Angela Buldakova
Methodology for conducting individual work with children in a preschool educational institution

We know that every child is unique. It has its own characteristics of the nervous system and psychophysical development. The individual characteristics of the child affect the assimilation of skills and abilities, the attitude towards others. Observation of the child in everyday life, analysis of his behavior and activities, conversations with parents allow the educator to plan tasks, methods, and the content of individual work.

Children who do not regularly attend kindergarten due to illness or other reasons, “weakened” children with low performance in class, shy, slow, retarded and pedagogically neglected, need especially close attention, as well as individual work is organized to activate passive children.

When planning individual work, the teacher should take into account mental and individual characteristics of the child.

At a younger age it should be borne in mind that individual work must be planned at 1 half a day. Individual lessons with children with knowledge gaps are recommended to be organized mainly in the form of a game. At 1 half a day, the teacher organizes special games and exercises with those children who need to correct speech deficiencies or who are lagging behind in any movements. He deals with inactive and withdrawn children, giving them various assignments that require communication with adults and peers. Insufficiently inquisitive children are entrusted with interesting observations (for example, for titmouses that flew to the site, admire the beauty of a winter morning, etc.).

In the afternoon, the teacher conducts individual work with children on the development of movements, drawing, cutting, designing, correcting speech defects.

During walks, the teacher conducts individual work with children: for some, he organizes a ball game, throwing at a target, for others - an exercise in balance, for others - jumping off stumps, stepping over trees, running away from hillocks.

On walks, work is also carried out to develop the child’s speech: learning a nursery rhyme or a short poem, fixing a sound that is difficult to pronounce, etc. The teacher can remember with the children the words and melody of the song that they learned in a music lesson.

The form of organization of work is individual, however, in some cases it is possible to carry out work by organizing children into small groups. Carrying out individual work on a walk, it is necessary to take into account seasonality and weather conditions.

Individual work is planned with children during regime processes (education of cultural and hygienic skills, independence, development of speech, movements, etc.) and is carried out by the teacher throughout the day, at all regime moments, in any type of activity.

Features of individual work in senior preschool age:

The main task of pedagogical work in the morning period is to include children in the general mode of life of the kindergarten. Morning reception is the most favorable time for the teacher to communicate with each child. During these hours, the following is successfully carried out: Individual work with children in various activities.

This is work on:

Correction and education in children of the correct sound pronunciation;

The development of oral speech and the development of the correct intonation;

Physical education (stimulation of motor activity), etc.

When planning (and in calendar plans) individual work with children, the educator indicates specifically the names of those children with whom he will work.

According to the content, the morning period of time includes: gaming activity, cognitive activity, labor activity. The main place is given to the play activities of children: the creation of conditions for the deployment of creative games, the organization of calm games (round dance games, with building materials and designers, board-printed fun games, sports entertainment and games of low mobility (games and exercises for climbing, crawling, rolling ball, hoop, skittles).Didactic games are planned.The name and purpose of the game are written in the plan (if there is a card file, the card number is indicated).In the field of cognitive activity, it is good to plan short conversations in the morning with a group of children or with individual children on predetermined topics and topics that arose on the initiative of children.Conversations can be accompanied by a consideration of illustrations accessible to children.The plan also reflects the painstaking work of the educator to instill in children cultural and hygienic skills.

In the process of organized educational activities, it is also possible to ensure the assimilation of program material by each child only if an individual approach to them is carried out both in the process of relevant classes and in everyday life. It is very important to find out the attitude of each child to the process of cognition and the degree of his activity in the work. Active children need to maintain their interest in activities, initiative, develop their abilities. Taking into account the level of their development, it is necessary to give them additionally complicated tasks, to compose more difficult questions especially for them.

Easily excitable, inattentive and unrestrained children can be offered to repeat the instructions of the educator, and in order to focus their attention, before explaining, you need to contact them personally: "Tanya, Vitya, listen carefully, then repeat what was said." This is a very simple and at the same time effective technique, because it helps children to focus on the instructions of the teacher, and therefore helps to remember them, and prevents a hasty and ill-considered answer.

With lagging behind children, it is necessary to systematically conduct additional individual lessons. Individual work can be carried out with a subgroup of children or separately with a child. To maintain interest in the activity of children's creativity, individual work is carried out not only with lagging children, but also with the rest. Moreover, individual work can have not only educational, developmental value, but also educational, when children are introduced to some norms, rules, etc.

Individual work brings the most positive results when it is carried out not only in special classes, but also in everyday activities: during s / r games, walks, shifts, p / and work.

And properly organized individual work enables children to fully master the program material, has a great positive impact on behavior.

Implementation of individual work during the day in accordance with the regime Cyclogram of individual work in groups:

1. A short conversation with parents during the morning reception of children about the well-being of their child, about what worries them about his behavior.

2. Creating and maintaining a calm, joyful environment, providing each child with the opportunity to do things that interest him (play, look at books, draw). Pay special attention to children who are closed, shy, timid. They certainly need to be cheered up, they really need it. Excessively excited children should be involved in such games and activities that would help them calm down, relieve excitement.

3 . In preparing for breakfast, cultivate cultural and hygienic skills, helping those children who do not yet possess the necessary skills.

4. During breakfast, pay attention to those children who have a poor appetite. Monitor the posture of children, as well as their observance of the rules of cultural behavior at the table.

5. Conducting individual work with children who missed classes or did not learn something.

6 . Working with timid, shy, indecisive children to prepare them for active participation in common activities.

7. When conducting a lesson, it is necessary, first of all, to pay attention to the fact that it is comfortable for all children to sit, so that everyone can see and hear the teacher well. Make sure that they do not slouch, do not lean low over the table.

8. Preparing children for a walk, you need to pay special attention to sickly and weakened children, make sure that they are well dressed and do not catch cold. Cultivate the skill of dressing quickly and correctly, in a separated sequence.

9. On a walk, along with the general work, individual work is also carried out with various goals:

Overcoming shyness;

Development of observation;

Education of industriousness, labor skills;

Development of speech;

Development of sports elements.

Pay attention to children who show a special interest in mathematics, the environment. Listen to the tasks, stories, riddles invented by them.

10. During the day, observe and supervise the work of those on duty. Select pairs of attendants in accordance with their individual characteristics, taking into account the mutual positive influence of children on each other.

11. When preparing for bed, make sure that none of the children is too excited.

12. Children who do not show interest and love for animals and plants should be attracted to observations and work in a corner of nature.

13. Pay attention to the manifestations of children in work activities.

14. In the evening, when parents come to pick up their children, you can devote more time to communicating with them, answering their questions, recommending relevant literature, talking about the child’s well-being, his behavior, and successes.

In domestic and foreign special education in recent years, there has been a significant increase in interest in the earliest possible correction of deviations in the development of children. The early start of correctional and pedagogical work is of particular importance in residential institutions, where from the first months of life children are brought up who are left without parental care, the development of which is due to a combination of biological risk factors with adverse socio-psychological factors, including depriving the child of emotional and psychological connection with the mother or a person replacing her.

Correctional and pedagogical work with children of the first year of life, brought up in a children's home, is an integral part of the complex rehabilitation medical and pedagogical work in a children's institution. Rehabilitation work, in addition to corrective measures, involves medication and physiotherapy, physiotherapy exercises, massage, therapeutic swimming, water procedures, general developmental and musical classes, careful care, hardening and a properly organized mode of life for children.

Methodical recommendations are developed on the basis of summarizing the results of psychological and pedagogical research, the subject of which is the features of the psychomotor development of children of the first year of life with various disorders brought up in a children's home, and are intended for speech pathologists, speech therapists, educators, nurses and heads of boarding schools.

Early pedagogical work in a boarding school should be aimed at developing children's ability to navigate the environment, at correcting and preventing developmental deviations associated, on the one hand, with the structure of the main defect, and on the other hand, with the influence of deprivation risk factors.

These are auditory orienting reactions, emotions, communication of children with adults,

the formation of the first contacts between children, the development of hand movements and actions with objects, general movements, the normalization of breathing, the state and functioning of the organs of articulation, and understanding of speech,.

