Pre-school education. Education of children

Pre-school education. Education of children - methods, programs

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This is the case when the road to hell is paved in good intentions. Being a child's psyche from a sense of guilt, you do not give him repentance. Only a feeling of repentance, a sense of regretful of their bad deeds hold from their repetition. Instead of surviving with the child and the feeling of guilt, and the feeling of loss, you lied to him, you inspired him: "You're not to blame for anything, you are not guilty of anything." So grow by egoists. Now, whenever turning badly, your son will repeat yourself: "I'm not to blame for anything!" But your son has a conscience - he knew and understood that the animal was killed, and what exactly was the cause. That's just share with his experiences, he was not with whom. You lied your son - do not be surprised when he will lie to you. You once saved him from a sense of guilt - Do not be surprised when your grown, adult son will refuse to recognize at least something of his guilt and take responsibility for his actions

Pre-school education in Russia is determined by the National Doctrine of Education in Russian Federation. It is this document, along with the federal law "On Education" and the State Standards of Training, declares the principles of children's education preschool age.

Terminology

Concept pre-school education - This is a document that claims the current principles of education of the younger generation. Working programs of educators of kindergartens explain and disclose this concept, explain and list the methods of education of preschoolers. Pedagogical psychology determines the features of the development of the student's psyche, identifies the patterns of education of children of preschool age, on which the entire educational system is built. Psychology is developing a basis for pedagogy, transforming laws age psychology in didactic principles.

Development and education of preschool children is one of the most important and complex and complex problems of education. After all, at this stage, the long way of socializing a little man begins, his road to becoming a full-fledged member of society. Pre-school education is a starting point of travel, familiarity with the main rules of society.

Principles and goals

Principles of Education are the main landmarks that organize a huge and complex system educational work. It is they who determine the purpose of the upbringing, its tasks and forms.

The purpose of the education is a system of values \u200b\u200bthat can be disassembled into parts - tasks. Educational tasks are divided into general and concrete, now, in connection with the changes occurring in our society and at school, one can state a contradiction in determining the specific tasks of education. Over time, this contradiction is not only not allowed, but also becomes more acute.

Forms and techniques

As an example of a specific task of education of preschoolers, you can bring the upbringing of moral qualities - courage, responsibility, patriotism. However, that modern Russian society understands patriotism under the word? This is a controversial question that clearly illustrate the above contradiction.

Forms of education are ways to organize collective or individual student activities. For example, the form of education is a game, during which children try on the role of various members of society and are trying to look at the world from another point of view. In preschool age, this is a very difficult task.

Modern methods of education of pre-school children include developing and training tasks, since this approach is the main law of didactics. For example, when conducting role-playing game The learning tasks include the assimilation of the rules, and to developing - the need to pronounce certain words to be improved by the child.

Ethnoculturalism

In modern society, seeking multiculturalism, there is an order for a polycultural self-consciousness. At the same time, we should not forget about ethnocultural. This is some hint of a contradiction, but it will be more productive to consider this combination as pursuing various goals, although interrelated.

In Russia, the ethnocultural education of preschool children is based on the principle of nationality, nominated by an outstanding domestic teacher Konstantin Dmitrievich Ushinsky. He considered the basis of the education of the native language, the customs and traditions of the people, the study of the history of the native country. Ethnocultural education in the modern education system should be considered the foundation of patriotic education, since its purpose is the acquisition of children to spiritual values, the native language, culture, that is, to the main components of the native ethnos, naturally, through the prism of the ethnocultural specificity of society.

In addition, modern ethnoculturalism seeks to harmonize national and "universal" values, impedes all sorts of hints for intolerance, using the so-called principle of comparative generalization. He suggests that, emphasizing the specific phenomenon of the native culture, it is important to note that general that unites all the ethnic groups. Thus, ethnocultural education moves from the principle of awareness of its identity and uniqueness to understand the diversity of ethnic groups, to the dialogue between them and build positive interaction with people. This goal of ethnocultural education is called ethnocultural competence.

Polyculturalism

Another essential request of modern society is the policular education of preschoolers. In Russia, the sociocultural medium has always been polyethnic, therefore this aspect occupies a special place in the education system. And if the task of ethnocultural education is the love of the Motherland, Russian civilization, then tolerance is in the first place, that is, respect for other peoples, cultures and their values. Polycultural education instills general cultural qualities that in the future will allow Russian citizens to successfully build relations with representatives of other ethnic groups and communities.

Continuity of education

Education of preschool children is extremely laborious and, most importantly, a continuous process. It is mistaken to argue that, while in kindergarten, the child is continuously a subject of upbringing, and coming home, resting, stopping in its development. The worst thing that parents can make is to "blame" the upbringing of the baby to the kindergarten and eliminate himself.

For the successful development of preschool children, the productive interaction of parents and educators is necessary. It is important to understand that pre-school education is hard work for all participants in the process: for educators, parents and the child himself. If the pupil in kindergarten hears and sees one thing, and the house is completely different, then such a contradiction will not clearly go. Therefore, teachers and psychologists are always ready to take help, giving advice to parents of preschoolers, conducting conversations with them, explaining something incomprehensible, etc. It must be remembered that the parent must, if necessary, to help the teacher, for example, explaining the character Child, told about his features and habits.

Promotion and punishment

Education begins in the family. Traditional pedagogy considers the goldenproof gold rules encouraging, punishment and personal example. Punishment and encouragement - basic rules for determining good and bad in the life of a small man. The criteria of good and evil are by no means congenital, as some German philosophers argued. For a child, good is his personal blessing, and evil is what causes him discomfort. IN educational process He learns to abstract, look at the situation from different points of view, thus getting traditional ideas about what is good and that bad.

Encouragement and punishment play the role of assistants in determining evil and good, giving a child the opportunity to navigate in such a complex surrounding system of rules. Naturally, encouraging far from always involves a solemn purchase of an expensive toy in the store, and the punishment is a long standing on the pea in the corner. The approving look and urinary silence children feel no worse, but even better adults, moreover, it often acts much stronger than material gifts.

Personal example

Rise a personal example of the most difficult. With the beginning of the sensitive period, the child, like a sponge, absorbs the world. Nothing around will hide from his curiosity, and mom and dad - suppressed. Therefore, the parents have no right to make a mistake, because their actions will explain the child much more than their own words, and even more so the words of the teacher or the surrounding children.

Of course, both adults are hard to constantly behave immaculately. However, it is important to remember that this is the responsibility of responsible parents who want their child to take a worthy and respected place in society. If the kid suspects that mom or dad in words declare one, for example, that it is not good and ugly and can not be done, but at the same time they are not shy at any convenient case to use several "forbidden" words, then the preschooler himself soon Let me go to the stupor the educator from the abundance of the surrounding vocabulary in speech. And Mantra "We do that, and you should not" not work, because, as already mentioned above, the actions are much more important than words.

Working with children is a difficult work in which society and the state, and parents and the education system work. Everyone is trying to prevent mistakes, control every aspect on the development of the child. It is before school that the basis is laid for all further education, it is important to successfully instill the value of humanism and respect. To bring to that period in which he himself will become the main educator for him.

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Answers on pre-school pedagogy

1. Features of early childhood period and its meaning

Folk pedagogy is an important period of life considers the childhood (from birth to 6-7 years old). The main means of upbringing is folklore. In the first year of life, games are used - fun, toys.

The main educator is the mother.

Czech teacher Komensky pointed out that for childhood school and education is "Lono Mother".

Priority family education Children of early age defended Zh.zh. Rousseau.

On early childhood, Pestalotski, Montessori said.

The first evidence of the regulatory activities of educational institutions is "a brief instruction of the education of children from birth to youth" is made up by Petsky.

Simononovich was engaged in questions to the organization of content and methods of work. (1844 - 1933).

E.N. Water carrier (1867 -1943) - ametodics of sensory raising children from an early age.

