Development of the prerequisites for personal uud in dou. "That's what happened to our book of fairy tales. Everything is in it. Stages of learning triz

Due to the fact that the priority areas in preschool education have changed, and ensuring the development of universal educational activities has become a new task, it became necessary to revise the forms and means of organizing the educational process in kindergarten.

The purpose of modern preschool education is the formation of a personality through one's own activity, the development of universal educational activities, cognitive activity, creativity of children and their personality through various activities.

Today, the learning process (in the classroom and in joint activities) is not a ready-made summary, but a search and co-creation, in which children learn to plan, draw conclusions, acquire new knowledge through their own activities.

The term "universal learning activities" means the ability to learn, i.e. the child's ability to self-development through active assimilation and acquisition of knowledge through practical activities.

One of the problems of today's education is the preparation of a future student - a researcher who sees problems, creatively approaches them, owns modern search methods, and knows how to acquire knowledge himself.

The modern lesson is considered as a constantly developing form and is based on the principles of cooperation, activity approach and the use of active forms of learning. It is on this basis that communicative and cognitive universal educational actions are formed: the ability to plan one's activities, to establish cause-and-effect relationships; navigate the sources of information. The activity using research and projects has become increasingly used in kindergarten.

Speaking about the forms and methods of teaching, we mention the activity of the child as the ultimate goal and a necessary condition for development. The activity of children is expressed in actions, in the ability to find ways to solve problems. For the formation of such activity, it is necessary to use productive methods.

To solve this problem, it is necessary to provide conditions for the formation of these qualities already at preschool age. Children 5-7 years old, under appropriate conditions and joint activities with an adult in kindergarten, are able to master these skills.

Thus, the educator in modern conditions, on the basis of well-known methods, needs to develop his own style of work, forms of cooperation, and the effective use of methods of enhancing cognitive activity. Based on the recommendations and requirements for modern preschool education, the idea arose to organize classes in the form of research and conferences, involving children in this process. Education of children is carried out according to the model "child-child, child-adult".

The purpose of the conferences: to promote cooperation between children, to form cognitive activity, the ability to transfer their knowledge to peers. The peculiarity of such activity games is the preparation of a message and presentation by the child of the materials of his research.

The task of the educator is to help pick up material, conduct research, find a form of presentation and include children in practical activities. During the game, the following methods of activating cognitive activity were used: an unconventional beginning, a situation of choice, the use of computer visualization, symbol cards, working out a research scheme, intellectual warm-up, work in pairs, game moments, tasks of a creative nature. The topics are taken from the program of the section "Child and the world around": "Wildlife", "Ecology", "Man and nature". We conduct non-traditional classes with children once a month in the form of a game based on the results of individual research, group projects.

For example, a pedagogical project was developed on the topic "Why animals of hot countries cannot live in our forests." Each child with their parents collected information and made out the results of research about animals to choose from. Then there was a joint synthesis of the results of the study and the design of the presentation. In the process of such communication, communicative abilities are formed, i.e. the ability to exchange information and speech competence.

The guidance of the educator is to create conditions, support, prepare materials for research together with the children. It can be noted that the interest in the lesson and the activity of children are high. They listen carefully, ask questions, take part in discussions, master mental operations, acquire the ability to discover new knowledge, apply it in new conditions, and participate in competitions. Thus, the use of active forms of organization of learning can contribute to the formation of key competencies. Positive results have been achieved in the formation of universal educational activities (cognitive, communicative). Participation in joint creative activities contributed to the development of independence and creativity of children. There is a positive trend and stable results for three years.

• 2008-2009 academic year (6-7 years) - 89%;
• 2009-2010 academic year (5-6 years) - 76%;
• 2010-2011 academic year (6-7 years) - 92%.

Literature:

1. P.P. Tugushev, A.E. Chistyakova. "Experimental activities of middle-aged and older children". St. Petersburg: CHILDHOOD-PRESS, 2009.
2. "Pedagogical diagnostics of competencies of preschoolers". Ed. O.V. Dybina. Publishing house MOSAIC-SYNTHESIS, 2010.
3. A.I. Savenkov. "Methods of research teaching of preschoolers". Publishing house "Educational literature", 2010.
4. T.S. Komarova, I.I. Komarova, A.V. Tulikov. "Information and communication technologies in preschool education". Moscow: Mosaic-Synthesis Publishing House. 2011.
5. Yu.V. Atemaskina, L.G. Bogoslavets. "Modern pedagogical technologies in preschool educational institutions". St. Petersburg: CHILDHOOD-PRESS, 2011.
6. V.N. Zhuravlev. "Project activities of older preschoolers." Volgograd: Teacher, 2009.

FORMING PREREQUISITES FOR EDUCATIONAL ACTIVITY OF PRESCHOOL CHILDREN IN THE FRAMEWORK OF TRANSITION TO FEDERAL STATE EDUCATIONAL STANDARDS OF PRESCHOOL EDUCATION.

Vyaznikova Marina Vyacheslavovna

MDOU kindergarten No. 19 "Zvezdochka", Molodezhny village, Podolsky district, Moscow region.

Annotation. Actual problems of formation of prerequisites for educational activity are raised. Such fundamental concepts as "learning activity", "prerequisites for learning activities", "targets for preschool education" are defined and analyzed. The interrelation of the prerequisites for educational activities (DOE), universal educational activities (NOO) and the targets of the Federal State Educational Standard for DO has been established. The variant of creating a subject-developing environment in a preschool organization is considered, which makes it possible to successfully form the prerequisites for educational activities in the framework of the transition to the Federal State Educational Standards for Preschool Education. The issues of active participation of children in the formation of the subject space of a preschool organization are raised to increase the interest of preschoolers and increase their creative activity. Various types of activities are presented for the formation of cognitive, personal, regulatory and communicative prerequisites for educational activities. New joint, partnership forms and methods of working with the families of pupils are considered,which result in the formation in parents of a conscious attitude to their own views and attitudes in raising a child, contribute to the development of parental confidence, joy and satisfaction from communicating with their children. The needs and conditions necessary for the development of the child are presented.such qualities necessary for positive socialization as self-esteem, self-confidence, openness to the outside world, a positive attitude towards oneself and others.

Keywords: preschool education, prerequisites for educational activities, subject-developing environment.

Introduction.

A modern kindergarten, according to the authors of the Federal State Educational Standards for Preschool Education (FSES DO), is the type and type of educational organization where the leitmotif of pedagogical activity should be the following ideas: “... support for the diversity of childhood; preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood - understanding (consideration) of childhood as a period of life significant in itself, without any conditions; significant by what is happening to the child now, and not by the fact that this period is a period of preparation for the next period ... ". One of the central provisions of the GEF DO is the creation of social and material conditions to support children's initiative, the choice of a child, and spontaneous play. Planned results are understood in GEF as targets.

In this regard, it is very important for preschool teachers to ensure the full life and development of children "here and now". It is known that the leading activity in preschool age is the game, therefore, only in a playful way is it possible to provide children with information and ways of interacting with the environment and society.
Nevertheless, in the Federal State Educational Standard of preschool education we find that "... Subject to the requirements for the conditions for the implementation of the Program, these targets imply the formation of prerequisites for educational activities in preschool children at the stage of completion of preschool education by them." Thus, the GEF DO says that the main task of the kindergarten is to the formation in children of the prerequisites for universal educational activities.

Universal learning activities (UUD)- a set of methods of student action (as well as the skills of educational work associated with them), which ensure the independent assimilation of new knowledge, the formation of skills, including the organization of this process.

UUD groups:

- personal, allow to make the teaching meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations. They are aimed at understanding, researching and accepting life values ​​and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people, yourself and your future;

- regulatory, provide the ability to manage the cognitive and educational activities of younger students by setting goals, planning, monitoring, correcting their actions and assessing the success of assimilation;

- communicative, provide the child with opportunities for cooperation - the ability to listen, hear and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, correctly express one's thoughts in speech, respect a partner and oneself in communication ;

- cognitive, younger students include the actions of research, search and selection of the necessary information, its structuring; modeling of the studied content, logical actions and operations, ways of solving problems.

UUD functions:

Ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;

Creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education;

Ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.

And how can one form the beginnings of learning skills outside of learning activities? Even Daniil Borisovich Elkonin and Vasily Vasilyevich Davydov noted that educational activity is not identical with the assimilation of knowledge, skills, and abilities that a child can acquire outside of this activity, for example, in play, work.
But, speaking about the education of children, teachers of preschool organizations and primary school teachers are worried that in connection with the new Federal State Educational Standards, where such a form of organizing children's activities as an occupation is not welcome, it will be difficult to achieve such targets as formed prerequisites for educational activities within the framework of general school readiness.
The task of the specialists of the preschool organization is to orient in the new conditions and find those possible methods and techniques of pedagogical activity in which it is possible to help children move from playing to learning with pleasure and interest.