The content of correctional and pedagogical work can be modified depending on the age of the child, the level of his development, the structure of the violation. Working on the recommendations presented to the attention of specialists, we relied on the existing program for raising and educating children in the orphanage (E.L. Fruht, 1987). At the same time, we focused our attention on corrective influences during the gradual, consistent formation of psychological neoplasms in children of the first year of life with impaired psychomotor development.

Long-term studies have shown that the correctional and pedagogical process should take place in four stages. At each stage, it is necessary to set and solve specific learning tasks depending on the level of psychomotor development of children in the first year of life.

Stage I of correctional and pedagogical work (work with children whose developmental level corresponds to 1-3 months of normally developing children)

Development of visual orienting reactions

The tasks of this area of ​​work: the formation of visual orientation activity, visual orientation in the environment, the development of visual concentration and tracking.

The content of corrective education at this stage includes the development of visual focus on bright and varied toys and on the face of an adult, the formation of tracking (at a distance of 50-60 cm) for moving and sounding objects and a talking adult, when the child is in the position "under the chest" of an adult or in the position on the back (in the arena, on the diaper, on the table, on the knees of an adult).

The development of auditory orienting reactions.

Tasks: the formation of the child's auditory orientation activity, auditory orientation in the environment, the development of auditory concentration and localization of sound in space.

The content of correctional and pedagogical training is based on the gradual development of auditory concentration (the child is in the position "under the chest" of an adult or on the back). The child is encouraged to search from right to left, from top to bottom for a sounding toy or an adult who is talking to him, singing to him. The main attention at the first stage of correctional and pedagogical work is given to the formation of visual-auditory and visual-motor-auditory connections in a child.

Development of emotionally - positive reactions.

Task: development of the first emotionally positive reactions.

Development of prerequisites for emotional communication with adults

Tasks: establishing and maintaining eye contact, maintaining emotionally positive reactions and sound activity of children.

The physical influences of an adult contribute to establishing and maintaining eye contact: stroking, swaying, fingering the baby, etc., as well as an adult’s conversation, emotionally expressive and personally addressed to the baby, singing songs, nursery rhymes. The emotionally positive reactions of the child are supported by the reciprocal smile of the adult. The development of sound activity is facilitated by games with the reproduction of sounds from the "set" of the baby himself.

Formation of the first contacts between children.

Tasks: the formation of visual focus on another child and an emotionally positive attitude towards him.

In order to form the first emotional contacts between peers, one should develop the duration of visual focus on another child. The baby is placed on the back next to another older child. Emotionally communicating with an older child, an adult achieves sounds of cooing or babble from him in order to attract the visual attention of the younger one, and then achieve visual concentration on the face of another child. If the baby's attention cannot be attracted to another child, the adult takes his hands and wraps them around the face of his older neighbor, thereby establishing eye contact between them. You can bring children closer to each other and breed, holding them in your arms in an upright position.

Normalization of the tone of the hands, the physiological position of the hand and fingers

This direction in the work is necessary for children who have a syndrome of motor disorders in the form of disorders of neuromuscular tone. The significance of this area of ​​work is especially great if we bear in mind the role of the development of hand movements in the formation of speech.

Normalization of the tone of the hands is carried out through a differentiated massage. The neuro-reflex mechanism of the impact of massage is the leading factor, but not the only one. We consider the psychological aspect of its action to be significant, when the bodily physical contact of a child and an adult creates conditions for the formation of a sense of security and safety in a child brought up in a boarding school, which in the future is an important prerequisite for the formation of a need to communicate with an adult.

It is advisable to select hand massage techniques and certain exercises together with a physiotherapist and masseur for each child separately, depending on the structure of movement disorders.

Development of hand movements

Tasks: enrichment of the tactile sensitivity of the hands, the formation of the first movements of pushing, grasping and feeling objects.

On the basis of the palmar (grasping) reflex, one should evoke reflex grasping and holding soft and warm objects that satisfy the child’s need for safety and security, enrich the tactile sensitivity of the hands, preparing the appearance of touch, encourage them to bump into and grab the other with one of their hands, grab the knee, leg, feel the face of an adult, his face in a position on his back, on his knees in an adult, in a position on his stomach.

Encourage the child to run into low-hanging toys with their handles, grab them, feel them.

Development of general movements

Taking into account the position of early childhood pedagogy on the unity and interaction of motor and mental development, in the classroom, the defectologist should actively use games and exercises that form general movements. Games and exercises for each child are selected together with a neuropathologist and a physiotherapist, taking into account the child's age, the syndrome of movement disorders and the level of development of movements.

Tasks: development of general motor activity of children, development of the ability to keep the head in horizontal and vertical positions, development of the emphasis of the legs in a horizontal position (lying on the back).

The main attention in the work is paid to the development of raising and holding the child's head in the prone position and in the vertical position in the hands of an adult. For the development of lifting and holding the head, the support reaction of the hands, lifting the body, you can use special physical therapy exercises that help train these movements, as well as various devices: rollers, wedge-shaped pillows, inflatable circles, inflatable logs. In order to develop the support reaction, children are encouraged to push off with their legs from the sidewall of the diaper, from the wall or arena.

Normalization of breathing

Normalization of breathing becomes especially important for children with early damage to the central nervous system, in the genesis of which there is cerebral hypoxia, for premature babies due to the imperfection of their respiratory system and children who are often ill. A set of breathing exercises for each child must be selected together with a pediatrician and a physiotherapist. It is advisable to use the breathing exercises proposed by V.L. Strakovskaya and V.E. Ladygina (1990, 1991) for premature babies in the first year of life. Respiratory gymnastics at the first stage of corrective work should be aimed at activating inhalation and exhalation.

Normalization of the state and functioning of the organs of articulation is achieved through massage of the muscles of the face, lips, tongue and passive exercises of articulatory gymnastics. Massage and articulatory gymnastics contribute to the normalization of muscle tone, stimulation of kinesthetic sensations. At the first stage of correctional and pedagogical work, only stroking massage is used. Massage techniques and passive exercises for lips and tongue are selected individually for each child together with a neuropathologist.

Development of the prerequisites for active speech

Tasks: development of cooing, stimulation of sound activity, development of prerequisites for vocal imitation. In the course of classes, they try to evoke the first response voice reactions of children on exhalation - cooing and cooing on the basis of imitation infection with the emotions of an adult, encourage them to show voice activity in response to tactile, vestibular, motor, sound, visual and emotional-speech influences. In the future, it is necessary to support the sounds uttered by children, "calling" with the child.

Normalization of the skills necessary for the child in the process of feeding

Children with impaired neuromuscular tone in mimic and chewing muscles, children with craniofacial pathology need to normalize these skills. This work is carried out at an additional lesson held before feeding children of this category. The purpose of such a lesson is to relax or strengthen the muscles of the lips and tongue, normalize the position of the lips and tongue at the time of sucking. The lesson begins with a differentiated massage of the face and lips, then the movements of the lips and tongue are trained. After that, the baby is fed. With each teacher of the group, the methods of forming these skills are worked out individually. In the future, the defectologist conducts massage and articulation exercises before feeding and controls the correctness of the actions carried out by the educators.

An important condition for corrective work is the situation in which an adult conducts games and exercises with children. N.L. Figurin and M.P. Denisov (1949), then A.V. Zaporozhets and M.I. Lisina (1974). Based on these provisions, we propose a system of basic positions for children and adults for games and exercises.

At the first stage of correctional work, the contact positions of the child and the adult are used: the child is in the adult's arms "under the breast"; a child on an adult's lap; a child on the chest of an adult in the position on the stomach; the adult holds the child "on weight", lifting him facing him, while one hand of the adult supports the neck and neck of the child, and the other - the buttocks; the adult holds the child in an upright position with his back to him, his head rests on the shoulder of the adult.

In the classroom, non-contact positions of the child and the adult are also used: the position of the child on the back, on the stomach, on the side.