Theheeva (1867 - 1943) read that the normal development of the child in the first years of life should be implemented on the basis of plans to expand its presentation.

The founders of young pedagogy is N.I. Schofortanov, N.I. Aksarin.

In 1949, they developed the basic principles and methods of raising children in the conditions of nursery.

In 1959, the type of du nurser-garden was organized (from2 months to 7 years).

In 1960 - the Research Institute of Preschool Education of the APN of the USSR opened the laboratory of education of young children under the leadership of the radar.

The problem of raising young children was engaged in - Frolov (mental), Pavlova, Pechora, Pantyukhin, Lyamin.

The main objectives of education at an early age are the protection and strengthening of children's health; formation of the basis of personal culture; Development of individual abilities and inclinations of each kid.

The implementation of personal-oriented formulations of education requires the observance of the principles.

1) Prelimation of education.

2) The principle of raising children in love

3) development principle

4) Pedagogicalization of the Environment

5) Health and Safe Direction of Education

6) accounting of age-related features of children

7) Unity of Pedagogical Studies

8) individualization

Education tasks:

1. Ensuring the emotional well-being of children

2. Acquisition of children to the values \u200b\u200bof the head

3. Creating conditions for the development of communicative, educational, game and other types of activity of the child.

4. Maintaining the initiative and creative self-expression of the child.

In accordance with these tasks, the formation of the formation is differentiated by four areas: physical, educational and speech, social and personal, artistic and aesthetic.

Methods of education and training can be divided into the form of the influence of the teacher to the child.

1. Slible methods

2. Visual

3. Practical

4. Direct exposure methods

5. Methods of mediated (indirect) pedagogical impact

6. Methods of problem education and training

Work forms: short-term children, round-the-clock groups (five days), weekend groups, adaptation groups of short-term stay of children, family groups The short-term stay of children, patronage conditions at home for children with development features, additional education institutions for young children (development centers, development schools, clubs).

2. Education and development of a baby infant age

Fast pace of physical and mental Development. Intensive physical development is celebrated in infancy. In the first year of life, the body weight increases 3 times and an increase of 25 cm. In the second year of life, the proportions of the body change (increases the length of the hands and legs, becomes more of the scope). On the third year of life, the bending of the spine is drawn up. It has great flexibility. By the end of the third year, sexual differences are noted in the muscular system. In the second year, the teething of twenty dairy teeth and children begin to control the act of urination.

For three years, children master the main movements.

1) Small (weak) endurance of the nervous system.

2) the close relationship of the physical and mental state. Unstability of the emotional state.

3) non-formation of brake processes.

4) the need for movements.

5) the interconnected of the skills that the child masters

6) hoppy and uneven development

7) Light learningability

8) inconsigned arbitrary attention, there is no concentration, distractions. 9) The deferred nature of the kid's responses.

The first signs of social communication of the child belongs to the emergence of a meaningful smile, and later a complex of revival.

The first form of communication is emotionally immediate (situationally personal). It is characterized by interest in near man, emergence emotional relations to him.

By the end of the first half of the year, alertness appears and fear of an unfamiliar person.

This form of communication is characteristic of the child of the first half of life.

The second form - emotionally mediated (situationally business) consists in the second half of life

Such communication is mediated by the subject - arises on the basis of joint actions with adults.

An adult introduces a child with the surrounding world encourages him to actively imitate.

Main goals:

1) contribute to the emergence of the sense of attachment and confidence in adults who care about the child

2) Satisfying the needs of a child in a friendly attitude.

3) contribute to the development of the interest of the baby to the world around and oneself.

It is necessary to talk to the child, call the subject and phenomena, telling about what makes an adult with him, to intonate his speech, humming, sort into rhyme. It is important to express the attitude of an adult to the success of a child. In various situations, voice the feelings of the child himself and show that the adult is ready to divide them.

Fees, Pestushki enrich the sound and speech medium, develop intonational hearing, help to master speech.

With the advent of the lepture (5-6 months) it is useful to correct emotional phrases in which the voice syllables of consonant leptu repeatedly repeated.

From 9 months it is important to develop speech imitations from the child.

From 12 months, the child comes into speech communication based on the works of a small folklore genre, performs the movements of the feeful sounding text.

3. Education and development of young children

Distinctive features of early age:

1) the growth rates and physical development compared with infancy are somewhat reduced.

2) intensively ripen the sensory and motor zones of the cerebral cortex; The relationship of physical and neuropsychic development is more clearly manifested.

3) the mobility of nerve processes increases, their balance is improved.

4) the period of active wakefulness increases to 4 - 4.5 hours.

5) Mastering the main movements: walking, running, climbing, actions with objects

6) Mastering elementary cultural and hygienic skills and self-service skills.

7) Mastering the native language, the grammatical categories and words of conversational speech are used.

8) shows interest in another person, seeks to communicate.

9) is actively interested in the world

10) aware of its sexuality.

11) experiencing increased need for emotional contacts with adults, pronounced its feelings

12) the fundamental characteristic of the child of three years is manifested

13) the main methods of action with objects are formed; Gaming activities, elementary methods from, constructive activities

14) seizes the simplest self-service skills

15) Relationships are developing with peers, the will begins to be brought up, teach them to obey generally accepted standards and rules.

The game first manifests the initiative of the child in the formulation and solving the gaming task, which is a sign of the creative start of its activities.

1) contribute to the mastering of action methods in everyday life, the game, in class.

2) to acquaint children with the appointment of household goods, furniture, vehicles; Encourage independent subject-mediated actions in everyday life, game.

3) develop self-identity, experimentation with objects and natural material.

4) Contribute to the emergence and development of plot-display games.

5) encourage children to rolling games

For classes, it is important to prepare a developing survey: Children's toy furniture, experimentation items, plot-shaped, didactic toys, different material, which is used as substituent items.

In order for children to have mastered the transfer of methods of action to other situations, you can use the plot design. Also gender. Joint plot-doactic games, drawing, show pictures, thematic walks.

Development of speech and speech communication in young children

In 1 - 1.6, vocabulary is about 30 - 40 words, statements consist of one-stroke proposals. Sneven social methods are also dominated.

1.6 - 2 years of vocabulary is 200,300 words. Spellings are two-three-told grammatically unformed phrases.

On the third year of life, the child is developing a dialogic communication form.

4. General indicators of the child's development by the end of early age 2 years 6 months - 3 years

1. General Motorika

Changes the pace, direction and nature of movement while walking and running, can simultaneously perform two different movements (stump and clapping); independently holds balance,

2. Tonnaya Motorika

Draws a pencil, holding it as an adult; Pictures on paper circular, vertical and horizontal lines; Sproving, begins to copy more complex forms ("Circle", "Cross"), by 3 years draws a person

3.Nactive development

Builds a turret from a large number of cubes (up to 10 pcs.); builds more complicated than before, designs on their own intent; Finds 5 - 6 paired pictures out of 10; Together with adults plays with cut pictures of two parts, calls about 50 images by themes: "Animals", "People", "Clothing", "Transport", "Furniture".

4. Right behavior

Uses everyday items for their intended purpose, knows their names and many calls themselves; knows how to welcome people and use the words "Thank you", "please";

5. Self-service signs

Quickly dress up and strips with an adult (buttons 1 - 2 buttons, independently exercise and removes things without fasteners); knows where clothes and shoes are stored, 6.Social - emotional development

Imprints to peers in the game; participates in simple group games, developing speech and motor skills; Playing plot-role-playing games

Knows his sexuality; shows responsiveness; manages the behavior of adults by "children's hysterics",

children's fear preschooler touch

5. Goals, objectives and principles of education of preschool children

The goal is an idea of \u200b\u200bthe final result of the activity.

The purpose of upbringing is the idea of \u200b\u200bwhat child we want to raise. Ultimately.

Parenting tasks reflect the side of education: moral, mental, physical, aesthetic, labor.

