Consultation for educators “Supporting children's initiative and independence. Children's advice.

MAGAZINE Preschooler.RF

Kaporskaya Evgenia Leonidovna

Municipal preschool educational institution kindergarten "Malysh" , Irkutsk region, Ust-Ilimsky district, r.p. Railway

In ancient India they said: “Until the age of five, a child is your king. From five to ten - your servant. From ten to fifteen - your brother. And after that - your friend or enemy, depending on how you raised him."

The Federal State Educational Standard for Preschool Education states that one of the main principles of preschool education is to support children in various types of activities. Support for the initiative is also a condition necessary for creating a social situation for the development of children.

The Federal State Educational Standard identifies the main lines of personal development of a preschool child: independence, initiative, creativity.

At the stage of completion of preschool education, the targets determined by the Federal State Educational Standard provide for the following age characteristics of children's capabilities:

• shows initiative and independence in various activities
• is able to choose his own occupation, participants in joint activities
• the child is capable of volitional efforts
• tries to independently come up with explanations for natural phenomena and human actions
• capable of making his own decisions.

Initiative is considered:

Initiative is activity in an undertaking, activity to promote undertakings, launch new businesses, involving people around them.

Initiative is an internal urge for something new, an impulse for change and movement.

A child’s independence is the ability to act on one’s own initiative, to carry out familiar tasks without a model, help or control from adults.

Independence is a constantly developing personal quality, the foundations of which are laid in preschool age.

Independence is an important prerequisite for a child’s successful education at school and the formation of his personality as a whole.

The development of independence is facilitated by children mastering the ability to set a goal (or accept it from a teacher, think about the path to achieving it, implement their plan, evaluate the result from the position of the goal).

Developing a child’s initiative, activity and independence must begin from early preschool age.

Children's initiative is manifested in all types of activities.

The brightest things are in communication, objective activities, play, and experimentation.

To effectively demonstrate children’s initiative, it is necessary to fully develop it from the position of positive socialization and independence of the child.

In preschool age, initiative is associated with the manifestation of curiosity, an inquisitive mind, and ingenuity. An initiative child is distinguished by meaningful interests. As mentioned above, initiative is manifested in all types of activities, but most clearly in the game.

This means that the higher the level of development of initiative, the more varied the play activities, and, consequently, the more dynamic the development of personality.

For full development, a preschool child needs amateur, spontaneous play that arises and develops on his own initiative. The main task of the teacher is to notice and support her in a timely manner. Proposing their ideas, every child expects to be heard, shown interest, and supported.

In what ways can you support children's initiatives?

1. Creating a subject-spatial environment for the manifestation of independence when a child chooses activities based on his interests; The development of a subject-spatial developmental environment should be carried out on the basis of the following characteristics of the children's community: age composition of children; psychological characteristics of the group; quantitative ratio of boys and girls; social living conditions of children in families and types of families; surrounding social practice.
2. The child's choice of companions;
3. Stimulating children's curiosity, encouraging them to ask adults questions, and encouraging children to find answers on their own.
4. Adults need to learn to cooperate with children, not try to show and explain everything at once, it is necessary to create conditions so that the child can think and guess for himself and enjoy it.

Conditions for the development of children's initiative and creative self-expression:

• formation of attitudes “I can” , “I can do it”
• creating a situation of success for each child: “It’s very simple, I’ll help you”
• anticipatory positive assessment: “You are a very creative child, you will succeed!” .

For example:

1. Supporting the initiative in drawing up a complex and conducting morning gymnastics and outdoor exercise in class (selecting and showing one exercise you like from previously mastered complexes; coming up with a name for the complex; choosing music from the proposed one; choosing an object to perform a complex of morning gymnastics, etc.).
2. Showing initiative in: organizing and conducting a game (gathering children for a game with the help of barkers, poems, tambourine sounds, surprise tasks); introduction of additions to the rules of the game (complications, introduction of new roles; you can invite the author of the exercise to determine the winner and make an award).

Play corresponds to the laws laid down by nature itself in the developing body of a child - his insatiable need for cheerful movements and the manifestation of initiative.