To suppress tonic reflex activity, if it is observed in a child, it is advisable to use special "reflex inhibiting positions" proposed for classes with children with cerebral palsy (EM Mastyukova, 1985).

Stage II of correctional and pedagogical work (work with children whose level of development corresponds to 3-6 months of normally developing children)

Development of visual orienting reactions

Tasks: development of tracking in the prone position; the development of visual differentiation of color and shape, the formation of recognition and discrimination of adults; further development of visual orientation activity. Correctional and pedagogical work continues the work begun at stage I on evoking tracking of a moving toy, a sounding toy, a speaking adult in various positions of the child (on the back, on the side, on the arms of an adult, on the stomach). The main content of the work at this stage is aimed at the formation of recognition of close people. To this end, children are introduced to all adults working in a group during fun games, dating games, singing songs, reading nursery rhymes. In order to develop differentiation in color and shape, children are shown toys of various shapes and colors. Work is underway to form the perception of reflection: the child is brought to the mirror, causing concentration and examination, joy; bringing the child closer and further away from the mirror, cause the development of visual anticipation, form the child's examination of the face of an adult and another baby in the mirror.

Development of auditory orienting reactions

Tasks: development of sound localization in space, the formation of auditory differentiations: recognition of the voice of loved ones, distinguishing the intonation of an adult's voice, distinguishing melodies; development of auditory orienting activity and a positive emotional reaction to one's name. The content of the work at stage II is aimed at further development of listening to the voice of an adult, the sound of toys, musical instruments; to develop the ability to search and find the source of sound with the eyes, turning the head, turning on its side, turning over from the back to the stomach and back; on the development of recognizing the voice of loved ones, distinguishing the intonation of an adult's voice, distinguishing melodies. For this, children's songs, nursery rhymes and poems are used, which involve a change in the intonation of an adult's voice, his facial expressions: "Bear-toed", "Pussy-pussy-scat!", "Like a fly sings a song at our gates", "Cucumber, cucumber, don’t go to that tip”, “Oh, you, cat-cat, cat - gray tail”, “Gray cat”, “Pipe”, etc. An important direction in the work is the development of emotionally positive reactions of the child to his name. To do this, the adult repeatedly repeats the name of the child with different intonation.

Development of emotionally - positive responses

Tasks: development of a reciprocal smile, a "complex of revival" and laughter. In order to create favorable conditions for the development of response emotionally positive reactions, an adult can actively use a combination of tactile, vestibular, visual, and sound influences with emotional and speech influences. The formation of the "complex of revival" is facilitated by games with the arms and legs of the child.

Development of emotional communication of the child with adults

Tasks: the formation of the child's need for benevolent attention and emotional communication with an adult. The content of the training is aimed at developing and maintaining the activity of children, communicating with an adult through emotional and speech influences: through the perception of the appearance of an adult, his facial expressions, and inviting gaze. Activation of all components of the revival complex" is promoted by dance games: "dance with the arms and legs of a child", "quadrille", fun games with balloons, singing songs and nursery rhymes. with the silent presence of an adult in the child's field of vision.

Formation of the first contacts between children

At the II stage of correctional and pedagogical work in this direction, the main task is to develop interest, an emotional relationship among children to each other, to imitate the movements of another child and the sounds that he makes.

Children are laid on their stomachs facing each other. An adult talks affectionately to the infant that another child is looking at. If visual concentration cannot be induced, then the adult, supporting the child’s arms by the elbows, slightly moves the baby towards another child and wraps his arms around the neighbor’s face. The establishment of long-term visual concentration is facilitated by the demonstration of an interesting toy by another child. In order to create favorable conditions for looking at other children and showing joy in relation to them, dancing games of children are held in a vertical position in the arms of an adult, as well as dating games, when an adult shows one child to others, talks to him, bringing him closer and removing him from other children. In order to develop the ability to take a toy from the hands of another child, you can use the demonstration of a bright and voiced toy to two children at once.

Normalization of the tone of the hands, the physiological position of the hand and fingers

Massage at the II stage of work is aimed at normalizing the tone in the hands. In the classes, stroking, rubbing, kneading and vibration techniques are used. Various pile brushes, massage balls and massage brushes can be widely applied. Along with massage techniques, at this stage of work, physiotherapy exercises are used: shaking one or two arms of the child with fixation in the elbow or wrist joint; cross shaking of the limbs with fixation in the joints; shaking "on weight"; swinging on the ball, boom, roller.

Development of hand movements

Tasks: development of purposeful grasping, feeling and holding objects, development of manipulative activity, enrichment of the child's sensory experience, development of touch.

At the beginning of stage II, the work is aimed at evoking hand movements towards the object. Using joint, partially joint actions, encourage the child to grab it when accidentally touching an object; they encourage them to feel toys of various textures, sizes and colors, to feel their second hand, knee, leg, their face, the face of an adult.

Further, the ability to take and hold a toy is formed, which the adult holds out to the child over the hand (right and left), over the chest. Teach the child to take the toy with one hand and two hands, let go of the held toy. The next stage in the work is connected with the formation of the ability to grab and hold toys from different positions: from the side, lying nearby; from the hands of an adult, while in an upright position in the arms of another adult; lying on the stomach. Then they teach children to take a toy in each hand and hold them, and then release them at the request of an adult. Much attention in the work is paid to the development of touch when grasping objects made of various materials: wood, rubber, fabric, polyethylene.

Considerable time in the classroom is devoted to opening the fingers of the child's hand, moving the thumb out of the fist, opposing the thumb to the rest when grasping objects, and forming a "pinch" grip.

Development of general movements

Tasks: development of children's motor activity, the ability to lie on their stomachs with their heads held high; development of the support reaction of the hands under the control of vision, turns of the body (from the back to the stomach and from the stomach to the back), the support reaction of the legs in a horizontal position, crawling.

The work begins with stimulating the lifting of the head and shoulder girdle in response to stroking from the back of the head down the spine, in response to visual and sound stimuli. In this case, auxiliary means can be used: a roller, an inflatable circle, a boom, a wedge-shaped pillow. At the same time, the development of the ability to hold the head in a vertical position in the hands of an adult continues. Further, the lifting of the head and shoulder girdle is stimulated with support on the hands. To train the support reaction of the hands, you can use the ball and roller. Actively stimulate the child to turn on his side. For the development of the support reaction of the arms and legs in a horizontal position, a ball, a roller, an adult's knees are used. The support reaction of the legs is well trained by exercises such as "sliding steps", repulsion of objects and toys with the legs.

In order to develop crawling, the adult shows the child a bright sounding toy and at the same time uses his palm so that the child rests his legs on it, thus pushing off and moving forward.

Normalization of breathing

Tasks: increasing the volume of inhaled and exhaled air, training the depth and rhythm of breathing.

Normalization of the state and functioning of the organs of articulation

At stage II, this work should be aimed at the development of involuntary movements, the development of cooing, "singing cooing", to the transition to babbling.

The use of differentiated massage techniques depends on the state of the neuromuscular tone of the muscles of the face and articulatory muscles in each individual child.

Development of the prerequisites for active speech

Tasks: the development of the child's voice activity, the development of cooing and "singing" cooing, the transition from cooing to babble, the development of voice imitation. The sound activity of the child and cooing develop in the course of emotional and speech communication, which is facilitated, for example, by the game of "roll call", singing songs, nursery rhymes, singing vowel sounds that are present in the child's cooing. In order to move from cooing to babbling, games are played with children, trying to cause rhythmic closing and opening of the lips, which creates an opportunity for pronouncing lip sounds. Stimulating the vibration of the baby's lips creates the preconditions for the pronunciation of protorny sounds.

Normalization of the skills necessary for the child in the process of feeding

Tasks: normalization of the position of the lips, tongue and lower jaw at the moment when you need to remove food with your lips from a spoon, drink from a cup. Before feeding the child, the defectologist conducts massage and passive-active articulatory gymnastics for the lips and tongue. Observing the child during feeding, you should choose individual corrective techniques for him, depending on the structure of the defect. The defectologist teaches educators these methods of work, further exercising only control over the feeding of children.