Mental education tasks:

Sensory education (development);

Development of mental activity (mastering mental operations, cognitive processes and abilities);

Formation of speech.

Tasks of physical education:

wellness tasks: protection and health promotion, hardening, development of movements.

The tasks of social moral education:

Depending on the activity mechanism

1. Formation of presets (cognitive)

2. Development of feelings Emodynic component

3. skills and skills

1. Risp. Culture behavior

2. Masculinity and femininity

3. Humanistics

4. Moral and volivable

5. The foundations of legal culture

6. Fundamentals of economy and environmental culture

Labor tasks:

1. Education with difficulty adults

2. Form the work of skills and skills

3. Risp personal qualities

4. Risps his and general work skills

5. Formre of the relationship in labor.

Aesthetic tasks:

1. Esthetic Esthetic is reverent to the surround

but. feelings

b. Rise artificial taste

in. Formir aesthetic needs

2. Formation of artistic creative skills.

6. Physical education as the basis for the holistic development of preschool children

Physi will raise the multifaceted process of organizing active physical culture activities. Doszhki for health promotion, FIZ classes, the development of the FIZ forces and Health, as well as the driver of sanitary and hygienic habits.

Thanks to physical education, favorable conditions are created for the formation of clauses, the moral basis of the person is laid. Employment will be raised. Exposure. By grabbed the culture of feelings aesthetic attitude to physical exercises. Fiz classes make it possible to exercise children in the employment activities available to them. In the process of learning movement, the mental abilities of children are developing. Science of Physs will raise up on the effect of the development of past years.

The founder of the theory of upbringing is Lezgaf (developed a whole system of UPR for children, showed hygienic and wellness of their importance, we will develop the theory and methods of moving games.

Bykov, the features of the development of the main movements of the child.

Physic problems will raise an early age of Flasin, Schedules

Physic problems will be brought up in the Soviet period, Timofeev, Osokina.

Physic problems will be brought up in the Republic of Belarus, Kormanova, Ermakova. Currently, Glazerina, Shishkin, Diduelich. Russian author Steponenko and Potekhin.

7. Objectives of the physical education of preschool children

1. Educational (Motor skills and skills)

a) the development of psychophysical qualities

b) the development of motor abilities (equilibrium)

c) acquisition of a certain knowledge system

2. Wellness: protection and strengthening of the health of the child, hardening, harmonious psycho-octic development, increasing the health of the child.

3. Educational: Rise the need for physical exercises, the acquisition of plasticity children, will raise independence, self-organization

4. Development of the ability to use PHS Extensibility Engine Activity.

8. Fundamental means of physical education of preschoolers The main means of physical education of preschoolers are

I) hygienic factors (day mode, clothing hygiene, shoes, hygienic furniture, cultural and hygienic skills

2) Natural forces of nature (sun, water, air) enhance the positive effects of physical exercises on the body and increase the child's performance, are used to harden it.

3) exercise - the main means of physical education.

9. Formation in children of preschool age the basics of a healthy lifestyle

Pre-school age according to specialists belongs to the decisive in the creation of the foundation of the psychic and physical health of the child. Just up to seven years, the most intensive formation of a children's body occurs. At the same time, the character, habits are actively being formed, personality life priorities are laid. That is why it is very and very important in these years to actively instill with children the main knowledge, skills and skills of a healthy lifestyle of preschoolers. In the modern educational process, the priority direction in the education of preschool children is to increase the level of health of children, the formation of a healthy lifestyle skills, as well as upbringing needs in regular classes and receiving new knowledge. It is worth noting that at this age, preschoolers do not have such qualities as: - preferabity - control and correction of emotions and mood - the ability to quickly switch from one activity to another. Therefore, before adults, teachers, and, first of all, parents, becomes the task of forming these skills in a small person who will contribute to the preservation and strengthening of the physical and mental health of the kid. Parents of the preschooler need to learn that the health of the baby is not only the absence of a disease, emotional tone and poor performance, but also laying the foundation of the future of the child's personality. Based on this, the main focus on strengthening the health of children of preschool age is the formation of ideas from preschoolers about health as one of the fundamental values \u200b\u200bof life. Parents in kindergarten, parents of the house must constantly teach the child to the right behavior in various life circumstances, be ready for unexpected situations. During this period, the child should clearly assimilate what is good and useful, and what is bad and bad. Parents, grandmothers and grandfathers must constantly instill the kid with the right attitude towards their health and responsibility for him. This direction in the education of a preschooler should be solved by creating a holistic system for preserving the physical, mental and social well-being of a child. Particular attention should be paid to parents with such a component of a healthy lifestyle of preschoolers: - compliance with the regime of the day, activity and sleep. - Motor Activity, Walking, Moving Games in Fresh Air. - Proper, healthy eating. - Compliance with the rules of hygiene. Vaccination of the child of love for physical purity. Training keep track of your body. - Hardening. The formation of the body's ability to resist unfavorable natural factors. The main tasks for parents for the formation of the foundations of a healthy lifestyle in preschoolers: Hygiene and hardening preschool children The formation of the foundations of a healthy lifestyle in preschoolers should be carried out constantly without days off and festive days. A child from infancy should assimilate that healthy be good, but to hurt badly. To always be healthy, he must comply with certain rules and not to do what can lead to illness or injury. The kid always follows the way of life of the elders, moms and dads. Therefore, parents, first of all, must lead a healthy lifestyle and not file a bad example of their chad. Thus, an integrated approach to the formation of a healthy lifestyle culture in preschoolers will make them the necessary habits and skills that will be the basis for their future life.

10. Theory and methods of mental education of children of preschool age

Mental development is a combination of quantitative and qualitative changes taking place in the mental activity of the child in connection with age, enriching experience and under the influence of educational influences.

1. Sensor education - specially organized process of familiarization Reb with sensory culture of mankind in order to develop sensation of perception and ideas about the external properties of objects.

2. Development of mental activity - mastery of thought. Poznov operations. processes and abilities.

3. Formation of speech, expansion of the state of stock

4. Evidence of curiosity

5. Formar system of elementary knowledge of objects, phenomena surroundings.

6. Erodition development, intellectual identity freedom

7. Development of elementary mathematical representations

Terms of implementation:

1. Essential approach

2. The saturation of children's life with different types of activity and their improvement and development.

3. Organization of developing people

11 Characteristics of the methods of mental education of children in preschool institutions education and family

Leading teachers today came to the opinion that the mental education of preschool children can greatly facilitate training in school. This contributes to the possibility of using completely different methods compared with school learning, in which important importance is given to visual techniques and game techniques. For the development of mental abilities and assimilation of the new material tutor in kindergarten or center early Development Must offer the execution of various tasks - drawing, modeling, designing. In addition, the methods of mental education of children should be aimed at performing the targets supplied before the educator.

Development of mental activity;

Sensory education;

Formation of speech.

Depending on the purpose set, the corresponding method is selected. The development and formation of speech is aimed at raising the sound culture of speech, enrichment of the dictionary and the formation grammatical building. Depending on the age, various can be used for this. didactic materials, finger and moving games. The formation of a culture of speech is necessary to express their idea to express their idea, listen to the interlocutor and retain the subject of the conversation. Metal education methods for the development of mental activity are also diversified and are defined as age and psychological features Child. For this, the game environment is most often used, in which the kid is most easily to learn the necessary knowledge and get skills. In developing training, elements of gaming, cognitive, educational and search engines are synthesized. It is also necessary to stimulate a variety independent activity Child and encourage his interest in gaining knowledge about the world around.

12. Sensory education of preschool children

Sensory will bring up a targeted development in children of the methods of sensual knowledge and improving sensations and perception

Value:

1.Sensor processes are inextricably linked to the activities of the senses.

