. Appeals to all children are necessary only if many have errors in completing a learning task as a result of an unclear explanation from the teacher.

Minimal assistance is provided to those who quickly and easily remember, are attentive, know how to analyze, and compare their actions and results with the instructions of the teacher. In case of difficulty, advice, reminders, and a guiding question are enough for such a child. The teacher gives each student the opportunity to think and try to independently find a way out of a difficult situation.

The teacher must strive to ensure that each child achieves a result that indicates his progress, showing what he has learned.

End of class

is devoted to summing up and assessing the results of children's educational activities. The quality of the result obtained depends on the age and individual characteristics of the children, and on the complexity of the learning task.

Depending on the section of training and the goals of the lesson, the methodology for conducting each part of the lesson may be different. Private methods provide more specific recommendations for conducting each part of the lesson. After the lesson, the teacher analyzes its effectiveness, the children’s mastery of program tasks, reflects on the activity and outlines the prospects for the activity.

In the structure of classes in kindergarten, there is no assessment of the acquisition of knowledge, skills and abilities. This verification is carried out in the process of observing children’s activities in the classroom, analyzing the products of children’s activities, as well as in everyday life and during a special study of children’s achievements using various scientific methods.

3. Classification of activities in preschool educational institutions

Currently, the following classification of activities with preschool children is widely used.

Classification of occupations in preschool educational institutions (according to S.A. Kozlova)

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

The content of the classes can be integrated, i.e. combine knowledge from several areas and differentiate it.

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

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

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

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

Classes are conducted in the following sections of training:

— familiarization with the surrounding life and development of children’s speech;

— development of elementary mathematical concepts;

— visual activity and design;

- Physical Culture;

- musical education.

The content of a specific lesson is developed based on the requirements of the “Education Program” for this section, taking into account the level of development of children’s educational and cognitive activities and mastery of the previous program, as well as the general tasks of the upbringing and development of children of different age groups.

The program of each lesson includes:

- a certain amount of knowledge about the properties and qualities of objects, their transformation, connections, methods of action, etc., their primary assimilation, expansion, consolidation, generalization and systematization;

— the volume of practical skills and abilities in teaching productive activities;

- the volume of skills and abilities needed for educational and cognitive activity, their primary formation or improvement, exercise in application;

- formation of children’s attitude to phenomena and events, to knowledge that is communicated and acquired in this lesson, nurturing attitudes towards their own activities, establishing relationships of interaction with peers.

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

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

The triune task of the lesson

Educational: increase the level of child development

Educational: to form the moral qualities of the individual, views and beliefs.

Developmental: when teaching, develop students’ cognitive interest, creativity, will, emotions, cognitive abilities - speech, memory, attention, imagination, perception.

4. Non-traditional forms of classes

Currently, in the practice of preschool institutions, non-traditional forms of organizing education are effectively used: classes in subgroups, which are formed taking into account the age characteristics of children. They are combined with circle work: manual labor, visual arts. Classes are enriched with games and fairy tales. The child, carried away by the concept of the game, does not notice the hidden educational task. These activities help free up the child’s time, which he can use as he wishes: relax or do something that is interesting or emotionally significant to him.

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

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

Various forms of “passionate activities”, rich in games and independent creative activities, are widely used. All this, of course, makes the activity more interesting, attractive, and more effective.

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

Fairytale therapy classes are popular. Fairytale therapy sessions with children are a special, safe form of interaction with a child, most appropriate to the characteristics of childhood. This is an opportunity to form moral values, correct undesirable behavior, and a way to develop the necessary competencies that contribute to the constructive socialization of the child.

The use of didactic fairytale 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 correct organization of the educational process. When attending classes, first of all, you should pay attention to compliance with 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 established standards, and the time must be used fully. Of great importance is the beginning of the lesson, organizing children's attention, setting an educational or creative task for children, and explaining how to complete it.

It is important that the teacher, while explaining and showing methods of action, activates the children, encourages them to comprehend and remember what he is talking about. Children should be given the opportunity to repeat and 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 involves all children in active participation in the work, taking into account their individual characteristics, develops children's learning skills, and develops the ability to evaluate and control their actions. The educational situation is used to develop in children a friendly attitude towards friends, endurance, and determination.

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

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

The child should have the opportunity to make maximum use of his own existing experience, which is personally significant for him, and not just unconditionally accept (“assimilate”) 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 personality-oriented lesson is to reveal the content of the child’s individual experience, coordinate it with what is being asked, and thereby achieve personal assimilation of this new content.