What prerequisites for learning activities should a preschooler master in order to easily adapt to the system of schooling and be successful?

Studying and analyzing the literature on this issue, it is possible to determine the following prerequisites for the formation of educational activities.

1. Cognitive activity of the child . Interest in new knowledge will take place, among other things, if we do not force development by imposing training sessions, but encourage the child in his knowledge.
2. Mastering the child in ways independent solution of practical and cognitive problems, highlighting the links and relationships of the source data. An older preschooler, placed from time to time in a problematic playing field, learns to independently select a solution and find the right option.
3. Ability to work according to instructions. It is formed through a show, an explanation, a combination of a show and an explanation.
4. Learning common ways of doing things with which it is possible to solve the problem. Following the example of an adult, children manipulate objects, auxiliary means (length measurement ...), learn the algorithm for describing, examining objects, phenomena, etc.
5. The ability to exercise control over the way one performs one's actions and evaluate them. We observe signs of the ability to self-control already in early childhood, but as a prerequisite this property of the psyche is formed at the senior preschool age in case of trust in the actions of the child, encouragement and respect for the choice.

The prerequisites for learning activities include

1. Formation of personal (motivational component). Attitude to teaching as an important socially significant matter, the desire to acquire knowledge, interest in certain types of activities.
2. Development of arbitrariness, controllability of behavior. It is necessary to focus attention even in cases where the material is not of direct interest to the child.
3. The child's need to communicate with adults and peers . Provide the child with the opportunity to fully cooperate.

Creation of a subject-developing environment.

For the most effective work in a preschool educational organization, it is necessary to create a subject-developing environment that allows you to successfully form the prerequisites for educational activities. This is a harmonious ratio of materials surrounding children, in terms of quantity, diversity, originality, variability, and allowing in a complex to form the prerequisites for educational activities (PUD).

To stimulate children's activity, it is necessary to use the following principles for organizing a subject-developing environment that comply with the Federal State Educational Standards.

Requirements of the Federal State Educational Standard for a developing subject-developing environment:

1. the subject-developing environment ensures the maximum realization of the educational potential.
   2. availability of the environment, which implies:

2.1 accessibility for pupils of all premises of the organization where the educational process is carried out.
2.2. free access of pupils to games, toys, materials, manuals, providing all basic activities.

When building a subject-developing environment in a preschool organization, it is important to adhere to the basic principle: “Not next to, not above, but together!”.

Consider the option of building a subject-developing environment using the example of the MDOU kindergarten No. 19 "Star" of the Podolsky district of the Moscow region, where teachers try to provide their pupils with safe, conducive to the disclosure and development of the abilities of each condition.

To form the prerequisites for personal UUD in each group of preschool educational institutions there are “Corners of good mood”, audio libraries for relieving psycho-emotional stress, a “home zone” with upholstered furniture, a coffee table, etc. Places where reproductions of paintings, photographs of children, their parents, brothers, sisters are placed. Frames are hung on the walls at a height accessible to children, into which various reproductions or drawings are easily inserted: and then the child can change the design of the walls depending on the construction or new aesthetic tastes. The environment in the preschool educational institution is safe, comfortable and cozy. This is a real home for children, where they are not just are, but live, have the right to change the interior depending on the mood and type of activity. It is wonderful when teachers do not disregard even the most unexpected ideas of children. So, for example, while doing theatrical activities with the older group, the educators noticed that the children were actively discussing the picture they saw in the encyclopedia about the filming of the film, and a few minutes later they came up and suggested that the educators try to do the same. Within 15 minutes, the entire group had become the film industry. With the help of a film projector and a magnetic board, the iso-activity corner was transformed into a design studio for the selection of sketches of costumes and an assembly workshop, grouping a mirror, a table and a wardrobe - we got a dressing room, overturned chairs - into a cameraman's car, a family corner - into a pavilion for casting. Also, at the suggestion of the children, they turned the group into a Russian hut, a computer center, a library, etc.

To form the prerequisites for cognitive UUD there are cognitive centers in the groups of preschool educational institutions, exhibitions and mini-museums are organized, on the territory of the kindergarten there is a motor city for studying the rules of the road, interactive paths, which, at the request of the children, turn either into a place for sports games, then into mathematical or environmental objects, then into means of communication. A corner of the forest, based on the requests and needs of children, is transformed into an ecological path, then into a clearing of fairy tales, a corner of a small homeland, or a real forest that lives its own seasonal life. A garden is not only a labor activity, but also a testing ground for creative activity. Experiments are carried out only at the request of the children. The results of the experiments obtained in the independent activities of children are reflected in the "group discussion". Children gather at a round table and talk about who did what, and what happened to whom, analyze the results. The round table is a necessary element of the developing environment. The value of such an organization is that the conversation is “eye to eye”, “I see you - you see me”, “I understand you - you understand me”. At the end of such a discussion, the educator asks questions so that the children can formulate a final conclusion.

Teachers, together with the children, arrange flower beds in the plots, the seedlings for which the children grow in the “Garden on the Window”. The "Wall of Creativity" - a large magnetic board - is at the complete disposal of children. They can write and draw on it, creating both individual and collective paintings.

To form the prerequisites for regulatory UUD in groups there are corners for the development of large and fine motor skills, centers of social and emotional development.

To form the prerequisites, communicative UUD is actively used by the music hall, sports hall, theater corners in groups with various types of theaters. "Corner of good mood."

The participation of children in the formation of space is currently considered the most important sign of a quality educational environment. Each kindergarten should have special screens in the list of equipment - partitions, with the help of which children can divide the space in accordance with their ideas. For example, arrange a library, school, museum, TV studio, shop or computer center. The brain center of the group is the "Reference" ... which contains: an album - a guide for orientation in the thematic areas of the group, allowing the child to choose a thing to his liking, albums of rules of behavior and communication, the album "Our Kindergarten" and practical materials on conducting experiments, caring for animals and plants.

All materials and equipment are at the complete disposal of children, who can use them at any time convenient for them. Moreover, each child has his own drawer, a box where he keeps personal books, photographs and items that are dear to him. Also, the personalization of the environment is reflected in the lockers with individual photographs, which the child can change at his own discretion, depending on the season or his mood.

The formation of the subject-developing environment of the group is not the end result. She is constantly changing. Experience shows that as soon as a child enters a new environment unknown to him, his interest and creative activity sharply increase.

Mandatory in the equipment are materials that activate cognitive activity: educational games, technical devices and toys, models, items for experimental search work. Also, it is advisable to offer children emphatically simple toys, they activate children's imagination, a child can create something new, unexpected from such an object. Such a toy only hints at its possible function and allows you to use yourself multifunctionally in the game. So, with minimal investment, you can achieve the maximum result in terms of developing intensive creative play and children's initiative.

Formation of the prerequisites for educational activities.

For a more complete understanding of the importance of the formation of the prerequisites for educational activities in preschool educational institutions, we will consider the connection between the prerequisites for educational activities (DOE), universal learning activities (NOO) and the targets of the Federal State Educational Standard for DoE.

cognitive

Types of tasks and games for the formation of the prerequisites for cognitive UUD.

These are general educational, logical, as well as the formulation and solution of the problem.

The experience of work on the succession of preschool organizations and elementary school shows that the education of cognitive interests is the most important component of the education of the child's personality and his successful self-realization. And the success of the organization of educational activities of our graduates in elementary school largely depends on how correctly we, teachers - preschoolers, solve this issue.

First of all, it is necessary to organize any activity in a preschool organization in such a way that the child is actively involved, involved in the process of independent search and “discovery” of new knowledge, and solves problematic issues. For this, such a form of conducting classes as the "School of Researchers" is the best suited - children experimentally confirm or refute their assumptions (for example, a greenhouse in the garden), "Club of the Curious" - children collect information with the help of encyclopedias, stories of knowledgeable people, the Internet about the event of interest. “Fairy tale laboratory”, where children compose their own, unique fairy tales with the help of Propp’s Cards, a press conference, where a child who is passionate about any activity is asked questions by his peers, at first, parents can help the children, and the educator must be illuminated in advance topic of the press conference. Project activity, the importance of which is difficult to overestimate. All kinds of excursions, including the school. Encourage your children to collect. This method of work is often initiated by the children themselves. Children are given the opportunity to talk about their collection in the form of a press conference. As it turned out, almost all children collect something, cars, dolls, postcards, etc. You can publish a wall newspaper about young collectors, then everyone will think about creating their own collections. And how much delight and unexpected finds for us, teachers, are caused by games to resolve contradictions and get out of problem situations. Very loved by children and expedient to use, the following types of tasks: “find the differences”, “what does it look like?”, “search for extra”, “mazes”, “chains”, smart solutions, drawing up support diagrams, working with different types of tables , work with dictionaries, encyclopedias, games aimed at developing memory, verbal and non-verbal imagination, thinking, the ability to draw diagrams, orientation in space. For an emotional mood, we use poetic moments, work to the music.