2. With the perception of objects and phenomena, the district of the world is starting knowledge, memorization, thinking, imagination - are built on the basis of images of perception

3. Touch on one side, this is the basis of mental annoying, and on the other hand, it is necessary to bring independent importance as the sensory is necessary for successful training in kindergarten, in schools of different activities.

4. Sensory processes have more values \u200b\u200bfor formir reb.

13. Stages and methods of sensory education of preschoolers

In the method of sensory education of preschoolers, several stages can be distinguished.

The purpose of the stage I is to attract the attention of children to the sensor sign that must be mastered. For this, the educator offers children to draw something, blind, build, make some kind of item that should be similar to a sample or satisfy certain requirements. If children do not have sufficient touch experience, they begin to perform the task without analyzing the sample, without swept need material. As a result, the drawing or construction turn out to be dissimilar. The inability to achieve the result in the activity puts the child before the need for knowledge, allocating the peculiarities of objects, material. Adult helps children see, allocate, realize the property that must be taken into account in activities. This moment is the initial method for learning children to highlight properties, features of objects.

Purpose of the 2 stage - teaching children by perceptual actions and accumulation of ideas about sensory signs. In the learning process, the teacher shows and calls a perceptual effect and then the sensual impression that has become the result of the survey. He offers children to repeat all this. The most important thing is to organize multiple exercises in the allocation of different qualities. It is important to monitor the accuracy of the method that the child enjoys, the accuracy of verbal designations.

The purpose of the 3rd stage is the formation of submissions about the standards. At an early age, the child diges the sensori prettalons when it displays only certain features of the objects - some features of the form, the value of the objects, the distance, etc. under the age of 5 years, the child uses subject references, i.e., objects of property properties correlates with certain objects . For example: "oval looks like a cucumber", "The triangle is such as the roof of the house." In the senior preschool age, the children of the system of generally accepted standards are mastered, when the properties of the items acquire the reference value in the separation from a particular subject. During this period, the child has already correlated the quality of items with the common areas of items: the grass is green, the apple is like a ball, the roof of the house is triangular, etc. Children are taught to apply the developed standards for analyzing items, learn to compare the subject with the standard, notice the similarity and difference .

The purpose of the 4th stage is to create conditions for self-use by children of developed knowledge and skills in the analysis of the surrounding reality and in organizing their own activities. Here is important a knowledge system requiring independent analysis, accounting for certain qualities, properties, relationships. For example, the selection of materials and tools for labor, etc. All types of activity are widely used both in class and in everyday life.

14. The significance of the socio-moral education of preschool children

Socially moral education in preschool age is determined by the fact that the child forms the most first moral assessments and judgments, it begins to understand what is moral norm, and forms its attitude towards it, which, however, does not always ensure compliance with it in real deeds. Socio-moral education of children is happening throughout their lives, and the environment in which it develops and grows is determining in the development of the morality of the child.

Theoretical basis The social and moral education of preschoolers laid R. S. Bure, E. Yu. Demurova, A. V. Zaporozhets, and others. They allocated the following stages of the formation of a person in the process of moral education:

* 1 stage - the formation of social emotions and moral feelings;

* 2 stage - accumulation of knowledge and formation of moral representations;

* 3 Stage - the transition of knowledge in the belief and formation on this basis worldview and value orientations;

* 4 Stage - the implementation of belief in a specific behavior that can be called moral.

The conditions for socio-moral education in kindergarten should relate to the conditions for the implementation of other areas of development of children, since it is a rod for organizing the entire educational process: for example, the integration of the lines of socio-moral and socio-ecological education of preschoolers.

The content of socio-moral education in this case includes the formation of a socio-moral culture of the personality of the preschooler and its individual components - motivational - behavioral and emotionally sensual. These components are formed and folded into a single system during the following steps of work: preliminary, basic, artistic and introductory, emotional-effective (according to S. A. Kozlova). Their content is selected in accordance with the programs. For example: the social development program and education of preschoolers and junior schoolchildren "I am a man! "S. A. Kozlova and others. The program of moral education of preschoolers" Friendly guys "R. S. Bure, etc.

Thus, the content of the educational process may vary depending on the direction of socio-moral education (from the formation of the basics of safety of vital activity, social and labor education to patriotic, civil law and spiritual and moral). At the same time, the peculiarity of the process of socio-moral education of children of preschool age is the decisive role of the environment and education in the development of the child, in the absence of the principle of interchangeability in the process of moral education and flexibility of educational influences.

As a means of socio-moral education are:

Familiarization of children with different sides of the social environment, communication with people (children and adults);

Organization of their activities (games, labor, etc., the inclusion of children in

subject-practical activity, practice of collective creative affairs and the game;

Communication with nature;

Artistic Fundamentals: Folk Folklore, Music, Cinema and Films, Fiction, Fine Arts, etc.

15. Objectives of socio-moral education and development of children

1. Formation of moral consciousness (this is awareness of fair and significance, moral norms of the public,

2. Will the social emotions, moral feelings (the upbringing of humane feelings of the formir assessment of the sensual relationship to all sides of the Social Environment, self-esteem, pride)

3. It will bring up moral and volitional qualities and their behavior will meet the moral standards, is responsibility, perseverance, self-esteem.

4. Rise the practice of culture of behavior and communication in Doszhk V.u friendly relations with peers collectivism.

5. Risps the foundations for a holistic date of the work of the childhood doshwhat.

16. Establishments of the socio-moral education of preschool children

1. Communication

2. Own activity of children (game, work)

3.Priery

4. Choseful funds (Hood lith, music, movies)

17. Classification and characteristics of methods of socio-moral education of preschool children

Methods for logic:

1. Method of the form of moral behavior - teaching, exercise, showing action

2. Formation of the moral consciousness belief in the form of an explanation, an ethical conversation

3. Methods of stimulation Encouragement and punishment.

Nichee method:

1. Methods of organizing practical experience, social behavior.

2. Mephodics of the formir in doszol moral representations, judgments, ratings.

The principles of the method of the method of moral will be raised in the following:

This correspondence of the method goals and desires will raise

Humane nature of the method

Establishness of the selection of the method

Tacticity of the application of the method

18. Education of courage in children

Formation of character occurs in activities, in communicating the child with peers and adults. In preschool childhood, such activities as a game, labor, teaching, giving great opportunities for the formation of moral and volitional qualities of nature receive significant development. Important moral and volitional quality is courage-- this is the confidence of a child in their abilities, the ability to consciously overcome fear. The courage helps to manifest initiative, determination, activity.

The formation of such characteristics of character contributes to physical education games and exercises in which the child is often placed before the need to overcome the feeling of uncertainty or fear (jump off the slide, go through a narrow plate through a ditch, etc.), to show decisiveness in the movable game, the story play when The child, for example, serves as a border guard. A feature of the manifestation of courage in children of preschool age is the insufficiency of combining it with reasonable caution. So, the child, wanting to be like an adult or under the influence of interest in mastering new skills, takes a knife, scissors or a drink, without knowing how to treat them, and without thinking about caution, which can lead to sad consequences. The educator strongly supports the manifestations of courage in children, but at the same time informs them some precautions, explaining why they must be observed.

It is important not to intimidate children, but to teach them to think about your actions. For example, explaining the rules of transition across the street, the teacher emphasizes that compliance with them allows to ensure the safety of people and so on.

Thus, the methods and methods of education of courage are:

Physical systems and exercises;

Scene-role games, with the performance of responsible roles;

Support by the educator of manifestations of courage in children;

Message to the tutor of the precautionary rules;

Not intimidating children.