The teacher must think through not only what material he will report, but also what possible connections this material may have with the children’s personal experience.

When organizing a lesson, the professional position of the teacher is to obviously respect 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 will children strive to be “heard” by adults.

One of the forms of increasing the performance of children, preventing fatigue associated with great concentration, prolonged attention, as well as monotonous body position while sitting at the table, is a physical training minute. Physical education sessions have a beneficial effect on increasing the activity of children and help prevent postural disorders. In all kindergartens in the city, physical education sessions are organized systematically. Usually these are short breaks (2-3 minutes) to carry out 2-3 physical exercises in mathematics, native language, and art classes. In the second junior and middle groups, physical education sessions are held in the form of a game. The timing and selection of exercises are determined by the nature and content of the lesson. So, for example, in drawing and sculpting classes, physical education includes active flexion, extension of the arms, pinch and spread of the fingers, and free shaking of the hands. In classes on speech development and mathematics, exercises are used for the back muscles - stretching, straightening with deep breathing through the nose. Children tend to remain in their seats during exercise. In order to enhance the emotional impact of physical education minutes, educators can use short poetic texts.

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

With kids:

Up to 3 years of age, it is recommended to conduct 10 lessons per week lasting 8-10 minutes.

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.

Additional education classes, if provided for in the preschool educational plans, are conducted in agreement with the parent committee. In the second junior group - 1 lesson, in the middle group - 2 lessons, in the senior group - 2 lessons, in the preparatory group - 3 lessons per week.

In accordance with the approximate daily routines and time of year, group classes 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, to 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 training.

In early preschool age, children have games and activities. In the first early age group, children are taught individually. Due to the fact that in the first year of a child’s life, skills are formed slowly and their formation requires frequent exercises, games and activities are carried out not only daily, but several times during the day.

In the second early age group, 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 and its content.

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

A subgroup of 3-6 people (half the age group) conducts classes on teaching subject activities, design, physical education, as well as most classes on speech development.

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

When combining children into a subgroup, it should be taken into account that their level of development should be approximately the same.

Lesson duration – 10 minutes for children from 1 year to 6 months. and 10-12 minutes for seniors. However, these figures may vary depending on the content of the learning activity. New types of activities, as well as those that require more concentration from children, may be shorter.

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

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

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

Teaching young children should be visual and effective.

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

Children gradually become accustomed to certain rules of conduct in class. The teacher constantly reminds the children about them both when organizing the lesson and at the beginning of it.

At the end of the lesson with older children, a general summary of cognitive activity is formulated. At the same time, the teacher 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 younger groups is aimed at enhancing positive emotions associated with both the content of the lesson and the children’s activities. Only gradually in the middle group is some differentiation introduced in assessing the activities of individual children. The final judgment and assessment is expressed by the teacher, from time to time involving the children in it.

The main form of training: developmental classes using methods, didactic games, and gaming techniques.

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

6. 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 activity will be of a developmental nature or pursue a purely educational goal. In the educational lesson, children accumulate the necessary personal experience: knowledge, abilities, skills and habits of cognitive activity, and in the developmental lesson, using the acquired experience, they independently obtain knowledge. Therefore, both developmental and educational activities should be used in the educational process of a preschool institution. 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 independent research skills during training sessions. For this purpose, they introduce elements of a problematic presentation of educational material, heuristic conversation, organize a collective or individual independent search, and experimental activities. Often in practice, such activities in a preschool institution are called developmental. Unfortunately this is not true. Such classes are only an approach to real developmental classes, the essence of which is the development of the categorical structure of consciousness and the ability for independent search activity on the child’s own initiative, the ability to further define and redefine tasks coming from an adult. Educational and developmental classes are built according to completely different schemes, and educators should know this well. Below we present models for constructing training (often called traditional) and developmental classes.

Model for constructing a training session

Such a model for constructing a teaching lesson leaves the teacher quite a lot of scope for using various methods and teaching technologies, since the psychological chain of activity is not destroyed: “motivation - perception - comprehension” - and, as a rule, the educational goal can be achieved in the vast majority of cases.

Developmental lesson model

Usually, when preparing for a lesson, a teacher selects didactic material that allows him to use tasks of varying degrees of difficulty.

The selection of didactic material for a student-oriented lesson also requires the teacher to know the individual preferences of each child in working with the material. He should have a set of didactic cards that allow the child to work with the same content provided for by the program requirements, but convey it in different ways: in words, symbols, drawings, object images, etc.