The success of the use of such types of activities by teachers once again confirms the thesis about the need for a variety of educational activities in preschool educational institutions. Since the monotonous material and the monotonous methods of presenting it very quickly cause boredom in children. Another necessary condition for the formation of the prerequisites for cognitive UUD is the connection of new material with what children have learned earlier, the tasks offered to children should be difficult, but feasible, since our experience shows that neither too easy nor too difficult material is of interest. .

It is very important to positively evaluate all the successes of the guys. A positive assessment stimulates cognitive activity. But we must always remember that the most necessary and important praise is for that child who may not succeed for a long time, but he tried very, very hard and through long efforts achieved, albeit far from the best, but his own personal result. And of course, it is always necessary to strive to ensure that the demonstration and handout material is bright and emotionally colored.

Sample games and exercises

"Proposal - Story"

"Guess What You Think"

"Snowball"

"Flies - does not fly"

"Edible - not edible"

"Still picture"

"Spies" and others.

Personal universal learning activities

Types of tasks and games for the formation of the prerequisites for personal UUD.With the help of which personal, life self-determination occurs; meaning formation (motivation, self-esteem, what meaning does teaching have for me?), moral and ethical orientation.

Participation in projects, with the allocation of an important role for each child, depending on his hobbies and abilities.

Summing up the lessons, not from the point of view of only criticism and praise, but from the point of view of feasible participation.

Creative tasks, for example, children become correspondents of an oral journal (reviews about what happened in the garden, in the event group), classes in the form of the “School of Researchers”, “Club of the Curious”, which we mentioned above. Creating collages with parents on a specific topic or as a representation of an important event for the child. The child is a guide, presenting a topic that is interesting to him and in which he understands.

Visual, motor, verbal perception of music, mental reproduction of a picture, situation, video, drawings - children's compositions based on listened musical works, dramatization games, body-oriented and psycho-gymnastic games, exercises, etudes.

For the formation of the child's self-esteem, the child's assessment of events, incidents, understanding the meaning and meaning of an act or action, games and exercises are used to develop reflection and self-awareness, empathy and sensitivity. In the course of games and exercises, children get acquainted with various components of their personality and character, self-analysis of the personality takes place. Many pupils of kindergartens attend various circles in the Houses of Culture, therefore it is very productive to organize personal exhibitions and information about the achievements of the pupils in the group rooms and halls of the preschool educational institution.

Sample games and exercises.

"Mirror"

"What kind of cat will I be"

"Without false modesty"

“What can my favorite toy, my toothbrush, tell about me?”

"I'm in the sun"

"I am a gift to humanity"

"Fortuneteller"

"Find mistakes" and many others.

Communicative universal learning activities

Types of tasks and games for the formation of the prerequisites for communicative UUD.

Social competence and consideration of the position of other people, the ability to listen and engage in dialogue; participate in the discussion of problems; integrate into a peer group and build productive interactions and collaborations with peers and adults.

The following types of tasks are used to form communicative PUDs: compose a task for a partner, a review of a friend’s work, you can invite children to express their opinion, for example, about the behavior of children in the picture (good, bad), about objects (nice, not beautiful), group work in different activities, drawing up a dialogue (work in pairs) - we invite children to act out the situation in pairs, using dialogue speech.

Very productive: discussion, reasoning, dispute - we offer to discuss certain issues on the topic, express our opinion, and prove our point of view. You can also use all kinds of games and exercises to develop communication skills, to unite the team.

Sample games and exercises

Klaus Vopel games

"Spider line"

"Tourists and rocks"

"Associations"

“Guess who we are talking about”, and others .

Thus, the balanced use of traditional and new, interactive forms of work makes it possible to successfully develop the prerequisites for universal educational activities among pupils of preschool organizations, which contributes to the formation of psychological neoplasms and abilities in them, which, in turn, determine the conditions for high success in educational activities.

All these forms of work are well known and successfully used in the work of every specialist and educator.

Synopsis of the game developing session "Workshop of patterns and figures" for children of senior preschool age.

Target.

Formation of the prerequisites for learning activities in older preschoolers.

Tasks:

Continue to improve the ability of children to independently find ways to solve practical and cognitive problems.

Develop the ability to work according to instructions; exercise control over the way of performing their actions and evaluate them; arbitrariness, controllability of behavior.

To form a motivational component of activity.

To develop the child's need for communication and interaction with adults and peers.

Cultivate friendly relationships between children, respectful attitude towards others.

Materials: halves of blue circles, yellow squares and brown triangles, "Find by address" table, schematic drawing, blue circles, yellow squares, brown triangles of different sizes, cards "Look, picture" a set of numbers from 1 to 4 for each child.

Musical accompaniment.

Course progress.

Psychologist(referring to children). Children! Today we have guests from other kindergartens. They all love children very much and play with them all the time. Our guests really want to see how we play, they will also play with children in their kindergartens. Let's introduce ourselves to our guests.

Game "Introduction"

The psychologist asks each child to tell about himself, using the expressions:

My name is….

Most of all, I like….

I love….

I can do...

The psychologist starts first.

"Psychotraining Circle"

Children stand in a circle holding hands. In turn, they quietly shake the neighbor’s hand and say, “I know for sure that in this circle they will help me, and I will help,” make a larger circle and say the same thing again, louder, make the largest circle and repeat loudly.

"Kinesiology Exercises"

The psychologist offers exercises to improve mental activity.

1. Light massage "point of attention"
2. "Horns - legs"
3. "Lezginka"
4. "Everything will be fine"

Psychologist. Children, I invite you to work today in the Workshop of Patterns and Shapes . Secret work is being carried out there, so those who have a secret pass will be able to get into this workshop.

Exercise "Find by address"

The psychologist invites the children to find the halves of the figures “at the address” and find a pair so that the figure becomes whole.

The squares contain halves of blue circles, yellow squares and red triangles. Each child takes the “address” where he finds his half of the figure, for example, A3. Children are divided into pairs, depending on the halves, connecting into whole figures. They go to the "laboratory" and take places according to the "passes".

Exercise "Wall of Creativity"

Psychologist. Children, an artist works in this workshop, he drew a drawing, but he did not turn out bright, not interesting. But you look at this drawing very carefully, it will come in handy when working in our workshop. I suggest you simulate this drawing of geometric shapes on a magnetic board so that it becomes bright and interesting. Pay attention to what is on your table (on the tables are: on 1 - blue circles, on 2 - yellow squares, on 3 - brown triangles) will it help at work? Think about how you will do this job.

Remember who or what was depicted in the artist's drawing?

What shapes does a snowman consist of? Who can model a snowman? Correctly. Let's call you the Circle Team.

What shapes does the house consist of? Who models the house? "Team of squares".

What are the shapes of a dog? Who models the dog? Triangle Team.

Let's get to work. The psychologist observes, if necessary, comes to the rescue.

Psychologist. You did a very good job. They worked together and helped each other. It turned out bright and interesting. You like? I can see it in your eyes, smiles. And I really like it, you can also see it in my facial expression. What is the mood of the snowman and the dog? Can we define it? Why? What do you think, what time of day, and what weather, can we determine? What do you think we can do?

Exercise "Decorate the picture"

Children, with the help of multi-colored markers, “decorate” the picture.

Psychologist. Children, let's sit down and admire our picture. Now we can tell what mood our heroes have? What time of day? Weather? Do you think the dog and the snowman are friends?

Situational game to find external resources.

Psychologist. Yes, the snowman and the dog are real friends. And they turn to you for help. They love to play together very much, and every day the dog goes to visit the snowman on the street. And the snowman has never visited the dog that lives with the owner in this house.

- Why do you think?

- Yes, because in heat it can melt. So the dog asks you how to make sure that the snowman in the house does not melt? Children's answers. We bring to the idea that the snowman needs cold.

- Thanks to you, the snowman came to visit his friend.

- And what do the hosts do when guests come to them? Children's answers. We bring to the idea that it is necessary to treat the guest.

What do you think a dog can treat his friend to?

Game "What's inside"

Psychologist. The snowman is in the house for the first time. He is very interested, he looks around. Let's imagine what he can see in the house:

- round shape? Children's answers.

- square shape? Children's answers.

- triangular? Children's answers.

Psychologist. Now it's time to play.

Game "Look, picture"

Children move freely to the music, as soon as the music changes, pay attention to me what to do, the cards will tell you The psychologist shows three training cards in white. The card will show you which team, "triangles", "squares" or "circles" will squat, spin or bounce and how many times.

At the end, we all clap our hands together.