19. Causes of children's fears and ways to overcome them

The tutor often has to face a manifestation of fear among children: the fear of darkness, the emergence of any "evil creatures" (Baba-Yagi, water, etc.). Such cases are the consequences of incorrect education in families where they are intimidating the child, trying to achieve his obedience, or allow children to watch television broadcasts without taking into account their age features. All this makes the child indecisive, cowardly. To help children overcome the feeling of fear, the teacher is very tactful, calmly explains the inconsistency of the causes of fear, leads examples, convinces, and in conversations with senior preschoolers, in addition, uses the joke, humor. Do not allow ridicule, ironic remarks to timid children. It is better to organize their practical experience so that they make sure that fear does not have sufficient reasons. The educator exercises senior preschoolers in conscious overcoming fear. So, together with them, he enters the dark room (storage room) to find the toy you need; gives a hand to help jump from the ladder, and it rejoices that the child overcame the feeling of unreasonable fear; puts it next to a decisive, bold fellow, charging together to dodge the evil wolf in a moving game, and so on.

Manifestation, types of fears:

Fear of separation with mom

(early age.).

Fear of punishments.

Fear of fabulous characters.

Fear of darkness, empty rooms of large boxes and open cabinets.

Fear of insects, animals.

Causes of children's fears:

Insufficient life experience.

Increased emotionality and vivid imagination.

Sudden fright.

Intimidation.

Hazardous deeds adults. Insufficient emotional contacts with mother (early age.)

Strict punishments, threats, malaise, nervous system overload.

Ways to overcome the feeling of fear:

Eliminate the causes of children's fears. Exercises in conscious overcoming fears.

Education of reasonable caution.

Encourage any manifestations of courage.

Drawing fears.

Reading the wizard fairy tales.

Ensuring emotional comfort.

Stubbornness is a psychological state, very close to negativism. This is a negative feature of human behavior, expressed in unreasonable and irrational countering requests, advice, the requirements of other people. The type of persistent disobedience, for which there are no visible motives.

Manifestations of stubbornness:

He acts as psychological protection and has a selective nature, i.e. The child understood that he had made a mistake, but he did not want to admit it, and therefore "standing on her."

Stubbornness can be a feature of character if you do not take measures to overcome it. Over time, it gives rise to children's falsehood, can lead to a disorder of the nervous system, neurosis, irritability. If such manifestations are still in preschool age, from reactive states are moving into chronic, then the initial stage of pedagogical neglence occurs.

Caprises are actions that are deprived of a reasonable base, i.e. "I want it so much !!!". They are caused by the weakness of the child and at a certain extent also act as a form of self-defense.

Caprician manifestations:

In the desire, continue the started action even in cases where it is clear that it is meaningless, does not benefit.

In discontent, irritability, crying.

In engine exception.

The development of whims is promoted by the rapid nervous system.

Causes of whims and stubbornness of children

1. The tendency to whims may be associated with the age and psychophysical features of children: younger childThe brighter, he has expressed processes of excitement, and in this connection - impulsiveness and incontinence.

2. Gipopka - a family education style, in which parents allow the child too much. Consequently, the number of prohibitions and child requirements is minimal. Therefore, a child, feeling permissiveness, can use whims and stubbornness as a way to achieve the desired one.

3. Hyperopka - the style of family education, in which the child is constantly under enhanced control and adult attention. The level of independence of the child is extremely low. Therefore, this behavior is a child's way to self-realize, get a "portion" of independence.

4. Inadequate assessment of the child's capabilities from parents (they consider it small and independent). Thus, the child is trying to prove its worth.

5. Caprises and stubbornness can be a manifestation of the age crisis. He suddenly ceases to do what he asks for an adult (desire to contradict, to make the opposite to what he is told).

6. They may be caused by neglect, indifference to those who surround the child and actions of the child. In this case, such behavior is an attempt to overcome the ambient indifference, cause a response action faithfully to him. Collectivism - moral quality, which manifests itself in a sense of partnership, to the team, duties before him, the ability to subjugate personal interests with public.

21. Education of collectivism as a condition for the successful socialization of the child

A team of preschoolers is a group of children, united and organized under the guidance of an educator based on a collective lifestyle in kindergarten, joint activities, common close goals, interests and experiences.

A feature of the children's team is that they are always led by an adult who directs and coordinates the actions of children, forms their ideas about the role of each of them in the life of the team, about the joy of joint efforts to achieve a general result. Collectivism in preschoolers originate from individual manifestations of social senses to peers based on the needs of communicating with them: sympathy, friendliness, sympathy, empathy, etc. Under the influence of a collective lifestyle in kindergarten, in general activities, in collective classes in senior preschoolers are formed "Public" (A.P.USov).

By the end of the preschool age, with proper education in the group of preschoolers, such collectivist signs appear as cooperation, mutual assistance, elementary responsible interdependence and control.

The formation of a children's team passes a number of stages:

Stage 1. Small kids association (3-6 people) arising in connection with the total activity, often the game

These associations are very unstable in composition, non-strong in time, easily disintegrate. Their organizer is the educator. At the same time, it takes into account the individual features of children.

Stage 2, its main task is to make the first associations of children more stable, extend their activities in time. Children are already exhibiting more independence and organizational skills, the number of participants of the association (8-10 people) is growing. More complex goals are put forward joint activities - game, labor.

3. Stage - a higher stage of the formation of a children's team; It is characterized by a further increase in the independence of children: they. They themselves create associations, regulates their relationships, assess the behavior of their individual members, at their discretion they may not take into the game and exclude from it. There is awareness of itself as part, in common, as a member of the team. It opens the opportunity to combine small groups in one team of children in this age group. This contributes to the fulfillment of a general task with a socially significant motive. Each child feels like a participant in the life of the whole group; Periodically, he fulfills instructions and duties that are important for all. The position of the educator changes: instead of direct influences, it uses indirects more often, supports good collective organizers.

The following conditions contribute to the successful formation of the children's team:

collective activities of children

joint experiences

the cohesion of the team of kindergarten workers.

The need for communicating with peers manifests itself, in children very early, at the end of the first year of life. The educator organizes their communication, settles the relationship based on sympathy for each other, encourages and supports the manifestations of goodwill towards peers.

22. The emergence and development of friendship in preschool children

The content relationship between children is characterized by friendship. The problem of friendship between preschoolers was studied in pre-school pedagogy as a component of collective relationships (A.A.Arzhanova, V.P. Zavodina, T. A. Markova, A. V. Bulatova, etc.). It was noticed that in the younger preschool age, the child shows a selective attitude towards peers: with certain children plays more often, talking, with a greater hunting is divided into toys, etc. Of course, the friendship object is still often changing. No long friendly associations. Just did not share the toy and quarreled, and a minute later again the closest friends. However, this period of "technicious" children of friendship is important and necessary, since it is from its middle preschool age that are quite aware of friendly affection. The children of the fifth year of life are no longer only friends, but also can motivate a friend ("We play with him", "we live in the same house," "He always gives me toys"). True, such explanations in children of this age are not depth, but superficial character. The child notes not the personal attractive quality of a friend, and some external manifestations or little meaningful facts. However, this can be explained by the inability of the child to analyze their relations and feelings.

At the end of the middle, the beginning of senior preschool age is a significant restructuring of friendly relationships. Children not only realize their friendship, but also makes attempts to explain the very concept of "friendship" ("This is when people do not quarrel," you can talk about everything with a friend, it is interesting to play with him, "he will always help him, and I will help him." ).

Senior Preschool Children attach great importance to the moral qualities of peers, begin to evaluate each other in actions, trying to even understand the motives of friendship. Senior preschoolers show constancy, affection in friendship. They seek to be together in games, at the festival, etc., i.e. We experience the need for constant communication and joint activities. In an interesting study of T. A. Markova, who studied the phenomenon of friendship from senior preschoolers (see in the book: Formation of collective relationships of children of senior preschool age. - M., 1968) It is noted that the senior preschoolers appreciate and protect the friendship. They are ready to defend their relationships, and their friends and their actions, the results of the activity are considered better even contrary to justice (the drawing of a friend is the best).