The main positions of a child and an adult during games and exercises

The activity of children in the classroom is supported by the contact positions of the child and the adult: the child is on the lap of an adult; a child on the chest of an adult in the position on the stomach; an adult holds the child "on weight"; holds it on his arm, as in a cradle; the child is in a position on the stomach with support on the shin or thigh of an adult. In the classroom, non-contact positions of the child and the adult are also used: the child is laid on his back, on his stomach, on his side. For some children it is necessary to apply "reflex - forbidding" positions.

Razenkova Yu.A. Ways of corrective work with children of the first year of life in a child's home. Guidelines. Part 1 // Almanac of the Institute of Correctional Pedagogy. 2003..06.2019)

Bibliography

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2. Razenkova Yu.A. Games with toddlers. Book for parents. - M .: School Press, 2000.
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FEATURES OF LESSONS

WITH YOUNG CHILDREN

Consultation for educators

Compiled by: educator GBDOU d / s No. 11

Elkovich Elena Nikolaevna

Working with young children requires a special approach. Classes with young children differ from classes with preschoolers not only in the volume and content of the material, but also in the specific methods of conducting classes. Lessons can be done individually or in a small group. The teacher should sit at the same table with the children in order to be able to help each child.

In order to build the work in the best possible way, the educator must also have a good idea of ​​the psychological characteristics of the early age: the features of the development of perception, attention and memory, speech, thinking, activity, etc.

So, when working with young children, the following points should be considered:

A child learns the world with the help of an adult by imitation

Toddlers explore with interest the sensory properties of surrounding objects, open and close, throw, touch, sniff, taste. But only with the help of an adult, the child learns the functional purpose of our household items - that they eat soup with a spoon, and dig sand with a spatula, read a book, and draw with a pencil.

An adult introduces the baby to new games when he teaches him to lull a doll, build from blocks, roll a car by a string, etc. Watching an adult and repeating his movements, actions, words, the child learns new skills, learns to speak, serve himself, becomes more independent.

Conclusion: classes with kids are based on imitation of an adult, his movements, actions and words, and not on explanation, conversation, suggestion.

In the joint activity of a child and an adult, it is necessary to combine elements of play and learning.

Young children are active, mobile and inquisitive. Children's spontaneity underlies the knowledge of the world around us and communication with people. Babies have not yet formed concepts: what is good and what is bad, how you can behave and how you can’t, etc. Education for kids is possible only when the positive emotions of the child are affected. Such an emotional upsurge can only be achieved in the game. A conscious attitude to learning will appear later - at the senior preschool age. BUT bye... if the baby is not interested, he will simply turn away or leave.

Conclusion: learning elements must be introduced into specially organized games.

Repetition is required for a new skill to stick.

Toddlers love to repeat the same action (or movement, word, etc.) over and over again. This is a learning mechanism: a skill needs a lot of repetitions to become established, and the more difficult the skill, the more time and number of repetitions it will take.

The assumption that a child's play and activities need to be constantly varied is correct for older children. And kids feel more comfortable in a familiar situation, act more confidently in the course of familiar favorite games.

Conclusion: in order for new knowledge, skills and abilities to be fixed, it is necessary to repeat what has been passed many times.

Material for games and activities with young children must be selected in such a way that its content is consistent with children's experience. Use situations familiar to the baby. For example, playing with a car - children saw cars on the street; game "Kitty, kitty - scat!" - the children saw and stroked the cat.

If new material is offered, then it is first necessary to give the child new ideas. For example, the game "Hen with chickens." Small city children often do not have a real idea about poultry, so show your child toys - a hen and chickens - or pictures, tell a little about these poultry, and then start playing.

The main topics of the classes are human life, animals and birds, plants, seasonal changes and weather, etc. The same plots are fixed, clarified, expanded in different classes. Reusing familiar stories with young children is justified and helpful.

Conclusion: the content of the material for classes with kids requires a serious and thoughtful selection (you can take as a basis the section of the kindergarten program « Acquaintance with the surrounding world).

It is necessary to control the level of complexity of the proposed material

The level of complexity of the material for classes with young children should be adequate to the age. Work experience shows the following trend: teachers tend to overestimate the level of complexity of the material and the requirements for kids. This can be explained by the fact that it is very difficult for an adult to take the position of a small child. But what is obvious and simple for an older child, and even more so for an adult, is a serious task for kids.

It should also be remembered that if a child faces an impossible task for him, he will certainly find himself in a situation of failure. The kid will try to complete the task, but he will not succeed, and he will quickly lose interest. In this case, both the child and the adult will be disappointed, and the next time the child may give up trying to complete a difficult task.

Conclusion: the material should be accessible to a small child, the complication of the same task occurs gradually, from lesson to lesson (implementation of the principle"G from simple to complex).

You need to control the duration of the session

Should be consideredthe fact that the attention of the little oneschildren involuntarily and briefly.Therefore, it is necessary to plan aheadoccupation in such a wayto avoid overworking the child and losinginterest in the job. Eachthe game lasts from 5-10 to 15-20 minutes. In this case, one should take into account the specific situation and the behavior of children in the classroom: you can quickly turn game, if you see that the children are tired, or continue and expand it, if the kids have the mood and strength to continue.

Conclusion: in classes with young children, you should not plan long games. Also, during the lesson, it is necessary to flexibly vary the duration of the games, depending on the situation, the capabilities of the children and their behavior..

A clear lesson structure is needed

In order for the information to be better absorbed by the kids, a clear structure of the lesson is necessary: ​​each lesson, every game within the lesson has a beginning, continuation and end. Wherein beginning and the end games are very short in time (introductory and final remarks of the teacher). The continuation of the game includes the main content of the proposed material. By varying the duration of the game, we are manipulating this particular part of the game. For both short and long versions of the game, don't forget the opening and closing lines that mark the beginning and end of each game.

Consider, as an example, the game "Hen and Chickens" already mentioned above. Options for starting the game - “Here the chicken and chickens came to us”, or “Now we will play. Hen and chickens”, etc. Options for the end of the game -. Hen with chickens went home "(hen and chickens leave)," Hen and the chickens say goodbye - goodbye!“, etc. But the continuation can be of any content and duration, depending on the tasks set.

Conclusion: the game must have a beginning, a continuation and an end.

Need to change activities

Changing activities, when the lesson consists of several different games, allows you to keep the attention of the kids longer, increase the duration and effectiveness of the lesson. It is important that outdoor games are combined with calm activities. By the way, changing activities (for example, mental and physical) helps to increase efficiency in both older children and adults.

Conclusion: each lesson should include several diverse games that replace one another.

Flexibility

The described activities should be selected and used taking into account the age of the children, their abilities and interests. React sensitively to the attitude of children, catch their responses. In some cases, you should learn from the children themselves, who offer interesting options for the development of the game, its plot.

Conclusion: it is necessary to combine a clear lesson planning with the flexibility of its implementation - individual parts of the lesson can be shortened or expanded, postpone something until the next lesson or introduce a new one, previously unplanned, element .

Knowledge Transfer

Special care must be taken to ensure that the knowledge and skills that children have acquired during classes are actively used by them both in other classes and in everyday life. To do this, you need to keep loved ones up to date - they need to know about the new achievements of the child. Since babies are sometimes lazy, sometimes shy, and sometimes simply forget what they have learned, and act in a familiar way in a familiar situation, encourage, encourage, and sometimes demand that the child act in a new way. Only in this case, a useful skill will be fixed faster.

Conclusion: to consolidate skills and knowledge, need to be constantly used in a variety of situations.

Toddlers need a positive assessment of their activities

During the training period, emotional support from an adult, a positive assessment of achievements are necessary for kids. Therefore, try to celebrate any, even the most modest, achievements and successes. In case of failure, do not focus on it. Say, for example: “Then we’ll try again”, “Next time it will definitely work out”, “You tried, well done!”.