Main principles for developing independence and initiative:

1. When requiring independence from a child, be guided by the principle of expediency. Let's say you shouldn't ask him to put his toys back right after playing. Preschoolers do one thing for 15-20 minutes, and if they clean up after each such interval, they will simply get tired and lose interest in the game, being preoccupied not so much with the game itself as with cleaning up after the game. The request to put everything in its place after the end of the game, so as not to trip over the toys, will be more understandable to the child.
2. The scope and content of responsibilities should be formulated as specifically as possible. For example, “After dinner, you need to clear your plate from the table to help Anna Petrovna ,” and not “you need to clean up after yourself!” .
3. Try to explain to the child the meaning and ultimate goal of the actions he performs. Statements that “all children dress themselves” or “people will laugh if they see adults helping you” are bad arguments. The child will not pay attention to these words, believing that he can tolerate other people’s ridicule for the sake of convenience. It’s better to talk about how many interesting things you can do in the time saved if you dress or undress yourself without waiting for help: watch half of the cartoon about Ilya Muromets or four episodes about Luntik, color six drawings or play longer in the sandbox.

In order to awaken initiative and independence in preschoolers, educators use their own methods and techniques. These methods include:

1) Didactic game.

Nowadays, children are surrounded by many different games and toys in kindergarten and at home. One of the types of gaming activity is didactic play, which allows children to become more involved in current life in the forms of intellectual and active practical activity, moral and aesthetic experiences available to them.

They can be used both in specially organized classes and in joint activities of an adult and a child, as well as independent activities.

2) Productive activities (designing, drawing, modeling, appliqué).

In the process of productive activity, such important personality qualities as mental activity, curiosity, independence, initiative, which are the main components of creative activity, are formed. The child learns to be active in observation, doing work, learns to show independence and initiative in thinking through content, selecting materials, and using a variety of means of artistic expression.

3) Self-organized activity.

Self-organization is an activity aimed at searching and creatively transforming reality, high adaptability, and active mobilization of the individual’s internal resources. Therefore, it is very important to create conditions and provide enough time for active independent activities of children.

The teacher must create a diverse gaming environment (we are talking about a subject-developmental environment in a preschool educational institution, which should provide the child with cognitive activity, must correspond to his interests and be developmental in nature. The environment should provide children with the opportunity to act individually or together with peers, without imposing mandatory joint activities .

The teacher can get involved in the activities of children in cases of conflict situations that require the intervention of an adult, or, if necessary, help a particular child join a peer group.

4) Labor activity.

Older preschoolers help each other, control, correct each other, show initiative and independence, have a correct attitude towards evaluating their work, rarely praise themselves, and often show modesty when evaluating their work (D. B. Elkonin).

Elementary forms of household labor are interesting and important because a unique relationship is established between a child and an adult: these are relationships of real mutual assistance, coordination of actions, and distribution of responsibilities. All these relationships, arising in preschool age, continue to develop in the future.

5) “Projects” .

The use of the “project method” contributes to the social education of children (understanding of the need for social adaptation of people to each other: the ability to negotiate, respond to ideas put forward by others, the ability to cooperate, accept someone else’s point of view as requiring understanding).

In problem-based learning, the child is systematically involved in the search for solutions to new questions and situations that cause intellectual difficulty; mental activity is activated, mobility and variability of thinking are formed. The problem situation also serves as a motivational condition and an emotional means of influencing the child’s personality.

6) Development of communication skills.

The system of game exercises and tasks for the development of children's communication abilities consists of four blocks:

1. develop the ability to collaborate;
2. develop the ability to actively listen;
3. We develop the ability to express ourselves independently;
4. We develop the ability to independently process information correctly.
5. Development of initiative and independence in the learning process.

In the daily development of lessons, we set the following goals: to cultivate independence and initiative, to form the child’s self-awareness, self-confidence, and to teach the child to boldly express his opinions. During drawing, modeling, and applique classes, children are given the choice of plot, design, and color scheme as desired. Educators take into account temperament, abilities, and peculiarities of the style of upbringing in the family, which significantly influence the pace of development of independence.

So... An initiative person is characterized by: arbitrariness of behavior; independence; developed emotional-volitional sphere; initiative in various activities; desire for self-realization; sociability; creative approach to activities; high level of mental abilities; cognitive activity.

Recommendations for teachers to stimulate creative activity

— Providing a favorable atmosphere.

— The teacher’s goodwill, his refusal to express evaluations and criticism of the child contribute to the free manifestation of divergent thinking (it is characterized by speed, flexibility, originality, accuracy). Celebrate and applaud even the smallest successes of children.

— Enriching the child’s environment with a wide variety of new objects and stimuli in order to develop his curiosity.

— Encouraging the expression of original ideas.

— Using a personal example of a creative approach to problem solving.

— Providing opportunities for exercise and practice.

— Giving children the opportunity to actively ask questions.

— Systematic enrichment of children’s life experience.

— Joint (educational) games between the teacher and children, aimed at imparting gaming experience to them.

— Timely changes in the subject-play environment, taking into account the enriching life and play experience of children.