Most often at this age, children are friends for 3-4 people, less often - two. And if the Commonwealth was formed, they try to prevent other children and jealously follow this. The task of the teacher is to maintain friendly associations, promote the friendship to be a beneficial for each of its member, but also not to allow children from the whole group. To solve this task, the educator organizes in a group interesting for all. Friendly associations of children naturally poured into overall activities and at the same time have the opportunity to maintain themselves. It can be the preparation of a festive concert, a sports holiday, competitions, a common work. Friends perform work on some one site, for example, they can be entrusted to the design of the corner for parents or crafts for kids and others. So the teacher does not violate friendship, does not disconnect children, but, on the contrary, teaches them not only personal (their small group ) Cases, but also work, important and interesting for everyone.

To educate collective relationships, the appearance of such a phenomenon, as friendship, has a sense-forming value. Friendship as the closest link between children accelerates the process of effective awareness of social relationships.

23. The concept of the culture of the behavior of the preschooler

Determination of a culture of a preschooler, as a totality of useful for society of sustainable forms of daily behavior in everyday life in society, peers and adults in different types Activities.

The cult of behavish has a socially felting feeling for man to

The concept of a culture of reflux includes external and internal culture, which should be in unity

The culture of doszol is in courtesy, the ability to take into account the opinion of peers. It manifests itself in the Sumoro Sch.

This problem was engaged in: Tetherin, Kurochina, Blueberry

1. Formation of cultural and hygienic skills and habits and preschoolers

2. Recompite culture of communication with adults and peers

3. Education of speech culture

4. Education of culture activities

24. Methods of formation of culture of behavior in different age groups

Children of the younger doshlop age attaching personal hygiene skills. Sign with simple skills. They should be able to use a napkin. Work is underway to raise politeness. Padagog tries to call responsiveness.

In the middle daughter, the age of claim is complicated. The child must smash brushing his teeth. Nanced, rinse his mouth after a meal, without reminding should be able to use a napkin. Learn to behave culturally at the table

Senior daughter aged in children there are strongly fixed ability to listen to adults, politely requests, thank for the service.

25. Tasks and methods of formation of BC

Culture of the safety of life activity is the mercy of the Development of Chelageka, a characteristic attitude to the security of practical activity in relation to risks

Culture of safe behavior is a component of common Culture of people. And it is understood as an integrated concept implies the mastery of physicals, morals. Realism.

Children in the risk group:

Reduced mobility;

Emotoz. Abspended

Inhibited

The programs are implemented:

Uch. Program Doszhek will raise

Security Basics in DDV

Big walk

Plan program one house

The Robot on the formation of BPC is leaving the components:

COHNETIVE (ZON RIGHT. CULTURE OF CONDITIONS)

Emoto Motivac.

Subjective practical

Principles:

Priority game guards

Principle of integration

Principle of accessibility

Principle of sequence

Formation of knowledge of elementary pestating

Formation of skills to see the danger

Formation of the skills of Orinthir. In extreme. Situations

Forms slave:

Classes, Games - Junction, Excursions

26. Tasks and content of the work of the teacher for the gender education of children of preschool age

1) Formation of DDV of the appropriate idea of \u200b\u200bthe submission on the problem of gender and interaction between boys and girls.

2) the formation of a child's motivation to exist as a representative of the floor

3) Stimulation of manifestations of children of primary qualities of masculinity and femininity in different activities

27. Education of patriotism and citizenship

Patriotic education DDV- targeted process of pedagogical impact on the identity of children in order to enrich their knowledge about the Motherland, upbringing patrotic feelings The formation of skills and skills of moral behavior, the development of the need for children, but general benefits.

When forming the foundations of patriotism, the necessary to pay attention to the features of mental development.

The preschooler thinks by images specific categories enamelly perceives brightly colored events, facts. It does not catch deep reasons investigation relations, between phenomena taking place in society. It does not penetrate the essence of public phenomena and events. Therefore, familiarization of children with the life of the country must be built on concrete facts.

Activity willingness to find new impressions, makes it possible to teach patriotic education in different activities. It is necessary to use the game as the leading activity of the preschooler.

The personality of the teacher of his views is given importance, the attitude of the Patriotic feeling in nature is multifaceted, it combines all directions of personality, moral, mental, labor, physical and offers an impact on each of the parties to obtain a single result.

28. Education in children of pre-school age tolerance, respect for people of another nationality

Ethno - pedagogical means of forming tolerance.

International patriotic and tolerant education of children is carried out using various means: Communication, the use of artworks and visual arts, national dolls, dances, songs, etc.

Consider one of the most important means of tolerant education - tradition.

Traditions are a peculiar way of accumulating the social experience of people, as well as the condition for the development of human culture. Traditions do not turn automatically from one generation to another, they must be maintained, correlate with reality, only then they turn into effective tool Forming personality.

The practical importance of rituals and rites is widely and diverse. They regulate the emotional state of people, form and maintain a sense of unity at the level of ethnos, communities, families, allow a separate individual to realize their ethnicity, retain age-old value orientations, etc.

The tradition of tradition is influenced by the development of society, since psychological impact, play a certain role in the development of national relations.

Progressive to children of progressive, positive traditions not only by their own, but also another nationality will certainly affect the perception of the native culture, aware of attitudes towards their origins.

The better the person is familiar with the spiritual heritage of various peoples, the easier it is to perceive a different culture, which means that being tolerant is tolerant.

An important means of upbringing ethno-tolerance is communication.

The child is needed to communicate with people. In communication with the surrounding children there are certain relationships. In pedagogy and psychology, the importance of communication of the child with the surrounding people is recognized, but it is also established that the chatting of a child with children of their age is more important than communication with adults. A child, devoid of children's environment, cannot develop normally.

Communication of children of different nationalities has a beneficial effect on their development. Children receive knowledge of the life, art, culture of another people. Systematic direct communication affects the formation of many sides of the individual. Live communication with people of different nationalities raises benevolence in children, makes it possible to practically express their sympathy for representatives of another nationality - peers and adults, and maintain such attitudes to all peoples.

A huge role of children fiction In the knowledge of the surrounding world, enriching his ideas about the good and evil, the awakening and development of social feelings, deepening life experience, forming the beneficials of the worldview and the initial foundations of social activity. works of poets and writers of different nationsundoubtedly had a positive effect on the formation of a child's personality. Thanks to them, children are already two-year-old age Compared to multinational literature.

...

Essence of the process

Pre-school education - what is it? One phrase to answer this question is simply impossible. This is a whole complex of actions of people who surround the kid who contribute to becoming as a person. Not only specialists should be engaged in education (for example, kindergarten educators), but first of all parents. Mama and dad is important to remember that the kids are like sponges, literally absorb all that they see and hear. Therefore, the main task of adults is to create all the conditions for growing a smart and happy child.

Time frame

When should the pre-school education of children be started? When is the right time comes? This development phase includes a period of three-to-seven-year-old crumbs. Recall that the specified period is very important in the life of the child, because it is at that time the foundations of a strong person are laid. The main task of parents at this stage is to ensure the comprehensive development of the kid.

Features

What is characterized by pre-school education in the family? The thing is that small children seek to repeat everything for adults, seeing the ideal of behavior in them. That is why all people surrounding the crumb must submit an exceptionally correct example. At a minimum, you need to carefully follow not only for your behavior, but also for speech. At home, it is also important to find the golden interlaced: it is impossible to be too strict for the child (after all, such behavior simply breaks the identity of the baby), but also not to allow permissiveness (this is most often inherent in lazy parents who do not want to deal with the child, explaining their behavior in absence time).

GEF

What is pre-school education? GEF, i.e. federal state educational standards - these are the foundations that build an educational and educational process in preschool institutions.

Main directions

It is also important to say that homemade pre-school education of the child is mainly divided into two large subgroups:

1. Preparation of Chad to school - training, comprehensive development.

2. The formation of the personal qualities of the baby needs for life in society.

It is much easier to be the parents who are as early as possible to kids to kindergarten. There are professionals engaged in education. However, even in this case, moms and dads should not relax, working with the child all the time when it is not in the walls of the children's preschool.