Exercise "Intellectual Kaleidoscope"

Psychologist. Children, now a task will appear on the screen, you all listen to it carefully and, silently, put a card with a number, under which the correct answer is located, on the edge of the table. I remind you once again, since this task requires attention, we work in silence. Discussion occurs only when opinions differ. Well done! Job well done!

Relaxation "Tired dolls"

Psychologist. You did a very good job today. Now we can rest a little. Lie down comfortably and imagine yourself becoming soft, sluggish and relaxed, just like rag dolls. I will walk around and lift your arms and legs to feel how relaxed you are. And now, tighten your muscles, as if you have turned into tin soldiers, and now relax your muscles again and so on several times.

Psychologist. Our work in the "Workshop of Patterns and Shapes" is coming to an end.

Questions for children.

Think and say:

What did you do best?

Who helped you today?

What didn't work for you and why?

What will you do to make it work next time?

What was the most difficult?

What was the most interesting?

Who would you like to thank for your work in class?

Thank you, you are just great!

Psychologist. And now, we hand over the passes and leave the workshop.

Let's ask our guests, did they like it? Thank you, you are very good viewers! In memory of our meeting, the children and I give you gifts.

For the fact that you were diligent, attentive, I also want to make gifts to you. The psychologist gives gifts to children.

Children say goodbye to the guests.

Working with parents.

Work on the implementation of the Federal State Educational Standards requires the search for new joint, partnership forms and methods of working with the families of pupils, the result of which is the formation of a conscious attitude in parents to their own views and attitudes in raising a child.

In the preparatory group, the main direction of cooperation between educators and specialists with the family is the development of the group's parent team, the creation of a parent-child community in which parents could discuss their pedagogical problems, jointly outline the development prospects of the group's children. Work on increasing the competence of parents on the problem of preparing children for school, reducing the level of anxiety of parents before children enter school, determining joint conditions for better preparation for school of each child. Parents are actively involved in joint activities with their children, in the process of organizing various forms of child-parent interaction - this contributes to the development of parental confidence, joy and satisfaction from communicating with their children, we help to see their child from a different side, unknown to the parent.

It is productive to use the following forms of work: Information and analytical. Visual and informational. Leisure. Cognitive.

It is very important to teach parents how to prepare a child for school in everyday communication: joint play and creative activities, in the course of everyday activities, walks. Children are emotionally hard to bear when their parents turn into mentors. Kids want to see them as play partners, friends, loved ones, loving, understanding, wise people. But not every parent knows how to act as a partner. The choice of methods and forms of work with each specific family is directly related to the identification of the characteristics and needs of the development of pupils, the social and educational needs of parents.

One of the productive forms of work on the formation of parental competence in matters of preparation for school is joint play sessions, designed in such a way as to strengthen the relationship between parents and the child. Parents watch the child, see those features that in everyday life often elude their attention. They begin to perceive and feel failures and joys in a different way, they learn to cooperate with the child and create something together - both in the game and in business.

"Developing Voluntary Behavior 1"

Target:

Tasks:

Materials and equipment: tables, chairs according to the number of participants, a magnet, carnations, 10 cards of 10x15 cm format, on which simple geometric shapes are drawn, a magnetic board, balls.

Musical accompaniment: Children's instrumental major music for the game "Magnet", "Caterpillar".

1. Greetings.

We stand hand in hand

Together we are a big ribbon.

Can we be big (raise hands up)

We can be small (hands down),

But no one will

1. Warm up. Magnet game.

Goal: rallying the parent-child team, developing self-confidence, increasing self-esteem.

Instruction. Now we're in for some magic. The facilitator shows children and parents how a magnet attracts and holds small carnations. Who can tell me what this item is called? Sometimes people are magnets. Remember how in the evening you quickly run to your mom or dad when they come for you? You are drawn to them like a magnet. Do magnet children attract you, parents, to kindergarten in the evening? We will now play a game with you in which each of you will be a magnet. When the music starts, you can move around the room, when the music stops, I will loudly call one of you, for example, Sasha the Magnet or Lisa's Mom is the Magnet. Then quickly approach, like carnations to a magnet, to the one I named, and very carefully, without pushing, stand in a tight circle around and gently touch your hand. When the music starts again, you move around the room again until I call another name.

Exercise analysis:

Who is more pleasant to be a magnet or carnations?

What did you do to make the magnet happy?

1. Main part.Exercise yes or no.

Purpose: development of arbitrary behavior.

Instruction. We will play a game with you. I will ask some of you questions, and you will answer. But let's agree this: you should not, you have no right, you will not answer me with the words "yes" and "no." For example, if I ask: "Do you have a toy?" without saying yes. Or, for example, I ask: "Do people walk on the ceiling?", And the answer should not be: "No." Should be: "People don't walk on ceilings." So, the words "yes" and "no" do not say. Did everyone understand? Then let's start!

Exercise analysis:

Was it easy to comply with the condition?

What did you do when you were wrong? (tried to correct the error).

1. The game "Get up on command."Instead of a physical.

Goal: development of concentration.

Instruction. We divide into two teams, for example, two pairs of children and parents in each team. One team sits on the floor to my left - this is the hare team, the other team sits on the right - this is the bird team. When I call out the names of the team, all the members who belong to it should quickly stand up and show me bunny ears by putting their hands to their heads and waving them. The other team continues to sit. When the bird team hears its name, it stands up and flaps its arms like birds do with wings. When teams freely perform a task, we complicate it. Remember well which of you are hares and which are birds. Sit down together in front of me. Let's see if you remember exactly who's on which team. You can invite children and parents to come up with team names and accompanying movements.

1. Exercise "Drawing Shapes"

Purpose: rallying parent-child couples, establishing tactile and visual contact, developing the ability to act according to instructions, keeping multi-step instructions in memory.

Instruction. If you, both children and parents, are attentive enough, you will be able to read, not only with your eyes, but also with other parts of the body, for example, with your back. Let the children read first, and the parents will write. Children will sit in a semicircle on chairs in front of a magnetic board with cards with figures attached, parents will stand behind their children. Parents mentally choose one picture, but do not say which one. At my command, slowly and accurately draw a figure from the selected picture on the back of a seated child with a fingertip. If the child "read" the picture, he silently stands up, silently goes to the picture with the figure that is "painted" on his back and silently traces this figure with a finger, turns to the parent, if the choice is correct, the parent silently nods his head, if not correct, shakes his head. But after all, it’s not possible for everyone to “read” the first time correctly, if you didn’t immediately understand what your parents wrote, silently raise one hand - this is a sign for parents to repeat.

Then we change, parents “read”, children “write”. The instructions are the same.

The task can be made more difficult: the pictures are on the table, so that the sitting players do not see them, but the players "writing" see them. The “reading” player must make an internal image of what is drawn on his back, then go to the table and select the desired picture.

Job analysis:

Was it difficult to complete the task silently?

1. Game "Caterpillar"

Goal: teaching interaction, uniting the parent-child group.

Instruction. Children and parents stand one behind the other, holding on to the waist of the person in front. On my command, the Centipede starts to simply move forward, then crouches, jumps on one leg, crawls between obstacles and performs other tasks. The main task of the players is not to break the single "chain", to keep the Centipede intact.

The task can be made more difficult: Place balls between the players that can only be held by the stomach without disengaging the Centipede. It is desirable that everyone be in the role of the head of the Centipede.

Exercise analysis:

Who was easier to be: the head or the tail of the Centipede?

What did you do to keep the Centipede safe?

Did you enjoy being a centipede? How?

1. Reflection.

Instruction.

I understand…

I really liked it…

I would like…

Psychologist :

Scenario game development session

"Developing Voluntary Behavior 2"

Target:

1. Optimization of parent-child relations in preparing a child for school.

Tasks:

1. To create conditions for the effective development of communication skills and social adaptation of children of senior preschool age.
2. Reduce the level of anxiety of older preschoolers before entering school; develop self-confidence.
3. To teach parents the methods and techniques of effective organization of classes with children of senior preschool age.
4. Continue to develop voluntary behavior and self-control.
5. Continue to teach children to listen and hear an adult, plan, control and evaluate their activities.
6. Create conditions for optimizing child-parent relationships

Materials and equipment: tables, chairs according to the number of participants, patterns and forms for graphic dictation according to the number of participants.

Musical accompaniment: Children's instrumental music in major for the game “Stop, alone! Stop, two!...”, “Giraffe, elephant, crocodile”, instrumental music, for example - “Aria” and “Passacaglia” by Handel, for the exercise “Thaw and Freeze”.

1. Greetings.

Purpose: warming up the group, removing emotional anxiety.

Children and parents stand in a circle, holding hands. The poem is recited in chorus.

We stand hand in hand

Together we are a big ribbon.

Can we be big (raise hands up)

We can be small (hands down),

But no one will (nod to neighbors and shake hands).

1. Warm up. The game "Stop, one! Stop, two!..."

Purpose: rallying parent-child couples, development of voluntary attention.