Thus, children will form a clear idea of ​​the importance of responsibility and develop a personal attitude towards responsibility as one of the most important moral qualities of a person. And by school, children will develop responsibility for their responsibilities, for completing tasks, assignments, responsibility for the decisions made, as well as perseverance in achieving results.

To summarize, we can say that such personality traits of a child as independence, initiative, and responsibility must be developed throughout the entire period of preschool age. Therefore, it is very important to create conditions in preschool educational institutions and provide enough time for active independent activities of children.

The words of teacher Shalva Amonashvili demonstrate this perfectly:

“If you want to instill in children independence, courage of mind, and instill in them the joy of co-creation, then create such conditions so that the sparks of their thoughts form the kingdom of thought, give them the opportunity to feel like a ruler in it.”.

List of recommended literature:

1. Bogoyavlenskaya D.B. Psychology of creativity. – M., 2001.
2. Losik E.I. The role of a preschool teacher in the development of cognitive activity of older preschoolers [Text] / E.I. Losik // Theory and practice of education in the modern world: materials of the II international. scientific conf. (St. Petersburg, November 2012). - St. Petersburg: Renome, 2012. - pp. 47-49.
3. Mudrik A.V. Communication in the process of education. – M., 2001.
4. Odintsova L.N. Development of children's creative abilities in visual arts [electronic resource] / www. 1 September. ru
5. Cognitive development of preschool children: a systematic approach. – Murmansk: MGPI, 2012.
6. Prokhorova L. Developing the creative activity of preschoolers. [Text]/ Prokhorova L. // Preschool education, 1996, No. 5, pp. 21–27
7. Federal state educational standard for preschool education: Letters and orders of the Ministry of Education and Science. – M.: TC Sfera, 2015. – 96 p.
8. Tsukerman G.A., Elizarov N.V. About children's independence // Questions of psychology. - M.: 1990. - No. 6. — P. 10-21.

Consultation for educators “Supporting children's initiative and independence. Children's advice.

Supporting children's initiative and independence. Children's advice.

How many changes and new formations have been happening lately, and we adults can barely keep up with the pace of life, realizing that we need to change ourselves: change our lifestyle, our values, our style of activity, but we still have to help our students enter the modern world, so complex and dynamic. And here the Federal State Educational Standard for Education comes to our aid.

The main principle of the Federal State Educational Standard is the construction of educational activities based on the individual characteristics of each child, in which the child himself becomes a full participant (subject) of educational relations, as well as supporting the initiative of children in various types of activities.

How to implement this principle in life?

Any journey begins with the first step. It is important that it is done in the right direction. A hint for me was the book by L.V. Svirskaya “Children’s council: methodological recommendations for teachers.”

Children's initiative is manifested in the free activity of children according to their choice and interests - the opportunity to play, draw, design, compose, in accordance with their own interests. To do this, time should be allocated during the day for elective classes and an educational and gaming environment should be created, which should stimulate the development of children’s search and cognitive activity.

Because we all know that it is especially easy to remember and retains in memory for a long time the material with which the child did something himself: felt, cut, built, composed, depicted.

Not all children take an active position; some cannot decide on the type of activity, and then the teacher’s task is to provide this child with non-directive help. It is important to have a partner position of an adult, mutual respect between teachers and children. When teachers show respect for each child in the group, children learn to accept all other children - those who draw well, those who run slowly, and even children with unusual and conflicting behavior. When children see and feel that each of them is accepted and respected, they begin to feel comfortable and can behave freely, in accordance with their own interests, make choices, i.e. take the initiative.

The teacher’s task is to create a situation that encourages children to actively apply their knowledge and skills, and aim at finding new creative solutions. There is no need to rush to the child’s aid at the first difficulty; it is better to give advice, ask leading questions, activate the child’s past experience, focus on finding several solutions, thereby inducing in children a feeling of joy and pride from successful proactive actions.

These can be problematic situations and objects that encourage children to take initiative: broken toys, encrypted notes, parcels, letters.

However, a full-fledged developmental environment and the partner position of an adult, which I mentioned above, are not enough to support the initiative. It is important to create conditions conducive to children making decisions and expressing their feelings and thoughts.

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One of the effective forms of work to support children's initiatives is the children's council. My children and I call it “Morning Circle” and do it before breakfast. The main purpose of this gathering is to include children in managing events and time.