Conclusion: for kids to develop faster and more confidently, praise them more often.

Forms and methods of music classes, music lessons that contribute to the creative development of students.

Serebrennikova Maria Vladimirovna

MADOU "Kindergarten" Rainbow "

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

What concept do you think it is?

That's right, about creativity

If we look at Wikipedia, we will see that Creativity - activities that create qualitatively new material and spiritual values ​​or the result of creating an objectively new one. The main criterion that distinguishes creativity from manufacturing (production) is the uniqueness of its result.

Creativity is:

activity that generates something qualitatively new, which has never existed before;

creating something new, valuable not only for one person, but also for others;

the process of creating subjective values.

The topic of our association today is connected with the creative development of students, that is, schoolchildren and preschoolers in music classes and music lessons.

Thus, we are faced with the task of creating conditions in music classes and music lessons under which children (preschoolers and schoolchildren) could develop their abilities to create something new!

There are traditional activities.

Depending on the number of children participating in them, there are:

individual music lessons;

music lessons by subgroups;

frontal music lessons (with the whole group)

Individual music lessons are held with each child separately. Individually in the preschool educational institution, they are engaged with children of early and younger preschool age 2 times a week for 5–10 minutes in the afternoon. However, in order to improve the musical and performing skills of children, as well as with lagging children, this type of lesson can also be used with children in older age groups. Music lessons in subgroups, as a rule, are held with children 2-3 times a week for 10-20 minutes, depending on the age of the children. Frontal classes are held with all the children of the group.

According to the content, all types of music lessons can be divided into: Typical (or traditional); dominant; Thematic. Frontal classes can also be complex.

A typical (or traditional) musical lesson includes all types of children's musical activities (musical performance, perception, creativity). Dominant musical activity can have two varieties. One of them is characterized by the predominance of any one type of musical activity, which makes it possible to more fully take into account its psychological and physiological mechanisms of manifestation. The second type of dominant musical activity can be aimed at developing some kind of musical ability in children. In this case, the dominant musical activity may include various types of musical activities, each of which is aimed at improving this ability (development of a sense of rhythm, modal feeling, etc.) A thematic musical lesson is characterized by the presence of a specific theme that unites all types of musical activities of children. Depending on the nature of the chosen topic, thematic classes are usually divided into several varieties: thematic classes proper (when the topic is related to music and taken from life, for example, “Nature in music”, “Seasons in music”, etc.) The main thing in these classes - to show the possibilities of music in the transmission of life phenomena. Musical and thematic classes (when the very formulation of the topic is associated with music, its expressive means, with musical instruments, with the names and work of composers, etc.); story music lessons. These musical classes are united not only by one theme, but also by a single storyline (“A fairy tale in music”, etc.). The integrity of the musical lesson in this case is achieved by the logic of the development of the chosen topic, which combines the content and types of children's musical activities. Complex music classes are based on the interaction of various types of art - music, painting, literature, theater, etc. The goals of these classes are: to combine different types of children's artistic activities (musical, visual, theatrical, artistic and speech, etc.), to enrich children's knowledge about the specifics of various types of art and the features of expressive means; expand children's ideas about the relationship of arts. Preparation for complex classes is quite time-consuming, it requires the coordinated actions of the educator and the music director. These classes are held about once a month with the whole group, usually with middle-aged and older children.

Along with the traditional forms of classes, there are also non-traditional forms:

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

Classes-KVN (they involve dividing children into two subgroups and are held as a mathematical or literary quiz).

Theatrical classes (Micro-scenes are played, carrying cognitive information to children).

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

Classes-consultations (when a child learns “horizontally”, consulting another child).

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

Auctions (carried out like the board game "Manager").

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

Formula lessons (offered in the book by Sh. A. Amonashvili “Hello, children!”).

Travel activities.

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

Fantasy activities.

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

Dialogue activities (carried out according to the type of conversation, but the topic is chosen relevant and interesting).

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

Classes like "Field of Miracles" (carried out as a game "Field of Wonders" for reading children).

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

Effective game methods and techniques in working with children in music classes

Game methods. The game, as the main activity of preschool children, is the leading means of their education. More V.L. Sukhomlinsky noted that the spiritual life of a child is full only when “he lives in the world of games, fairy tales, music, fantasy, creativity.

I believe that familiarization with the choral art through the game creates optimal conditions for the implementation of the task of the overall musical development of the child's personality, instilling a love for singing and, as a result, the development of the musical abilities of pupils.

In the game, the child approaches the solution of complex tasks and life problems. That's why the game is so important. The cognitive moment that arises during the game is the basis for the emergence of an incentive to study. The game should bring pleasure to the child, be creative and improvisational in nature, be emotionally saturated (competition, competition, competitiveness).

The game relieves emotional stress, and this is very important in our time, when children are often overloaded with various activities and are very tired physically.

The younger the child, the greater the role of the teacher. At preschool age, role-playing games are mainly used (the child must be able to create an imaginary situation in words and participate in games). This is a necessary condition for using the game as a form of learning.

Game Methods - it is a system of consistent interrelated ways of work of the teacher and children, which are aimed at achieving tasks. The advantage of the methods is that they transfer the learning action to a conditional plan, which is set by the corresponding system of rules or scenario.

Game Methods:

imagined situations,

Didactic games.

They are divided by type of activity: travel games, assignment games. At the heart of the action with objects: help, arrange. Speculation games (WHAT WOULD BE?), puzzle games, conversation games (dialog games).

The pedagogical game has a distinctive feature - a clearly defined goal of learning and a pedagogical result corresponding to it. There should be clear rules formulated by the teacher. It is also necessary to take into account the age characteristics of children.

Game tricks. This is an integral part of the method, a means of increasing the activity of children.

Most often used in babies.

Game tricks:

The sudden appearance of objects, toys, (ball, musical instruments, soft toys, etc.). It evokes in children a sense of surprise, an emotional response, being the key to understanding the world around them.

For example, Mishka came to the concert and wants to listen to a song. Then he says thanks and evaluates the performance of this song.

Riddles;

Introduction of competition elements (for schoolchildren);

Creation of a game situation.

Methods and techniques can be practical, verbal and playful. In order for the lesson to be interesting, you need to constantly change the techniques.

IMAGINARY SITUATIONS.

At the beginning of a music lesson, you can offergames - improvisations:

1. "Echo, call back!" Children must imagine that they are in the forest. They are echo. The teacher sings either loudly or quietly (f and p). The guys must repeat exactly. Here we solve a number of problems: getting ready to sing a cappella , develop coordination of hearing and voice, train the purity of intonation.

2. Game - "Introduction" (usually held at the beginning of the school year). When asked what is your name, the child should sing his name.

3. "Question answer". The teacher, singing a question, throws the ball to one of the children. The child must come up with a musical answer and, having sung it, return the ball back. The task of the student is to clearly sing the invented answer. Then the role of the teacher is played by another child.

4. "Flowers". (Preparation of the singing apparatus for classes, work on the singing breath by means of an imaginary situation).

Children should imagine that they are in a meadow, where there are many beautiful fragrant flowers. They are surprised and enjoy this wonderful aroma. The teacher's demonstration is obligatory (inhale - the mouth opens freely in surprise, the eyebrows are slightly raised).

5. Articulation gymnastics "Do as I do!".

a) The children are in imaginary cars. From the beginning, they drive along a flat road (exercise - vibration of the lips), then along the road leading uphill (intonation rises, exit to falsetto). Then the car goes uphill, then downhill (children change intonation).

For the next exercise, there are game rules: we take a breath once. This exercise is done to develop breathing.

b) Pour gasoline into the tank. (We take a breath), and then slowly exhale to "PF" or the sound "U". (Which of the guys has a longer exhalation, whoever stretches the sound longer, he won).

The following two exercises help improve diction.

c) We need to imagine that our tongue is like that of a snake (we pull it forward, lift the tip of the tongue up, then down, repeat several times).

d) Imagine that we took water into our mouths. I rinse my teeth. We roll water from one cheek to another.