Instruction. Children and parents to the music can move around the room until the music stops and I say “Stop!” and I will not say any number, for example, "one". Then you should quickly run up to your couple (parent-child) and touch each other with only one part of the body. How will you do it?.. Can any couple show me how they would stand?... If I call out “Stop, two!”, you should touch each other with two parts of the body. You can touch each other with your hands, feet, heads, shoulders, five and ten fingers. How will you touch each other if I shout "Stop, eight!"? ... Alternate small and large numbers more often. Encourage the most original decisions of couples, for example: “A couple of Masha and mother had a very interesting idea, they touched each other with two knees and a head.”

Exercise analysis:

How did you manage to quickly agree on how you would touch each other?

Who came up with the most interesting ideas, children or adults?

1. Main part. Robot game

Purpose: the ability to follow verbal instructions, describe directions of movement using words, take responsibility and perform the simplest functions of managing other people.

Instruction. Do you know what a robot is? ... We will now play a game in which robots will act. These robots understand three simple commands: "Forward!", "Stop!" and back!". The first command is "Forward!". If the robot hears this, it takes small steps forward, as if with effort. Do you understand how to go? Let's try. The second important command that the robot must understand is "Stop!". If the robot hears "stop", it stops and does not move anymore. The third command is "Back!". The robot turns around and begins to slowly move in the opposite direction. Now let's pair up. At first the kids will be robots and the parents will be engineers who want to test how the robots work. The engineer gives commands to the robot, the robot executes them. Engineers are also responsible for making sure the robots don't collide or break. Let's start playing, and then the children and parents will switch roles.

Exercise analysis:

Which is harder to be, a robot or an engineer?

How did you manage to control the robots so that they did not collide?

1. Exercise "Graphic dictation"

Purpose: development of fine motor skills, spatial representations, the ability to listen and follow the verbal instructions of an adult.

Instruction. Pairs of children and parents sit down at the tables, children draw a pattern in the cells under the dictation of their parents. (If parent-child couples perform this exercise successfully and not for the first time, you can change, the children dictate simple patterns to their parents).

Exercise analysis:

What helped you successfully cope with such a difficult task?

What is more difficult, dictating or drawing yourself?

1. The game."Giraffe, elephant, crocodile."(Instead of physical education)

Purpose: development of voluntary attention.

Instruction. Children and parents stand in a circle, in the center is the leader (child or parent). Pointing to one of the participants, the presenter calls the animal that needs to be depicted: elephant (trunk - arm extended forward), giraffe (neck - arms up), crocodile (mouth - hands). Those standing nearby should join the show and show with their hands: an elephant has ears, a crocodile has a comb, a giraffe has spots on its body. Who hesitated or made a mistake - becomes the leader.

1. Exercise "Thaw and Freeze"

Purpose: to develop the ability to control your body.

Instruction. The game we are going to play is very difficult. Disperse, please, evenly around the room. Imagine that your whole body is ice. The music I'm about to play will slowly unfreeze him, piece by piece. You can move the thawed parts to the music. All other parts must remain motionless. For example, imagine that your fingers are thawed and moving... Now you can move your palms as well... Now you can move your fingers, palms and arms up to your elbows... Now you can move your whole arm, from your fingers to your shoulder... etc. until the whole body is involved. Then you can suggest the opposite - "freeze" body parts one by one, so that at the end only the fingers move to the music. At the end of the game, shake your arms and legs well.

7. Reflection.

Purpose: awareness of the experience gained, summing up

Instruction. Assignment to parents - continue the sentences:

I understand…

In my child, I was surprised ...

I really liked it…

I would like…

Psychologist : also performs the exercise “Unfinished sentences”, thanks everyone for participating.

Conclusion.

The formation of the prerequisites for educational activity in preschool children is possible only with the emotional involvement of an adult in the activities of children. Only if the adult himself is immersed in some activity with interest, can the meaning of the activity be transferred to the child. The child sees that one can enjoy intellectual efforts, experience the “beauty of solving” the problem, it is assumed not only the adoption of the activity algorithm by the child, but also active emotional feedback from the adult

It is necessary to constantly stimulate the curiosity of the child, through the use of original toys and materials in the work that can arouse interest, surprise, contain a mystery. It is important not only to interest the child, but also to teach him to set goals for himself in the process of cognitive activity and independently find ways to achieve them.

An adult's assessment (both positive and negative) can contribute to fixing the child on his own successes, strengths and weaknesses, that is, the development of external motivation. It is very important to support children's activity, research interest and curiosity. The adult sought not only to transfer the initiative to the child, but also to support it, that is, to help realize children's ideas, find possible mistakes, and cope with the difficulties that arise.

A properly built system of work of a preschool organization, aimed at creating the prerequisites for educational activities in the framework of the transition to the Federal State Educational Standards for Preschool Education, is an effective type of social interaction that gives a real opportunity to involve all children in various activities, supports children's initiative and independence, promotes development norms of social behavior, allows adults to show respect for the individuality of each child, for his right to be different from others. Pupils of educational institutions where such a system of work has been created are distinguished by such qualities necessary for positive socialization as self-esteem, self-confidence, openness to the outside world, a positive attitude towards themselves and others.

Introduction

« The school should not make a sharp change in life. Having become a student, the child continues to do today what he did yesterday. Let the new appear in his life gradually and not overwhelm him with an avalanche of impressions.

(V.A. Sukhomlinsky.)

These words of V.A. Sukhomlinsky are relevant at the present time. Completion of the preschool period and admission to school is a difficult and responsible stage in the life of a child. Creating conditions for the successful adaptation of younger students is our common task.

Currently, the kindergarten and the school are solving the difficult tasks of transitioning to new federal state educational standards. The success of modern school education to a large extent depends on the level of preparedness of the child in the preschool years, including the correct formation of the prerequisites for UUD, according to the Federal State Educational Standard in DU.

At preschool age, only the prerequisites for universal educational activities are formed.

In accordance with the Federal State Educational Standard, 4 types of UUD are presented at preschool age, corresponding to the key goals of general education:

1. personal;
2. Regulatory, including self-regulation;
3. Cognitive, including logical, cognitive and sign-symbolic;
4. Communication actions.

Personal actions make learning meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations. Personal actions are aimed at understanding, researching and accepting life values ​​and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people around you, yourself and your future.

Regulatory actions provide the ability to manage cognitive and learning activities through setting goals, planning, monitoring, correcting one's actions and assessing the success of assimilation. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.

Cognitive actions include the actions of research, search and selection of the necessary information, its structuring, modeling of the studied content, logical actions and operations, methods of solving problems.

Communicative actions - provide opportunities for cooperation - the ability to hear, listen and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, correctly express one's thoughts in speech, respect partner in communication and cooperation and himself. The ability to learn means the ability to effectively cooperate both with the teacher and with peers, the ability and willingness to engage in dialogue, seek solutions, and support each other.

The mastery of preschoolers with universal educational activities creates the possibility of independent successful assimilation of new knowledge, skills and competencies based on the formation of the ability to learn. This possibility is ensured by the fact that UUD are generalized actions that generate a broad orientation of preschoolers in various subject areas of knowledge and motivation for learning.

Blocks of basic actions (cognitive, regulative, personal and communicative) have always been included in preschool development programs and are currently the subject of intensive development. However, the content of these developmental tasks is limited only to preparation for them in accordance with the psychological tasks of age, the age-related capabilities of preschoolers and the lack of education, primarily systematic education. Of great importance is the problem of the psychological readiness of children during the transition of preschoolers to the stage of primary general education. The formation of readiness for the transition to learning at the level of primary general education should be carried out within the framework of specific children's activities: intellectual games, role-playing games, visual activity, construction, perception of a fairy tale, etc.

Difficulties of such a transition:

Decreased intelligence of children;

Deterioration of discipline;

The growth of negative attitudes towards teaching;

Increased emotional instability;

Violation of behavior.

These difficulties are due to the following reasons:

The need for adaptation of preschoolers to the new organization of the educational process;

Insufficient readiness of children for more complex and independent educational activities associated with indicators of their intellectual, personal development and mainly with the level of formation of the structural components of educational activities (motives, learning activities, control, evaluation).

Based on this, the Federal State Standard of Primary General Education defined as the main results not subject, but personal and meta-subject UUD: “The most important task of the modern education system is the formation of universal educational activities that provide students with the ability to learn, the ability to self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by students. At the same time, knowledge, skills and abilities are considered as derivatives of the corresponding types of purposeful actions, that is, they are formed, applied and stored in close connection with the active actions of the students themselves.

The concept of the development of universal educational activities in primary school is designed to specify the requirements for the results of primary general education and supplement the traditional content of educational programs. It is necessary for planning the educational process in a preschool educational institution, primary school and ensuring the continuity of education.