Of course, the child must be given the opportunity to show individual selectivity in working with the material. Classification of didactic material, selection and use of it during the lesson require special training of the teacher, and above all knowledge of the psychophysiological characteristics of children, the ability to identify and use them productively in the process of assimilation.

The lesson script and its “directing” are no less important. Communication in the classroom should be structured in such a way that the child can choose the task that interests him most in terms of content, type and form - and thereby express himself most actively. To do this, the teacher should classify all information methods of work in the classroom (instructional, content-based, instructive) as frontal, and all forms of independent or pair work as individual. This requires taking into account not only the cognitive, but also the emotional-volitional, motivational-need characteristics of children and the possibilities for their manifestation during the lesson. Therefore, when preparing for a lesson, it is necessary to design in advance all possible types of communication subordinated to educational goals, all forms of cooperation between learning partners.

Development of a flexible plan includes:

— determination of the general goal and its specification depending on the different stages of the lesson;

- selection and organization of didactic material that allows us to identify the individual selectivity of children to the content, type and form of knowledge;

— planning different forms of work organization (the ratio of frontal, individual, independent work);

— selection of criteria for assessing work productivity, taking into account the nature of the tasks (word-for-word retelling, presentation in your own words, performing creative tasks);

— planning the nature of communication and interpersonal interactions during the lesson:

a) the use of different forms of communication (monologue, dialogue) taking into account the goals of the lesson;

b) designing the nature of children’s interactions in the classroom, taking into account their personal characteristics and requirements for intergroup interaction;

c) using the content of the subjective experience of all participants in the lesson in the dialogue “child - teacher” and “child - children”.

Planning the effectiveness of the lesson includes:

1) generalization of acquired knowledge and skills, assessment of their mastery;

2) analysis of the results of group and individual work;

3) attention to the process of completing tasks, and not just to the result.

The lesson will be held correctly, fully, with benefit for the children, if before conducting it the teacher correctly draws up a plan for the event, prepares and organizes everything.

The systematic teaching of children is one of the most important principles for solving the complex of educational work in preschool institutions. Only with proper planning of the learning process can a program for the comprehensive development of a child’s personality be successfully implemented.

An important principle of organizing the learning process is systematicity. At the stage of early childhood, the acquisition of knowledge, as well as the formation of skills, must take place systematically.

Due to the fact that a large interval between classes is undesirable, there is a need to consolidate children's acquired knowledge and skills in independent activities and partly in classes aimed at children mastering actions with objects in other classes.

The issue of repetition of classes requires special attention: the period of early childhood is characterized by an unusually rapid pace of development, and each age microperiod must be approached differentially. A repetition lesson should not be completely identical to the main lesson. Simple repetition of the same tasks can lead to mechanical, situational memorization, rather than to the progressive development of mental activity in the classroom.

Variability in completing tasks, recommended instead of mechanical, situational learning, ensures the strength and depth of knowledge and skills.

Special tact should be shown when planning individual work with children. It is important to remember that this work does not turn into additional activities. The teacher should only interest and make the child want to play with the didactic material. You cannot take your child away from things that are interesting to him for the sake of additional activities.

The analysis of the lessons conducted requires special attention. The criterion can be an assessment of the level of independence in their implementation. Some children complete tasks quickly, without mistakes. The majority of children complete individual assignments with occasional assistance from the teacher. They can make mistakes and correct them either on their own, or when the teacher asks “What is wrong with you?”, or with the direct participation of an adult. At the same time, children show great activity, making repeated comparisons and comparisons, which allows them to master tasks qualitatively. Some children require constant assistance in the form of element-by-element dictation. For preschoolers who are at this level of task completion, the lesson material turns out to be too high. You need to know the reason for their lag (the children could be sick or simply not attend the child care facility enough). It is important for the teacher to track the children’s progress from lesson to lesson.

So, a number of characteristics are characteristic of a lesson as a form of learning organization:

1. During the classes, children master skills in one or another section of training.

2. Classes are held with all children of a given age group, with a constant composition of children.

3. Classes are organized and conducted under the guidance of an adult, who determines the objectives and content of the lesson, selects methods and techniques, organizes and directs the cognitive activity of children in mastering knowledge, skills and abilities.

Classes occupy a special place in the system of educational work of the kindergarten. Classes are allocated a strictly fixed time in the children’s daily routine.

As a rule, these are the morning hours, when children's mental and physical performance is highest.

When combining activities, the degree of difficulty and the nature of the children’s activities in each of them are taken into account.