Main methods

Pre-school education is made on the basis of basic methods. There are four large groups of them:

1. Formation of personality consciousness. There are most often applied conversations, stories, conversations, lectures. This method is aimed at developing and enriching the consciousness of children, to endow their extensive knowledge about the world. The main tool in this case is the word. Personal example of parents is also very important.

2. Communication, organization of joint activities, acquisition of experience. Basic tools: exercises, creation of educational situations, actions.

3. Methods of motivation and stimulation. Basic tools: Promotion, punishment. Also here include various kinds of competitive actions.

4. Methods of control, self-control, as well as self-esteem. At this stage, the child is taught to evaluate oneself, relate their own actions with the requirements.

With the help of all these methods and the education of children is ensured: the behavior of the guys is corrected, personal qualities are formed, valuable life experience is being developed. It should also be said that all of them are aimed at full-fledged development and education of a person as a social unit.

Mental development

Education of the preschooler consists of a variety of most important components. So, the first one is mental development Child. People surrounding the crumb must do everything so that the kid at every step he studied something new. With the child constantly need to talk, tell him about everything that happens around. The most important is the so-called room temperature. At this time, parents should give their crumbs as accurate answers to the questions you are interested in. The thing is that the child at this time easily remembers all the information that comes to it from the outside. Also good baby at this time to give to the study of a foreign language - the results will be simply affected.

Physical education

The physical education of the child is also very important. The kid from the very early age should be accepted to moderate loads. Start good with morning charging. A child aged three years will be happy to repeat simple movements for their parents. You can also order Chado - it will benefit him. Well, of course, it is necessary to teach a child to sport. It is recommended to acquaint him with various sports sections, giving preference to the species of sports in which the baby has certain successes (as well as the desire for classes). Physical education at this stage of life and development plays very important roleSince it is at this time that a child is laid the foundations of a healthy personality.

Aesthetic education

Parents are important to remember what to focus on aesthetics. You need to teach a child to listen to music, enjoy the sounds of nature, pepper in paints in the paintings of artists, analyze the behavior of fabulous heroes and cartoons. At this time it is very important to give the maximum clarification of the child on the questions that he is not yet clear. And it is not necessary to think that the crumb at this age is still early attending an art gallery or a puppet theater. Just time. Only so you can develop a good taste and right manners.

Labor education

Labor education of children is an equally important element than all of the above. No wonder there is such a saying: "Labor is engraved." By doing something with your own hands, the child begins to realize how difficult it is. Also at this time, an understanding of the value of human labor comes. It is necessary to encourage the very first attempts to a child to help parents. Let, for example, washing the dishes at the same time and take more time for an hour, but the crumb will faster the useful skills. And the kid at the same time will not disappear to help parents (the opposite situation: the child wants to help, but the mother will disdain, referring to the lack of time).

About shallow motor skills

Already at this stage, most parents are extremely clear how important pre-school education is. Classes with Croha - that's what you need to think about moms and dads. And the very first home lessons should be sent to the development small Motoriki Krochi (it is necessary to develop it from half-year age). Why is it so important? Everything is simple: on the pillows of the fingers in humans there are many receptors that are directly related to cerebral activity. Scientists have long proved that the development of small motility in children directly affects the speech of crumbs. What can be used:

1. Fingering gymnastics. Excellent to learn a few risms, every time saying them. So the baby will still train memory.

2. Games with small objects. Under the supervision of adults, the child can sort out various small things, toys.

3. Sort. Excellent lesson: Pour a baby in a bowl of a gun and mix it with peas. Next, task the crumb to find all the skids. In addition to the fact that the process will pass the child for a long time, so it will still train a shallow motorcy.

4. Tactile games. The child needs to be given to the touch as many objects of various textures can be achieved. Plastic figures are suitable, metal parts, various rags. The crumb at the same time will not only learn the colors, but also will learn the world to the touch.

Popular destinations

Of particular attention also deserved the most common methods of pre-school education:

1. Nikitin technique. Based on such postulates as labor, creativity, naturalness and love of nature. At the same time, the child does exactly as much as he wants himself, the atmosphere on the maximum sports, and parents take active participation in the educational process. All games on this technique must expand and complicate over time.

2. Methods of Maria Montessori. This is a whole pedagogical system, the main motto of which is the phrase "Help me everything yourself." A scientist believes that all the children's surroundings should be filled with the most useful items that perform a certain purpose. Games alleged by this system are aimed at the development of sensory, speech, as well as to teach reading, writing and mathematics.

3. Method of Glen Domana. The favorite phrase of this American physiotherapist doctor, which became the motto of the training system, sounds like this: "There is no knowledge." The scientist believes that the baby needs to be acquainted with the maximum number of facts structured by sections and categories.

4. Methodology Zaitseva. A very common way to teaching reading is very common - with the help of Zaitsev cubes. The scientist believes that in the game the child is much easier to learn to read, rather than sitting at the desk. The reading unit for this technique is not the usual word, and the syllable - couples of vowels and consonants.

5. Walfdor technique. Studying preschool education and training, it is impossible to bypass this direction, since it is precisely as possible to develop creative abilities kids. With kids need to sculpt, embroider, build - do everything with the help of natural materials. In addition, a lot of attention should be paid to the physical development of children.

6. Vaobobovich technique. It is based on the close relationship between the child and adult. The activity is aimed at the creative development of the baby, learning during the game.

Taboo

The pre-school education program must exclude certain points that parents should always take into account:

1. Modern psychologists do not recommend applying physical punishment to the child. You need to try in any situation to keep calm, without showing your little weakness. In addition, physical punishment does not lead to the fact that the child is aware of the rapid mistakes. Only a conversation, the conversation - this is what will help the parent to grow an adequate person.

2. The child is not recommended to scare. And if this is done, then only competently. You can not speak Kroikh "I will give you someone else's uncle" or "I will leave you here one." This generates many fears. You can say the following: "For a whole week you will be without sweet / toys / entertainment)."

3. You can not stop talking to the baby, just to ignore it.

Features of psychology kids

Parents are also important to know about the peculiarities of the psychology of their children at different stages of development to take into account, with what problems can be encountered.

1. Age 3-4 years. A rather difficult period requiring patience of parents. An adult should know how to interest crumb, as it can be attracted to the selected activity. It is also worth remembering that the desire to deal with one thing in such guys can quickly disappear.

2. Age 4-6 years. This is a fairly calm period when the baby is interested in to engage and organize educational lessons. The crumb is already quite an adult in order to hold attention on one subject for a long time, much wonder him. In addition, the child is almost independent, at this stage it does not require a constant presence of an adult as an observer.

3. Age 6-7 years. The period of active growing child. The child begins to show the character, can oppose the desires of parents. Many patience and ability to negotiate - here's the main rule for this period preschool Development Child.

Principles of the educational process -the system of the original basic requirements of its construction, the implementation of which ensures the high efficiency of solving the tasks of personality development in the conditions of education and education.

The principle of the integrity of the child's development. Development is carried out as a holistic process. In this regard, it is necessary to ensure a solution in the unity of the tasks of mental, physical, etc. of the parties.

Examples illustrating the relationship of mental education with other parties to the education and development of the child.

Physical and mental. From an early age, the kid acquires knowledge about the care of his body and skill (like washing hands, face, use the napkin, to be sought), which become the basis for a conscious attitude towards themselves, becoming the habit of conducting a healthy lifestyle.

Aesthetic and mental. The perception of the beauty of the surrounding world in all its diversity, the admission of a child to art requires understanding, which is impossible without the participation of imagination, memory and thinking. The inclusion of thinking into the process of aesthetic perception is the basis for the development of observation, the formation of sensory culture, estimated judgments.

The principle of the unity of the tasks of the upbringing and learning of the child (illustrate yourself).