6. Working on duplicity. Singing the scale or verse of a song.

Children need to imagine that they went to the forest. Suddenly, Baba Yaga appears, which interferes with them, wants to confuse (the teacher sings an improvisation). The task of the children is to return home. Gamma (song - a magic ball) will help them with this. This will be done by the one of the children who finishes the scale or song to the end.

The same game can be used to develop a sense of rhythm. The guys clap the main rhythm, the teacher knocks them down.

RECEPTION OF CREATING A GAME SITUATION.

It is aimed at the development of search activities. The basis of this technique is game motivation (helping someone, for example, an adult, a teacher).

"I forgot".

It is necessary to help the teacher to continue the song, scale (testing knowledge of musical material).

DIDACTIC GAME.

Here everything is regulated by the game task and game rules. The teacher introduces the children to its content and rules and controls their implementation.

One of the most interesting forms of classes, consisting of didactic games, istravel game (according to the Musical country, according to the song, according to the musical fairy tale, according to the Country of musical instruments, sounds, etc.). It is designed for the whole lesson. Children are immersed in the game from the very first minutes.

MYSTERIES.

Allows you to tell children about something in an interesting way. The riddle creates the effect of the unknown, the unknown. Helps to assimilate and realize the connections between objects.

COMPETITION RECEPTION (especially effective for school-age children).

It prepares children, makes it possible to correctly assess their capabilities and achievements.

"Guess the melody". Children are divided into teams. Come up with a name, choose a captain. Who learns more and sings children's songs. Or guess them according to the slapped rhythm. Which captain will name more muses. Tools, etc.

"I am a conductor." Conductor Competition. Children try on someone else's image, learn to be more collected, mutual understanding and support, etc.

"Who is bigger". It is necessary, for example, to name as many songs as possible about FRIENDSHIP or songs where the word FRIENDSHIP would be mentioned.

The choice of gaming methods and teaching methods depends on the purpose of training and the content of the lesson, as well as on the age of the children. But the teacher must understand that game methods and techniques should not turn the lesson into entertainment and you can’t flirt.

Currently, in the system of preschool education, the main position is the humanization of the goals and principles of working with children. Therefore, the education of preschoolers is considered in the context of gaming activities. It is the game that makes the learning process interesting and entertaining, and therefore successful.

Kindergarten education is essential as a precondition for successful schooling. It is aimed at the comprehensive development of children, but primarily provides a solution to the problems of mental education. As a result of learning, children acquire not only knowledge, skills and abilities, but also ways of mastering them, children form the foundations of learning activities. The educational activity of a preschooler is his independent activity aimed at mastering knowledge, skills and abilities, which includes such components as the acceptance of the task, the choice of ways and means for its implementation, the implementation of the planned plan, self-control and self-esteem. Each of the elements of educational activity requires certain efforts from the child. To accept the task, one must be able to listen and hear the teacher, look and see what he shows, follow his instructions in mastering the cognitive content, methods of action. In order for the child to be able to choose ways and means to achieve the goal, it is necessary to know the possible ways and means, to be able to think through a work plan, and act according to it. In the course of work, the child must show active mental interest, initiative and organization, act independently, and achieve certain results. Important components of learning activity are self-control and self-assessment, i.e. the ability to compare one's actions, judgments, results of work with what is being taught, to evaluate them. Externally, self-control is expressed in the fact that the child asks questions, asks to explain something again, seeks to improve his work. The emergence of self-control and self-esteem is a significant change in the mind and behavior of the child: he begins to act independently, relying on demonstration and explanation, without resorting, for example, to a neighbor, sometimes wrong. The learning process disciplines: there is concentration, independence. Educational activity, like other activities of the child, is formed gradually. Research and practice show that children master learning activities more successfully in the process of learning in the classroom, when uniform and constant requirements are imposed on all children. The development of educational activity is more successful if it is already organized at a younger preschool age, but the content and organization of training must correspond to the age characteristics of younger children. At the preschool* age, especially at the younger age, the role of play motivation in teaching children is great. “Kittens want milk, let's make bowls for them”, “Let's build a nesting doll house”, “Let's sing a song to the doll,” the teacher says, and the children willingly get down to business. The teacher gradually forms cognitive motives for learning activities in children, that is, arouses interest not only in the final result, but also in the very process of acquiring knowledge, in ways of performing actions. Knowledge of the skills learned by children should be constantly used in other activities - in the game, work, self-service.

Education at preschool age is a systematic, systematic, purposeful process of developing the cognitive abilities of children, equipping them with a system of elementary knowledge, skills and abilities in the amount provided for by the Program of Education and Training in Kindergarten. The main form of preschool education is from a school lesson in duration, structure, and the level of requirements for children. In kindergarten, no homework is assigned, no marks are given, the acquired knowledge is tested in practical activities or in the process of mastering new knowledge. Assimilation of educational material occurs mainly in the process of active actions: practical manipulations with objects, various games, drawing, designing, singing, rhythmic movements to music, etc. is the full implementation of the program, the creation of conditions for the assimilation of knowledge and skills by all children. Preschool education is oral, up to book, as VF Odoevsky and KD Ushinsky called it. The child acquires knowledge and skills directly from adults; This places great demands on the teacher's speech both in content and in form. Since learning is based on

adult methods of action, the teacher must be able to sing, dance, draw, design, etc. well.

In everyday life - on a walk, while eating, playing independent activities - the child learns a lot. However, important tasks of the comprehensive development of the baby are solved in specially organized classes, which have their own specifics and differ from the child’s independent play activity. In such a lesson, the initiative belongs to an adult: the choice of the topic of the lesson, planning, organization, use of appropriate methods in the course of its conduct. Here the child obeys the requirements of the teacher.

In the classroom, children form new knowledge, the ability to observe the world around them, listen to the teacher, imitate his actions. They develop memory, attention, the ability to independently solve the tasks assigned to them, to show creative initiative, curiosity. As a result of joint activities during classes, children form positive relationships. All these skills are necessary for further education both in kindergarten and at school.

At an early age, the attention of the baby is mostly involuntary, so training in the classroom is carried out in a playful way, so as to arouse in children interest in the task set by adults, positive emotions.

Occupation is a form of organization of education in kindergarten. The educator teaches children in the classroom and in everyday life. Classes are the main form of organization of education in kindergarten. They are mandatory for all preschoolers; for them, the program content is defined, constant time is allocated in the daily regime, a certain duration is set. Kindergarten is essential for preparing children for school. Children master the skills of educational activities, become more collected, organized. They develop steady attention, concentration, the ability to volitional efforts. With systematic training, cognitive interests are formed. Teaching children in a team has certain advantages: in joint work they actively influence each other, have the opportunity to show initiative, ingenuity. When children are given tasks that require joint efforts, there is a desire to help each other. Music lessons have a great educational impact on children, which unite children with common experiences, have a strong impact on the feelings of children. Learning in the classroom requires significant mental and physical effort from children, as it is associated with the active activity of the child, prolonged voluntary attention, and the desire to achieve results. With this in mind, great care should be taken when establishing the study load, the duration of classes, determining their place in the daily routine, the frequency and regularity of classes in different sections of the program. It is most advisable to conduct classes in the first half of the day: at this time, children endure mental stress more easily, good lighting is provided. Taking into account the periods of the highest performance, a schedule of classes (schedule) for the week is compiled. So, on Tuesday, Wednesday, Thursday, when the level of working capacity is higher, they include classes in the grid that require active mental activity: the development of elementary mathematical concepts, literacy, design. In the schedule, these classes are usually put first, and classes that require greater physical activity and have a significant emotional load (physical education, music, fine arts) are second.