Our signal for the beginning of the morning circle is the sound of a metallophone. At the first stages, I gave the signal, now I entrust this to one of the children. It is important to think about the gathering place and seating order in advance. I use different methods in my practice. For example, to divide children into subgroups, I often use various emblems, figures, etc., then I invite the children to sit in a circle so that their icons alternate. Or find your match using halves of cut pictures. Now we use seating of children by numbers. Children, coming to the group in the morning, receive a badge with a serial number from 1 to 24 in forward and reverse order. In mathematics classes we are introduced to numbers up to 10, but some children already know the numbers of the second and third ten. Those who do not yet know these numbers turn to them for help. Constantly paying attention to his serial number, the child gradually and unobtrusively remembers the numbers of the 2nd ten. Then, during the seating process, I announce to the children that today the one with number 2 sits next to me on the left, and the one on the right with number 11. You can come up with many such ways, but we must not forget that the children are going to the morning circle to be among friends. This means there is no need to strive to streamline and regulate everything. Let them sit as they please.

Our gathering begins with a greeting ritual. Most often we greet each other by holding hands. But sometimes we also use other forms of greeting: a ball, a toy, compliments, touching with elbows, shoulders, little fingers, etc.

We do not have a clear structure for the morning circle. It includes the selection of people on duty (for the locker room, washroom, games room, table setting, corner of nature, etc.), exchange of news (“The microphone goes around in a circle”), games, planning the day, project activities, etc. Moreover, the topic of project activities can be either pre-thought out or stem from the exchange of news. So last fall we saw that grass was being burned in a neighboring garden, and from a strong wind the flames spread through the dry grass and engulfed the entire area. Based on their knowledge, the children immediately began talking about fire safety rules, and I drew their attention to the chains of earthen mounds that the mole left behind to escape the fire. A mole fleeing a fire became the theme of the day, and then the theme of the project activity. We learned everything about the appearance, habits, habitat of the mole, the harm and benefits it brings. Gaming, educational, and productive activities were permeated with this topic for more than one week. After some time, while exchanging news, the question arose: “What is brick made of? The children did not have the correct answer. And then I said that Sasha’s dad works at a brick factory, so we will ask Sasha to ask dad and tell us about it at the next morning circle. Sasha is a shy and uninitiative child, so I asked Sasha’s dad to tell his son about the process of making bricks, and I myself prepared a presentation on this topic. As a result, Sasha, overcoming his shyness, told the children everything that his dad had told him, and I supplemented his story with slides. We have a very interesting and informative story. Sasha opened up, felt more confident, and the children began to treat him a little differently, seeing him in a different capacity.

We exchange news in different ways. Children exchange their latest impressions and events. We do not regulate children’s statements and allow everyone to speak. Children, feeling that they are finally given the opportunity to speak freely on any topic, tend to talk a lot. For example, Marina recently reported that pigs love mushrooms - truffles. Other children also saw this cartoon. And I told you that the white truffle is the most expensive delicacy in the world and that it is added to the most delicious dishes. Marina immediately went to the play area and brought a box of Truffle chocolates from the “Shop.” “What candies also contain mushrooms? – she asked. Then we decided to find out what else pigs eat, and why gourmets value truffles. This topic is not yet closed in our group and sometimes comes up in different types of activities (s/r play, drawing, etc.). Since many people want to speak out during the exchange of news, we have developed rules: we speak one at a time, do not interrupt each other, only the one holding the microphone (magic wand, toy, etc.) speaks. We developed the rules after the children learned from their own personal experience that it is difficult to speak when you are not heard. You can come up with various tricks to help determine who will speak first (those who have a sign attached, whose name begins with the sound “C”, girls, the birthday boy, etc.). You can also collect forfeits from the children before the council begins and give the floor to the one whose forfeit was drawn.

While exchanging news, children naturally develop communication skills: the ability to listen and hear, the ability to conduct a dialogue, the ability to build a monologue, the ability to argue their judgment. Sharing news allows you to see examples of speech utterances, train your own abilities, i.e. acquire communicative competence.

We are all accustomed to the fact that the topics of educational activities are determined by educators. Children's interests are taken into account. But in order to take them into account, they must at least be voiced. The Children's Council provides this opportunity; moreover, it expects children to be active in proposing topics. This is where communicative competence comes into play—to talk about your topic so that others feel interested in it. If several topics arise, you can propose voting (for example, using chips of different colors).

Another problem: on the one hand, you need to follow the child in order to respond to his interests and needs, and on the other hand, it is important to implement what is planned and included in the plan. In order to keep the conversation within the required framework, you need to learn how to respond correctly to children’s statements. Responding to statements is the hardest part of sharing news with children. Your answer will determine where the conversation will turn and how it will affect the child. If, in response to a child’s phrase, “My mother read a book to me all evening yesterday,” you start asking questions: what was the name of the book, what was it about, what did you like, etc., then you will get the reaction of other children: “And I also have books,” “Mom and I went to the store,” etc., each of them will want to get their share of attention. “It’s nice to spend time with mom,” you answer, and if you need to, return to this topic in an individual conversation. Or, on the contrary, you can expand on this topic further and find out whether children are read at home, what works, and how children remember what they read.