The origin of the problem of succession has the following reasons:

Insufficiently - a smooth, even spasmodic change in the methods and content of education, which, when moving to the stage of basic general education, leads to a drop in academic performance and an increase in psychological difficulties among students;

Education at the previous level often does not provide sufficient readiness of students for successful inclusion in the educational activities of a new, more complex level. In addition, an insufficient amount of literature on the formation of UUD in children of senior preschool age leads to a gap in learning: younger students who come to primary school with a low level of readiness for systematic learning experience a number of difficulties in mastering the content of educational material, as they do not have time at a given pace. explore new ways of gaining knowledge.

According to the results of the psychological and pedagogical readiness of children for school at the end of the senior group, we got the following results: 20% of children with a high level, 44% of children with an average level, 36% of children with a low level of preparation for school. These are below average results.

Understanding the importance of this problem, I chose the current topic of work: "Formation of universal educational activities in children of senior preschool age, through intellectual games, as a prerequisite for their further successful systematic learning."

Object of study

The process of forming universal educational activities through intellectual games.

Subject of study

- the formation of universal educational activities in children of senior preschool age as a prerequisite for their further successful systematic education.

Research hypothesis

"If you systematically and consistently form UUD in children of senior preschool age, through the development of intelligence, then this will contribute to the development of the prerequisites for their successful educational activities."

Preschool childhood is a period of intellectual development of all mental processes that provide the child with the opportunity to get acquainted with the surrounding reality.

The child learns to perceive, think, speak; he masters many ways of acting with objects, learns certain rules and begins to control himself. All of this involves memory. The role of memory in the development of the child is enormous. The assimilation of knowledge about the world around us and about oneself, the acquisition of skills and habits, all this is connected with the work of memory. Schooling is especially demanding.

Modern psychology argues that the intellectual potential of children is genetically determined and that many people have a chance of achieving only an average level of intelligence. Of course, our opportunities for development are not unlimited. But practice shows that if even "average" intellectual abilities are used at least a little more effectively, the results exceed all expectations.

Intellectual games contribute not only to the development of children's memory, but also to switching from one type of activity to another, developing the ability to listen and hear others, understand and perceive other points of view. For the successful development of the school curriculum, the child needs not only to know a lot, but also to think consistently and conclusively, to guess, to show mental stress, to think logically.

Teaching the development of logical thinking is of no small importance for the future student and is very relevant. Mastering any means of memorization, the child learns to single out a goal and carry out certain work with the material to achieve it. He begins to understand the need to repeat, compare, generalize, group material for the purpose of memorization.

Teaching children classification contributes to the successful mastery of a more complex way of remembering - the semantic grouping that children encounter at school. Using the opportunities for the development of logical thinking and memory of preschoolers, it is possible to more successfully prepare children for solving the problems that school education sets before us.

The development of logical thinking includes the use of didactic games, ingenuity, puzzles, solving various logic games and labyrinths is of great interest to children. In this activity, important personality traits are formed in children: independence, resourcefulness, ingenuity, perseverance is developed, and constructive skills are developed. Children learn to plan their actions, think about them, guess in search of a result, while showing creativity. Games of logical content help to cultivate cognitive interest in children, contribute to research and creative search, desire and ability to learn. Didactic games as one of the most natural activities of children and contributes to the formation and development of intellectual and creative manifestations, self-expression and independence.

Intellectual games help the child acquire a taste for intellectual and creative work. They contribute to the “launch” of developmental mechanisms, which, without special efforts by adults, can be frozen or not work at all. Intellectual games help to better prepare the child for schooling, expand the possibilities of free conscious choice in life and the maximum realization of his potential abilities.

Methodological development is intended for teachers of senior and preparatory groups of kindergarten.

Here are ideas for individual work with children, abstracts of intellectual games with children and parents.

Didactic game as a means of intellectual development. Children are offered individual games (puzzles, ingenuity, labyrinths, logic games): Insert the missing number, Walk along the path, Draw the other half of the picture, Connect the correspondence, Connect by dots, Write in the house numbers, Write in the numbers, Swipe from small to large, Continue the row , Repeat according to the scheme, Draw a rug according to the fragment, Underline the indicated letters, Connect by letters and others.

Word games with children to develop attention, perception, memory, imagination, thinking: Find the extra, Find five differences, Find the twin brother, Look - remember - say what is missing, Find whose shadow, Find a suitable patch, What is in the bag, From which animals turned out to be an unprecedented animal, Carry out a classification, Calculate whether the height is enough, How many objects are shown, Arrange according to the scheme, Which word corresponds, Catch the word and others.

Learning intellectual games in a group with children: checkers, who is guessed, king of the hill, reversi, rulers, tic-tac-toe, uando. Individual games, help, explanation.

Information for parents: Development of intelligence in children after 3 years.

Information for educators: intellectual games as a means of developing creative abilities in a child.

We played educational and educational intellectual quiz games with children: Answer, Everything about everything. The children were divided into two teams and completed tasks for attention, for time, for ingenuity, for knowledge on various topics.

On Father's Day, we had an educational and educational intellectual game - a quiz, children with dads (uncles, grandfathers) "The smartest". All those present were divided into five teams, two adults and two children. The objective of the event was: interesting communication between children and parents, educate the culture of children's behavior, develop communication skills, develop attention, memory, speech

Goal and tasks

Formation in children of senior preschool age of universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement, according to the Federal State Educational Standard in DU.

To teach children the development of logical thinking, mastering any means of memorization, classification, the ability to plan their actions, the ability to think consistently and conclusively, the ability to guess, to show mental stress;

To develop in children memory, logical thinking, independence, resourcefulness, ingenuity, perseverance, constructive skills, the ability to switch from one type of activity to another, the ability to listen and hear others, understand and perceive other points of view;

To nurture the cognitive interest of children, to promote research and creative search, the desire and ability to learn;

To prepare children in speech development for schooling, the ability to perceive-think-speak.

Implementation stages

Forms of work with children

Individual didactic game (puzzles, ingenuity, labyrinths, logic games): Insert the missing number, Walk along the path, Draw the other half of the picture, Connect the correspondence, Connect by dots, Write in the house numbers, Write in the numbers, Swipe from small to large, Continue the row, Repeat according to the scheme, Draw a rug according to the fragment, Underline the indicated letters, Connect by letters and others.

Word games: Find the extra, Find the five differences, Find the twin brother, Look-remember-say what is missing, Find whose shadow, Find the right patch, What is in the bag, What animals turned out to be an unprecedented animal, Classify, Calculate whether it is enough height, How many objects are shown, Arrange according to the scheme, Which word corresponds, Catch the word and others.

Learning intellectual games in a group with children: checkers, who is guessed, king of the hill, reversi, rulers, tic-tac-toe, uando.

Reading to children: what is intelligence and what does it depend on, a magic list that will help develop intelligence throughout life.

We played educational and educational intellectual quiz games with children: Answer, Everything about everything.

Master Class

Formation of personal and cognitive prerequisites

universal learning activitiesin older preschoolers using TRIZ technologies

in the EP under the conditions of the Federal State Educational Standard

“The school should not make a sharp change in life.

Having become a student, the child continues to do today what he did yesterday.

Let the new appear in his life gradually and

does not overwhelm with an avalanche of impressions "

(V. A. Sukhomlinsky).

These words of V. A. Sukhomlinsky are very relevant at the present time. Completion preschool period and admission to school is a difficult and responsible stage in a child's life.

Entering school is the beginning of a child's long journey, the transition to the next age stage of life. The beginning of school education radically changes the way of life of the child, and sometimes the whole family.

Studying at school requires the child to be ready for a new type of activity - educational.

The ability to learn is the desire and ability to independently implement learning activities. Therefore, it is important to educate preschoolers cognitive interests because it is they who activate the abilities of children. Term « prerequisites for universal learning activities» - this is the child's ability to self-development through active assimilation and acquisition of skills through practical activities and personal experience.

AT preschool age distinguish 4 blocks of UUD:

1) personal;

2) regulatory;

3) informative;

4) communicative.

We will consider 2 blocks - personal and cognitive UUD.

Formation of personal prerequisites for UUD in older preschoolers within the framework of the targets of GEF DO.

The child masters the main cultural ways

activity, shows initiative and independence in

different types of activities - playing, communicating, designing,

and etc. ; is able to choose his occupation and methods of solution, partners in joint activities;

The child has a positive attitude towards

to the world, to other people and to oneself, has a sense of

own dignity; actively interacts with

peers and adults, participates in joint games;

The child has a developed imagination, which

implemented in various activities, and, above all, in

game; the child owns different forms and types of play

Formation of cognitive prerequisites for UUD in older preschoolers within the framework of the targets of GEF DO

The child is curious and asks questions

relating to near and far objects and phenomena,

interested in cause and effect relationships

come up with explanations for natural phenomena

the actions of people; inclined to observe, experiment;

The child is capable of making his own decisions.