When conducting classes, certain hygiene standards are observed: the room must be ventilated, the furniture should correspond to the height of the child, the light should fall mainly from the left side, and it is necessary to ensure normal illumination of the room. The teacher during the lesson constantly monitors the posture of the child, preventing the curvature of the spine, deterioration of vision. To avoid overwork, during the lesson, the nature of the children's activities repeatedly changes; The structure of the lesson includes the organization of children, the main part and the end. The content and methodology of each part are carefully thought out so that children already in preschool age fall in love with teaching and participate in it with desire. Having gathered the children, the teacher checks their readiness for the lesson: appearance, correct fit, concentration of attention. In the main part of the lesson, children are given new knowledge, new material is studied, an orientation is given to complete tasks, help is organized for those who find it difficult. The teacher ensures that all children successfully complete the tasks, using a variety of techniques for this purpose, combining individual forms of work with collective ones. During the lesson, the teacher makes sure that the children actively participate in the work and, completing tasks at a fairly fast pace, have time to complete it. If the task is related to the individual performance of work (drawing, modeling, design), the pace of which may be different, a few minutes before the end, the teacher warns the children that the work must be completed. The teacher sums up the lesson: analyzes the work done with the children, reminds that the children learned new things in the lesson, evaluates the participation of children in it, sometimes says what they will do in the next lesson in this section of the program. The mastery of educational activities largely depends on the correct assessment of the knowledge and skills of children. Of educational importance is such an assessment of the results of the work, in which they are compared with the set didactic task. Not just praise, but an assessment of "right" or "wrong" is more valuable in the eyes of children, since it is associated with an analysis of what he did. The more detailed the assessment, the more it helps the child, it fixes attention on the quality of the work: a complete or incomplete story, a movement was performed correctly or incorrectly, a song was performed, what moments were missed during, what sentences were built incorrectly, at what moments the child’s speech was not expressive enough and etc.

Considering that in the third year of life, children have mastered some rules of behavior (sitting calmly, listening carefully without disturbing others, able to coordinate actions with each other), the regulatory role of adult speech has increased, it becomes possible to conduct some classes (musical, performances, outdoor games ) with the whole group at the same time. But this form of organization of training is not the main one. The leading form remains the association of children in small groups (subgroups), 5-8 people each.

In classes with a small group of children, they work on new material that requires a more detailed explanation, the help of an adult (for the first time, drawing with paints, etc. is offered). It is not advisable to combine children for classes in large subgroups for the reason that, due to the large number of participants, one has to wait a long time for the child to use actions (in a lotto, didactic game, etc.). In addition, in such classes, the activity of some children interferes with the development of active actions of others (classes in speech). It must be remembered that the lesson will be more effective when the number of its participants is minimal. At the same time, children with more or less the same level of development are selected in each subgroup. This ensures the active participation of each child in the work.

The duration of different types of classes varies and depends on their nature, the development and interest of the kids that they show, on the experience of the child, his ability to act on the instructions of an adult, to understand the task. Speech development classes last from 7 to 10 minutes, modeling, drawing, didactic games - from 10 to 20 minutes, musical - 25-30 minutes. The teacher strictly monitors the behavior of the children during the lesson and stops it if he notices that the kids are starting to get distracted and show other signs of fatigue.

The application of practical methods involves the development of a system of gradually becoming more complex tasks. Children of the senior and preparatory groups are taught to plan practical work. Under the guidance of the educator, they outline the main stages of work and the methods of action that they will use at each stage. Children of the younger and middle groups carry out this planning in the most general form: "Now I will put up the walls, then I will put a roof on them." Game methods and techniques used in teaching preschool children increase interest in the content of education, provide a connection between cognitive activity and the game characteristic of kids. These are didactic, musical and didactic, outdoor games, dramatization games, episodic gaming techniques (riddles, imitation exercises, game actions in the intervals between completing educational tasks). Their role is especially great in younger groups. In the education of younger preschoolers, games with didactic toys occupy a large place: turrets, matryoshka dolls, colored balls, liners. In the process, their children acquire practical sensory experience of distinguishing sizes, colors, shapes, and learn to designate these qualities with a word. Didactic game in the younger group can occupy the main part of the lesson. To clarify and consolidate knowledge about household items, a system of classes with a didactic doll is carried out: let's put the doll to sleep, "Let's put the doll on a walk," "Let's arrange a room for the doll," etc. and skills and create an emotional mood". song, a new model is given to the educator. The choice of methods of teaching methods depends on the content of the educational material, on the age of the children, on the degree of their preparedness. If the teacher is faced with the task of introducing new educational material, using observation, showing with explanation, explanation, reading fiction; to consolidate knowledge and skills, it is better to use conversation, practical teaching methods, game techniques. As a rule, several methods are combined in the learning process. For example, when conducting a lesson in the younger group on the topic “Let's arrange a room for a doll”, a game surprise technique is used (“Someone is knocking on the door”), showing objects accompanied by explanations (examining pieces of doll furniture), questions to children (“Why do you need table? chair? bed?"), didactic game (preschoolers equip the doll's room with furniture

In the process of learning, conversation is widely used in all sections of the program: with the help of pre-thought-out questions, the teacher activates the children, reveals the knowledge that the children have, corrects and clarifies them, reports new information, and teaches simple reasoning. The exchange of opinions creates favorable conditions for the assimilation of new knowledge by children, the development of their thinking and cognitive interests. Questions should be understandable to children, they should be posed in such a way that they require not only recollection, but also reflection: children should compare objects and phenomena with each other, establish cause-and-effect relationships (“Why do you think that autumn is painted in this picture?” , “What is this song about?”). With the correct formulation of questions, children need to give full answers to them, and sometimes build an answer in the form of a short story of two or three sentences. Questions that require a monosyllabic answer not only do not force children to think, but sometimes lead to guessing the right answer. The assimilation of knowledge occurs in practical activities, therefore, in teaching preschoolers, practical methods are of particular importance, involving setting a specific task for children and exercising in its implementation. This can be the execution of a task according to a ready-made model (what needs to be done) or according to instructions (how to do it). Practical - activity should take more place than explanation and demonstration. No more is spent on an explanation! / b of the entire time allotted for the lesson, so the explanation should be clear, concise, understandable and specific. For the development of thinking in the process of practical activity, the task is set in such a way that it encourages the child to independently analyze, outline ways to complete this task.

Practical teaching methods are closely related to visibility: a sample or given conditions must be visually presented. The organization of practical activity on the basis of a finished sample requires its preliminary perception and analysis. Most children still do not know how to independently consider objects, actions performed by the educator, from the point of view of their future reproduction, especially since the practical task of drawing, building, singing, dancing is perceived as the main one and the kids strive to start its implementation as soon as possible. This leads to numerous errors. In the process of performing tasks by preschoolers, they should be taught to compare the result obtained with the given one and correct the observed inconsistencies. This contributes to the development of self-control, an important element of learning activity.

When organizing classes with children of the second year of life, it is important to carefully consider the age characteristics of children, as well as the amount of knowledge appropriate to the age.

At this stage, the stability of attention in children gradually increases, but the younger the child, the less the endurance of his nerve cells, the ability to concentrate, hence the instability of attention. It also largely depends on the interest of the child in the material that is used in the lesson. So, classes where the baby performs a variety of movements are less tiring for the child and they can be longer, and speech classes are the most difficult for him, require tension and therefore should be short.

During the lesson, the teacher monitors the condition of the kids.

When fatigue appears, they either involve children in the lesson, or finish it earlier. The lesson should not be abruptly interrupted if the child is still busy with the task, is interested in work. It is important that the kids get complete satisfaction from the lesson.

The number of children in the class depends on their age and the material they will be working on. Combining children in a lesson in small groups is possible only if each child is ready for learning (he knows how to watch, listen, act on the show of an adult). With children who have come to preschool again, an individual lesson should be held to get acquainted with their capabilities. Classes in which new material is given (the formation of the ability to navigate in color, shape, etc.) are carried out individually.

In order for the children to be less distracted during the lesson and it to be more effective, it is advisable to organize it in another room, not where those who are not engaged play. It could be a reception room, a well-lit bedroom. A nanny looks after the children who are not busy in class. If it is impossible to organize the lesson in this way, it is carried out in a group room away from the playing kids.