The principle of systematic and continuity, That is, the solution of the tasks of the upbringing is carried out constantly during the day, so, in the morning the conversation with the child, preparing him for the lesson, during the washing of hands - acquaintance with the properties of water and soap, during breakfast - the impulse of the cultural intake skills, talking about Walk time - observation of the state of trees and establishing causal relationships, while preparing to sleep about the meaning of sleep for the human body, in free communication - we study confonstial communication, etc.

The principle of constant progressive movement of the child's personality in the pedagogical process Presums the creation of the condition for the permanent personal growth of the child and the aware of this process. The complication of tasks, the contents of the activity, the conditions for its implementation, the requirements for the child allows it to be constantly self-improvement, change itself. This process should deliver the child joy, pleasure, and for this, the child must be successful.

The principle of accounting for age possibilities of children. This principle is implemented through the idea of \u200b\u200bamplification (enrichment) of children's development. It should not be accelerated, to overestimate the requirements for children, it is necessary to find the possibility of saturation with a variety of typical activities for preschool age.

Principle of Individualization and Differentiation Ensures the creation of favorable conditions for manifestation, the development of the individuality of each child.

Individual approach. Each person is individual. It develops in accordance with its pace and development program. The educator, organizing the educational process, should focus on the inclinations, interests, needs, the possibility of a child. Therefore, it correlates the tasks, methods, forms of organizing education and training with the individual characteristics of the child, finding a place and time for individual work.

Differentiated approach. For example, in a cognitive classes, a group of intellectually developed children receive a package with a task that requires a solution to a complicated cognitive task. Children with a low level of development of imagination and visual-figurative thinking are combined in the class in one group in order to increase the level of development of these processes and provide a base for the development of the foundations of the verbal and logical form of thinking.

The principle of ensuring the emotional psychological comfort of the child in the educational processassociated with the provision of psychological conditions of education and training : interesting content of activities, satisfaction of needs, success, emotional-rich communication with adults, positiveness of assessments of the activities and qualities of the child).

The principle of cooperation of the subjects of the pedagogical processresenting the teacher to interact with children on the basis of cooperation, creating conditions for the development of the child's subjectivity.

PRINCIPLE OF HUMANIZATION Reflects the natural connection between the educational process with the needs of society and the person. It is implemented by a number of directions.

First direction - Compliance of the tasks, contents and methods of training and educating the child with the leading needs of preschoolers.

The educational process is designed to satisfy the following needs of the child:

1. The need for emotionally positive contact with the surrounding people, in love and goodwill on their part.

Feeling acceptance, understanding, love creates a child from a child a sense of psychological security, spiritual peace and equilibrium. On this basis, a trusting attitude towards adults, peace, and this is a necessary condition for the child to be socially active - I wanted to communicate, interact with others, was confident, showed my dignity.

2. The need for knowledge and informational exchange. The need for knowledge remains relevant throughout the preschool age and further. It is expressed in the desire to know the world around. The child implements this need for various forms: issues, search actions, experimentation. It is important to preserve and develop this need for a steady cognitive motive - cognitive interest. For this pedagogical process of kindergarten (its content, form of organization), the environment in which it proceeds must be saturated with cognitive content. Mastering the same content will occur both in organized and not in organized forms, both under conditions of free communication and communication organized.

3. The need of a child in activity, self-affirmation. This need is manifested in the desire of a child to be independent of adult, independence, initiative. Researchers argue that if these desires to suppress, then children arise insecurity, the inadequacy of self-esteem, excessive shyness, sometimes aggressiveness, stubbornness. At the same time, for the manifestation of independence, the child's initiative should be successful in activities, communication. Therefore, one of the important tasks of the pedagogical process consists not only to stimulate activity and independence, but also to prepare a child to her (help learn activities, to develop interest on it, create conditions for its independent execution)

4. The need for a child in recognizing its achievements to others, i.e. positive development Personality is possible only under the condition of positive self-affirmation. It suggests that the child needs to create experience successin activities, positive emotional experiences about activities. In this regard, the negative assessment of the results of the child leads to the development of inadequate self-esteem, insecurity, indifference to the results of activities.

5. The need for communicating with peers. Researchers (Lisin, Bozovich, Smirnova, Galiguzov) note that communication with peers The necessary condition for the social development of the child. How to implement this need for a child in the educational process: to develop interest in peer, to form experience in communicating with peers, develop humanity, create conditions for the emergence of informative communication of children with each other about joint gaming, productive activity, form a communicative culture.

6. Organic needs (vital) - in motion, nutrition, life mode. Implement these needs makes it possible to change and alternate activities, flexible regime, etc.

Second direction - recognition of the soreness of the child, respecting his rights and freedoms. From the point of view of exercise on humanism (philosophical basis of pedagogy), the child is considered as a creature unique, having an internal desire for self-development, self-improvement and self-realization. It has the right to live in such conditions that will contribute to its development. The task of adults to create conditions for its full development.

Third direction - Humanization of content preschool education. This principle involves the admission of the child to the affordable content of culture and OC. Pre-school age - the period of becoming the basis of a child's personal culture, a value attitude to the world. The basis of personal culture is actually a human beginning in man. These are the foundations of the value attitude to the world. In the concept of pre-school education, 4 value spheres were allocated, mastering which the child is attached to culture and OC: the world of man-made, the world of nature, the world of social relations, the world of the person himself. The process of admission to culture and the OC should be emotionally saturated, activity and individually oriented. In each of the programs for the Dow, its logic of content is built, allowing to gradually enter the child into the world of human values, the norms of relationships, ways of activity.

Fourth direction - humanization of the very personality, that is, the education of the qualities and properties of the personality as responsiveness, goodwill, communicativeness, the basics of tolerance, the foundations of patriotism, the basics of cooperation, etc. This direction is implemented through moral, environmental, legal, aesthetic, gender, patriotic education, upbringing in spirit of peace and respect for other peoples.

Fifth direction - the creation of humane (subject-subject) relations of its participants. The implementation of this principle is possible through the construction of a personal-oriented model of interaction-oriented needs, interests, the subjectivity of the child - a preschooler. The basis of such relations becomes the cooperation of the educator and the pupil, recognizing them as subjects of interaction. The subject is characterized by activity: it is initiative, communicative, creative, is capable of choosing, declined, competent, independent. but small child It can not be fully subject to communication and activity. An adult contributes to the cultivation of subject qualities. Babayeva highlights the 3 positions of the teacher, which implement L-.o. Model of interaction:

a) The position of the teacher - the teacher teaches the child to the fact that the child is not available because of its age possibilities. Methods: show, story, explanation, exercise in the action method.

B) Position of the Partnership - Educator Equal Member of Game, Cognition, Labor. Methods: Council, proposal, joint discussion.

c) The position of the female - the educator deliberately demonstrates his child difficulties, mistakes, incorrect reasoning. Purpose: awaken the activity, the child's independence in the search for the correct solution. This position allows you to make the process of knowledge of interesting, fascinating. This position can be implemented to the toy. Methods: Problem Situation, Story, Demonstration of Product Activity, Discussion.

That is, in a humanely oriented educational process and a child and an educator should be able to flexibly change their position depending on the material development phase educational program and the level of the competence of the child at this stage.

Principle of activity. The child develops in activities. Contradictions become a source of development, overcomed by a child in activities. This principle requires the inclusion of a child in a variety of activities; teaching these activities; upbringing a positive and concerned attitude to activities, the desire to fulfill it; The organization of the development environment, K-Aya would stimulate activity (cognitive, communicative, creative, physical) and provided required Material For its implementation.

The principle of systemic and optimization (compliance of all structural components of the Pedsystems to each other and real pedscents).

The principle of engaging in the educational process of the nearest environment: Employees DOU (Nanny, Cook, etc.), Parents, Museum staff, theater staff, etc.

Home and family. Society. Women's world. We are waiting for a child. Horoscopes. Breast-feeding