What is the main form of education, where the prerequisites for UUD are formed in children of senior preschool age?

This is GCD - continuous educational activity. For formation of UUD in senior preschool age, teachers use non-traditional methods, techniques and technologies to activate cognitive activity.

TRIZ technology in kindergarten contributes to the development, on the one hand, of such qualities as thinking, flexibility, mobility, consistency, dialectics, and, on the other hand, search activity, the desire for novelty, the development of speech and creative imagination.

The main task of using TRIZ technology is to instill in the child the joy of creative discoveries.

With a teacher who uses TRIZ, children study with enthusiasm and master new knowledge without overload, develop speech and thinking.

Application of TRIZ in education preschoolers allows you to grow real inventors from children, who in adulthood become inventors, generators of new ideas.

If we compare the main tasks cognitive development according to the Federal State Educational Standard and the tasks of TRIZ-RTV, they are surprisingly similar...

Table 1

Tasks cognitive

development preschoolers according to GEF DO

The development of curiosity and cognitive motivation;

- formation of ideas about the whole and parts;

- formation of representations about space and time, causes and effects of events, movement and rest;

Organize Solution cognitive tasks, which are especially well seen in working with problems and contradictions;

- formation of cognitive interests, actions and skills

GEF involves the solution of cognitive tasks in all educational areas and in all types of children's activities.

TRIZ-RTV tasks in cognitive development of preschoolers

- formation the foundations of systemic thinking, establishing the relationship between parts of the system, its changes over time, interaction with other systems;

Teaching children to identify, formulating and resolution of the simplest problems, contradictions, cause-and-effect relationships of events that manifest themselves in the process of familiarization with the outside world;

- formation ability to use tricks "strong mind" facilitating rapid systematization and classification, as well as memorizing a large amount information;

- formation of the ability to identify resources, basic and additional functions of the object.

TRIZ - technology is aimed at intellectual, creative development personalities in any kind of activity.

TRIZ program for preschoolers is a system of collective games

and activities with children.

"Guess what I guessed."

"Teremok."

"Fairy tale inside out."

"What was - what became"

"Something is part of something."

"What does it look like?"

"What of what?"

"Bad Good"

TRIZ learning stages

To teach to find and distinguish between the contradictions that surround children everywhere. (What is common between a flower and a tree).

Teach children to fantasize, to invent.

Solving fairy tale problems and inventing different fairy tales using special TRIZ methods. (Baba Yaga caught you and wants to eat you. What to do).

The child applies the acquired knowledge and using non-standard, original solutions to problems, learns to find a way out of any difficult situation.

Principles of construction of GCD according to TRIZ.

Message minimum information, maximum reasoning.

Optimal the form organization of discussion of problematic situations brainstorming.

System approach (everything in the world is interconnected, and any phenomenon should be considered in development).

Turn on in progress knowledge all mental operations and means of perception available to the child

Mandatory activation of creative imagination.

Give yourself a chance to express yourself.

Eagerness to get new information about the environment.

develop the need for cognitive activity.

Give the opportunity to create, create.

Contribute to the development of analytical skills.

- form the ability to develop and prove one's point of view.

Thus, TRIZ, on the one hand, is an entertaining game, on the other hand, the development of a child's mental activity through creativity.

What gives creativity to a child?

Gives you the opportunity to express yourself.

When conducting a NOD, you can use the following forms of work with children:

Role-playing and didactic games,

Listening to music,

Staging and modeling situations,

Implementation of practical work.

An important role is played by diagrams, tables, symbols and other ways of presenting information.

Fairy tales, riddles, proverbs, works of children's writers are used as illustrative material.

A large place is occupied by poems chosen in such a way that morality, as well as the conclusion contained in them, does not "bulging out" to the fore and "hiding" within a situation, often mixed. Mastery teacher is to let the children see this morality for themselves and make

Relevant conclusion.

Methods and techniques of TRIZ technology

brainstorming method

Trial and error method

Comparison of living and non-living objects

Fantastic analogy

empathy method

Method of contradictions

Direct analogy

Changing the plot of a fairy tale

contradiction method.

Activation of interest

Systematization of knowledge,

. Concept formation

relativity.

(RainWhy is it good, why is it bad?

Method "empathy"

Purpose: development of ability introduce yourself in the place of another person or subject

(What does the Fox feel when he wants to eat a kolobok.

Imagine that you are a bush. It's raining. What do you feel)

Method "Comparison of living and non-living objects"

Purpose: to see the common and the difference; develop memory, thinking, imagination

(The hare is drawn and alive. The hare and the table, etc.)

A special stage in the work of a teacher - a Trizovian - is working with fairy tales, solving fairy-tale problems and inventing new fairy tales using special techniques.

System operator

System operator forms in the child

"systems analysis skills, systems thinking, or multiscreen thinking"

Who lives in a teremochka?

Purpose: to teach the child the elements of analysis, to encourage him to notice common signs by comparing them.

You will need: colorful images of different items, for example: pear, pen, house, backpack, pot, flower and so on.

Introduction: remember with the children the fairy tale "Teremok" and suggest playing it like this, as they do in the country of Changelings.

Game progress: each child, with his eyes closed, draws out his drawing and plays for the drawn subject. The host chooses the owner of the tower - the king of the Changelings, who called his friends to a feast. The characters take turns approaching the tower. The first invitee asks the question:

Knock, knock, who lives in the little house?

I -. (calls himself, for example, a flower). And who are you?

And I -. (calls himself, for example, pear). Will you let me into the teremok?

I'll let you in if you tell me how you look like me. The guest carefully compares the two drawings and

names the found common moments.

For example, he can say that both the flower and the

pears have a twig. After that the first

the participant enters the teremok, and to the owner

The next guest is already knocking. Important

If he cannot answer, the rest of the children help.

Good-bad game.

Purpose: to teach children to distinguish in subjects and objects of the surrounding world, positive and negative aspects. Rules of the game: Any object or in senior preschool age system, a phenomenon in which determined positive and negative properties. Game progress. 1 option:

B: Eating candy is good. Why?

D: Because she's sweet.

Q: Eating candy is bad. Why?

D: Teeth can hurt.

That is, questions are asked according to the principle: "something is good - why?",

"something bad - why?".

Working with fairy tales

Solving fairy-tale problems and inventing new fairy tales using special techniques

Collage of fairy tales

This method develops imagination, breaks habitual stereotypes in children,

creates conditions under which the main characters remain, but

enter new circumstances that may be

fantastic and incredible.

This method serves premise to write all sorts of plots and endings. In addition to the ability to compose, the child learns to find a way out of difficult circumstances.

Fairy tales in a new way.

This method helps to take a fresh look at familiar stories.

Collage of fairy tales

Inventing a new fairy tale based on fairy tales already known to children.

"That's what happened to our book of fairy tales. Everything in it

the pages got mixed up and Pinocchio, Little Red Riding Hood and

The evil wizard turned the gingerbread man into mice. They were burning

grieved and decided to seek salvation. met old man

Hottabych, but he forgot the spell...”

Rescue situations in fairy tales

“Once a kitten decided to swim. He swam very far from the shore. Suddenly a storm began, and he began to sink ...”

Offer your options for rescuing a kitten.

Fairy tales in a new way.

Old fairy tale"Tiny-Havroshechka"

Come up with:

A fairy tale in a new way - "Khavroshechka is evil and lazy."

Dear teachers!

if you want to go to work like a holiday;

if you like it when children's eyes sparkle;

if you want to get the most out of every lesson;

if you want to communicate with smart, thinking children;

if you want to get the keys to creativity,

writing, take up TRIZ!

Thank you for your attention!

Creative success to you!

View document content
“Master class Formation of personal and cognitive prerequisites for universal learning activities in older preschoolers using TRIZ technologies in EP under the conditions of the Federal State Educational Standard”

Master Class

Formation

personal and cognitive prerequisites for universal learning activities

among older preschoolers when using TRIZ technologies in EP

under the conditions of the Federal State Educational Standard

Rusanova Olga Ivanovna Educator of the MK preschool educational institution Pavlovsky kindergarten No. 10

2016-2017

“The school should not make a sharp change in life.

Having become a student, the child continues to do today what he did yesterday. Let the new appear in his life gradually and not overwhelm him with an avalanche of impressions.

(V.A. Sukhomlinsky).

School enrollment- this is the beginning of a child's long journey, the transition to the next age stage of life. The beginning of school education radically changes the way of life of the child, and sometimes the whole family.

Studying at school requires the child to be ready for a new type of activity - educational.

The ability to learn is the desire and ability to independently carry out learning activities. Therefore, it is important to educate preschoolers with cognitive interests, since it is they that activate the abilities of children.