Classes are organized at the most optimal time, when the teacher and the nanny are free from other routine processes, and the children are in a good emotional state. The number of classes during the day should be no more than 3-4, including those that are spent on a walk.

For children of the younger subgroup, the first, morning lesson is the easiest in content and organization, since it takes place towards the end of wakefulness (8.45-9.00). If this age group is mixed (from 1 year to 2 years), the teacher conducts a lesson against the background of the game of children of the older subgroup. The main activities are scheduled for the day.

The structural element around which the pedagogical action unfolds, the interaction of all participants in the training, is the content of the training. The content is determined by the program of education and development of preschool children.

An essential element of the structure of the learning process are teaching methods. They are ways of teaching interaction between the teacher and children. The nature of the learning process largely depends on the individuality of the teacher and the age characteristics of the children. In pedagogical practice, a huge role is played not so much by the potential effectiveness of the teaching methods themselves, but by the individual methodological system of the teacher, the established system of his interaction with children. Teaching methods are ways of working not only for the educator, but also for preschoolers. Any method is effective only when it unites both sides in active interaction, contributes to the transformation of the educator's methodological system into methods of children's cognitive activity.

For the comprehensive development of children, organized classes should be held, which are economical (several children are combined) and an effective form of education.

In the second group of early age (from 1 year to 2 years), classes are planned separately for two age subgroups. In the first half of the year, one lesson is held every day and mostly individually or with a small number of children (5-6 people); in the second - classes are planned for subgroups, taking into account a five-day week, two per day.

The number of children participating in a session depends on a number of conditions. The entire age subgroup of children (6-12 people) can participate in the lesson with a relaxed form of its organization (group tour); in the case when the actions of children are based on imitation (musical), and also if the leading activity is visual perception (staging with toys, organized observation of others). Teaching children about objective activities, speech classes (looking at pictures), classes with physical education aids, where there is a moment of waiting, are held with half of each age subgroup (3-6 children).

The duration of the lessons also depends on their content. Classes with a change in activities can last up to 10-15 minutes; requiring the same concentrated attention, from 5 to 8 minutes.

The level of development of children united in one subgroup should be approximately the same. Newly enrolled kids are attracted to classes gradually. In addition to specific tasks, in all types of classes the goal is to teach children to engage in: listening, answering, maintaining a working posture.

In the classroom with didactic toys, tasks of a motor and sensory nature are solved. Working with children up to 1 year 3 months. and construction, first of all, tasks of a motor nature are set: to teach children to roll balls, string rings on a rod, put bricks on top of each other and in a row, shift objects (in bowls, buckets), open and close boxes, nesting dolls, etc. (prefabricated toys should be easy to open, disassemble; their size should be such that the child can easily grasp them with his palm.)

In view of the poorly developed coordination of movements, the low level of sensory and especially motor speech, training in objective actions should be predominantly individual. It is advisable to repeat the same activities with children 5-8 times. The frequency of repetition is determined by the content of the didactic tasks and the degree of assimilation of the program material.

As children develop, tasks of a sensory, constructive, subject-tool nature are included in the classes, which gradually become more complicated. First, babies learn to string rings in two contrasting sizes: the largest and the smallest. Then medium-sized rings are added, and finally the children assemble a pyramid of 5-6 rings of adjacent sizes. In a similar way, they learn to act with a matryoshka.

Essential in conducting classes is the explanation of an adult, naming objects, actions, qualities, relationships, showing using passive movement methods.

With proper training in actions with objects, the child develops the skills of generalized ways of using them. He plays with pyramids of different sizes, balls of different colors, using their properties: the ball rolls, the wheels are strung, the cubes are placed on top of each other. The baby learns to imitate the actions of adults and by the end of the second year of life performs them quickly and easily. This helps him learn how to use various objects not only in the game, but also in everyday activities.

Graduality in the complication of tasks is also observed when introducing children to color. First, one-color material is given, later a choice of two colors (put red sticks in a red cup, blue sticks in blue), then objects of three colors. At two years old, children should be able to choose an object of the desired color from four different colors: red, blue, yellow, green.

In the classroom with building material, kids learn to put cubes, bricks on top of each other (tower), next to each other (path, train, fence). Children are taught to arrange cubes, bricks in different spatial relationships to each other (stairs, bed, sofa). Buildings from different forms are gradually introduced (table and chair together). At the final stage, children are taught to make floors (bench, gate, house). At the end of the lesson, each time they receive plot toys (dishes, dolls, nesting dolls, cars) to play with buildings.

This type of lesson is planned taking into account the different rates of development of understanding and active development of speech in children in the first and second half of the year and orientation of the second year of life. In the first half of the year, the content of the lesson should be aimed more at developing a passive vocabulary, in the second - at complicating the children's own speech.

In order to develop understanding of speech, the display of objects with naming and moments of surprise (the sudden appearance of toys) is widely used. Many years of experience of practitioners made it possible to create a variety of options for demonstrating toys, objects: “Who lives in the house”, “Carousel”, “Toy rolling down the hill”, etc. First, children are introduced to one, then to several objects, they are taught to choose a named object from groups, similar ones are added to contrasting ones, they are taught to distinguish them, they are united by a simple plot. When children learn to distinguish between real objects, toys, they are replaced with images in the picture. The show from lesson to lesson becomes more complicated according to the same principle as the demonstration of toys.

Children's speech is activated by speech imitation techniques (“How does a cock crow, a dog bark?”). Often children, captured by the spectacle, do not listen to the teacher, are distracted, do not respond to his request to pronounce this or that word: at this age it is difficult for them to listen and speak at the same time. A good result is talking about a toy without showing it. It is necessary to put the child before the need to speak. For example, the children were shown a beautiful doll, they looked at her outfit, played with her, after which they hide the doll. The kids want to see her again. The teacher offers: “Call Lyalya, say:“ Go, go, Lyalya ”.

In the second half of the year, along with the expansion of the stock of understood words, much attention should be paid to the activation of the children's vocabulary. To this end, they are asked questions. At first, they answer in monosyllables. The educator should formulate questions in such a way that the children, when answering them, use a familiar word in different situations: “Who is sitting? Whose bed? Who is sleeping? Where are the dresses? ” etc. In other cases, on the contrary, the child is asked the same question about different objects, actors: “Who is sleeping? "(Lala, dog, cat). Such questions lead children to generalizations of objects and their actions. This is facilitated by the selection of appropriate pictures.

After a year and a half, using lexical patterns and questions, it is necessary to stimulate the development of phrasal speech in children.

Speech development classes are planned for a week. Within a month, each lesson with complications is repeated 4-6 times. Any innovation should be repeated more often than well mastered. The tasks of developing the speech of children at this age are solved not only in special speech classes, but also in others. Independent activity of children of the second year of life becomes more diverse.

In the first junior group of kindergarten, 10 lessons per week are held.

The duration of the classes is 10-15 minutes, they are held daily in the morning and in the evening, except for Saturday. Along with the classes, it is planned to observe the surroundings during a walk, outdoor and didactic games.

Most of the classes are conducted in subgroups, which unite children with the same level of development. This is how classes are organized in which new material is used that requires detailed explanations and the help of an adult (for example, when folding pictures or a new designer are given for the first time). A small number of children should be in classes in which the order of actions is observed. Such, for example, are physical education classes with gymnastic aids, classes like “lotto” and speech development, where some children can suppress others with their activity.

However, in the third year of life, it is possible to conduct certain types of activities with their group, since the kids have already mastered the rules of behavior (sit quietly, listen carefully), began to coordinate their actions with other children, the speech of an adult becomes a regulator of their actions. With the whole group of children, you can simultaneously conduct music classes, outdoor games, as well as stage shows, in which the kids are mainly spectators.

During classes, no one should distract the teacher, the room should be quiet, everything that can interfere is eliminated. Education of children of the third year of life is visual and effective. Object visualization (objects, natural phenomena, toys) or graphic-figurative visualization (pictures, drawings) are used in close combination with direct actions and speech of all children involved. Thus, the kids in the classroom should not only watch, listen to the teacher, but also act under his control, speak.