Term "prerequisites for universal learning activities" is the ability of the child to self-development through active assimilation and acquisition of skills through practical activities and personal experience.

Formation of prerequisites for UUD in older preschoolers according to GEF DO

4 blocks of prerequisites

universal learning activities

personal

cognitive

regulatory

communicative

Formation of personal prerequisites for UUD in older preschoolers within the framework of the targets of the GEF DO

Child masters the main cultural ways of activity, Shows initiative and independence different types of activities– game, communication, construction, etc.; is able to choose his occupation and methods of solution, partners in joint activities; The child has a positive attitude towards to the world, to other people and to oneself, has a sense of dignity; actively interacts with peers and adults, participates in joint games; The child has a developed imagination, which implemented in various activities, and, above all, in game; the child masters different forms and types of play

Formation of cognitive prerequisites for UUD in older preschoolers within the framework of the targets of the GEF DO

The child is curious, asks questions concerning near and distant objects and phenomena, is interested in cause-and-effect relationships, trying make up your own explanation the phenomena of nature to the actions of people; inclined to observe, experiment; The child is capable of making his own decisions.

TRIZ technology in kindergarten contributes to the development, on the one hand, of such qualities as thinking, flexibility, mobility, consistency, dialectics, and, on the other hand, search activity, the desire for novelty, the development of speech and creative imagination. The main task of using TRIZ technology is to instill in the child the joy of creative discoveries. With a teacher who uses TRIZ, children study with enthusiasm and master new knowledge without overload, develop speech and thinking.

The use of TRIZ in teaching preschoolers makes it possible to grow real inventors out of children, who in adulthood become inventors, generators of new ideas.

Tasks cognitive development preschoolers by GEF BEFORE

Tasks TRIZ - RTV in cognitive development of preschoolers

• - development of curiosity and cognitive motivation;
• - formation of ideas about the whole and parts;
• - formation of ideas about space and time, causes and consequences of events, movement and rest;
• - pay special attention to research and design activities;
• - organize the solution of cognitive tasks, which are especially well seen in working with problems and contradictions;
• - formation of cognitive interests, actions and skills
• - GEF involves the solution of cognitive tasks in all educational areas and in all types of children's activities

• - formation of the foundations of systemic thinking, establishing the relationship between parts of the system, its changes over time, interaction with other systems;
• - teaching children to identify, formulate and resolve the simplest problems, contradictions, cause-and-effect relationships of events that manifest themselves in the process of getting to know the world around them;
• - the formation of the ability to use the techniques of "strong thinking" that contribute to the rapid systematization and classification, as well as the memorization of a large amount of information;
• - teaching children the organization of independent research, design, creative activities on the model of working with an adult and at their own request.
• - formation of the ability to determine the resources, basic and additional functions of the object.
• TRIZ - technology is aimed at the intellectual, creative development of the individual in any kind of activity .

The TRIZ program for preschoolers is a system of collective games and activities with children.

"Guess what I guessed"

"What was - what became"

"Fairy Tale Inside Out"

"What does it look like?"

"Something is part of something"

"Bad-good"

"What of what?"

"Find Friends"

"Fantasy"

"Chain"

"Teremok"

Games with

elements

TRIZ

"Shifters"

TRIZ learning stages

• To teach to find and distinguish between the contradictions that surround children everywhere. (What is common between a flower and a tree?).
• Teach children to fantasize, to invent.
• Solving fairy tale problems and inventing different fairy tales using special TRIZ methods. (Baba Yaga caught you and wants to eat you. What to do?).
• The child applies the acquired knowledge and using non-standard, original solutions to problems, learns to find a way out of any difficult situation.

Principles of construction of GCD according to TRIZ.

- Minimum communication of information, maximum reasoning.

- The optimal form of organizing the discussion of problematic situations is brainstorming.

- A systematic approach (everything in the world is interconnected, and any phenomenon should be considered in development).

- Inclusion in the process of cognition of all mental operations and means of perception available to the child

- Mandatory activation of creative imagination.

- Give yourself the opportunity to express yourself.

- The desire to receive new information about the environment.

- To develop the need for cognitive activity.

- To give the opportunity to create, to create.

- Promote the development of analytical skills.

- To form the ability to develop and prove their point of view.

Forms of work with children

When conducting GCD, the following forms of work with children can be used:

• conversation
• role-playing and didactic games,
• Listening to music,
• staging and modeling situations,
• performing practical work.
• An important role is played by diagrams, tables, symbols and other ways of presenting information.
• Fairy tales, riddles, proverbs, works of children's writers are used as illustrative material.
• A large place is occupied by poems chosen in such a way that morality, as well as the conclusion contained in them, do not “stick out” to the fore, but “hide” inside the situation, often mixed. The skill of the teacher is to let the children see this morality for themselves and draw the appropriate conclusion.

contradiction method.

Target:

Activation of interest

Systematization of knowledge,

Concept formation

relativity.

(Rain: why good, why bad?)

The empathy method

Purpose: development of the ability to imagine yourself in the place of another person or object

(What does the Fox feel when he wants to eat a kolobok.

Imagine that you are a bush. It's raining. What do you feel?)

Method "Comparison of living and non-living objects"

Purpose: to see the common and the difference; develop memory, thinking, imagination

(The hare is drawn and alive. The hare and the table, etc.)

System operator

The system operator forms in the child

"systems analysis skills, systems thinking, or multiscreen thinking"

What was the subject in the past

What will the object look like in the future?

Games and trainings for the formation of systemic thinking in children .

Who lives in a teremochka?

Target : to teach the child the elements of analysis, to encourage him to notice common signs by comparing them.

You will need: colorful images of different objects, for example: a pear, a pen, a house, a backpack, a saucepan, a flower, and so on.

Introduction: recall the fairy tale "Teremok" with the children and offer to play it the way they do in the country of Changelings.

Game progress: each child draws out his drawing with his eyes closed and plays for the drawn object. The host chooses the owner of the tower - the king of the Changelings, who called his friends to a feast. The characters take turns approaching the tower. The first invitee asks the question:

- Knock, knock, who lives in the little house?

- I - ... (calls himself, for example, a flower). And who are you?

- And I - ... (calls himself, for example, a pear). Will you let me into the teremok?

• I'll let you in if you tell me how you look like me. The guest carefully compares the two drawings and

names the found common moments.

For example, he can say that both the flower and the

pears have a twig. After that the first

the participant enters the teremok, and to the owner

The next guest is already knocking. Important

If he cannot answer, the rest of the children help.

Good-bad game.

Target: to teach children to distinguish positive and negative aspects in objects and objects of the world around them. Rules of the game: The leader is any object or system, phenomenon in which positive and negative properties are determined. Game progress. 1 option:

B: Eating candy is good. Why?

D: Because she's sweet.

Q: Eating candy is bad. Why?

D: Teeth can hurt.

That is, questions are asked according to the principle: "something is good - why?",

"something bad - why?".

Working with fairy tales

Solving fairy-tale problems and inventing new fairy tales using special techniques .

Collage of fairy tales

Inventing a new fairy tale based on fairy tales already known to children.

This method develops imagination, breaks habitual stereotypes in children,

creates conditions under which the main characters remain, but

enter new circumstances that may be

fantastic and incredible.

"That's what happened to our book of fairy tales. Everything in it

the pages got mixed up and Pinocchio, Little Red Riding Hood and

The evil wizard turned the gingerbread man into mice. They were burning

grieved and decided to seek salvation. Met an old man

Hottabych, and he forgot the spell. . .”

Rescue situations in fairy tales

This method serves as a prerequisite for composing all sorts of plots and endings. In addition to the ability to compose, the child learns to find a way out of difficult circumstances.

“Once a kitten decided to swim. He swam very far from the shore. Suddenly a storm began, and he began to sink. . .”

Offer your options for rescuing a kitten.

Fairy tales in a new way.

This method helps to take a fresh look at familiar stories.

An old fairy tale - "Tiny-Havroshechka"

Come up with:

A fairy tale in a new way - "Khavroshechka is evil and lazy."

Dear teachers! if you want to go to work like a holiday; if you like it when children's eyes sparkle;

if you want to get the most out of every lesson;

if you want to communicate with smart, thinking children;

if you want to get the keys to creativity, writing, study TRIZ!

Thank you for your attention!

Creative success to you!

List of sources used

• Belousova L.E. Merry meetings. St. Petersburg: Detstvo-Press, 2009

2. Gin S.I. Fantasy world. Part 1 and 2. Gomel, 1995

3. Gin S.I. TRIZ classes in kindergarten. Mn., 2008

4. Dybina O.V. What was before. M.: Creative Center SPHERE, 2004

5. Zhikhar O.P. OTSM - TRIZ in preschool education Mozyr, 2006

6. Korzun A.V. Fun didactics. Elements of TRIZ and RTV in work with preschoolers. Mn, 2010