Let's practice a little how to respond correctly to statements.

Most often, children report shopping. “They bought me a new jacket yesterday” - answers from teachers.

My version: “Congratulations on your new look”

Don't moralize.

“And I hit a sparrow with a slingshot” - the teachers’ answers.

My version: “I understand that you want to become a sharp shooter, but that’s what the sparrow has to do with it, he didn’t touch you, and he doesn’t have a slingshot.”

“Dad and I were repairing a bench, and I drove in 3 nails myself.”

My version: “It was hard work, but you did it.”

Sometimes children can confuse adults. “My dad was drunk yesterday”

My version: “It’s a shame because you couldn’t play with dad.”

“Yesterday I saw where a cat was giving birth to kittens.”

My version: “You learned how kittens are born.”

The universal form of stopping the discussion of any dangerous topic is to calmly and confidently say “It happens.”

And to summarize all of the above, I want to emphasize that the child’s right to be heard and taken seriously is one of the values ​​of life, and the ability to freely express one’s opinion is one of the indicators of a socially developed personality. The participation of every child in making decisions that affect his interests is of particular importance for achieving social justice and social inclusion, for equality of opportunity. And yet, a child’s initiative is not expressed in the fact that the child wanted to help an adult do something. A child becomes significant when he has done what he came up with himself, and this is what turned out to be important for others. In this case, he becomes both an initiator, a performer, and a full participant, a subject of social relations.

Development of independence and initiative in preschool children

The Constitution of the Russian Federation, the “Concept for the Modernization of Russian Education”, the Law of the Russian Federation “On Education in the Russian Federation” and other regulatory documents of the Russian Federation formulate the state’s social order for the education system: the education of an initiative, responsible person who is ready to make independent decisions in a situation of choice. This social order is not accidental; it is explained by the peculiarities of the economic situation in the country. Today we have a labor market. What does it mean? This means that everyone is responsible for how they present themselves in this labor market and whether they will be in demand. Considering that scientific progress is developing very quickly today; and what we knew yesterday and today, in a year, and maybe even earlier, will be outdated, then the main thing for today is to constantly develop. Therefore, the main goal of today's standards is to teach learning. That is, the knowledge model that we had must degenerate into a competence model.

Let me remind you that in the state standards of preschool education at the stage of its completion, one of the targets provides for the age characteristics of children’s capabilities - “to be able to show initiative and independence in various types of activities - play, productive activity, communication.”

That is, you and I also received a social order from the state - to raise an independent, proactive preschooler.

What is independence, and when should you start developing it?

M. Montessori considered independence as a biological quality of a person. She believed that nature gave people the opportunity to develop it to form all the necessary skills, realize abilities, and master knowledge. All steps of a child’s development - from acquired skill in movements, in learning to roll over, sit, crawl, walk, to the formation of social and communicative reactions and skills (gestures, speech, intonation, behavioral aspects...) - are a child’s step towards independence from adults.

In modern pedagogy, independence is considered as one of the qualities of a socially competent person, as the basis for the formation of other significant social qualities, such as, for example, subjective activity, creative initiative, self-knowledge, self-perception, self-change, self-development. By and large, a child’s independence is the basis for the formation of all key competencies. The child’s inability to engage in independent active activity leads to his inability to acquire general cultural, cognitive, and personal competencies, that is, it leads to social immaturity. It is through active activity and independent trial and error that a child gains experience in various areas of life, including social.

Three stages can be outlined in the development of independence:

• The first stage is when the child acts independently in the conditions that are normal for him, in which basic habits were developed, without reminders, encouragement and help from an adult (he removes the building material after playing; he himself goes to wash his hands when he is called to the table; he himself says “ please" and "thank you" when asking for something or thanking for help).
• The second stage—the child independently uses familiar methods of action in new, unusual, but close and homogeneous situations. For example, having learned to clean her room, Masha, without prompting from adults, swept her grandmother’s room herself and put the dishes in an unfamiliar closet. Without my mother’s request, she brought a chair from the room into the kitchen and invited the neighbor, who came to see her mother, to sit down. In kindergarten she was taught to offer a chair to guests.
• At the third stage, a further transfer is possible. The mastered rule acquires a generalized character and becomes a criterion for the child to determine his behavior in any conditions.

Thus, independence is always a product of submission to the demands of adults and at the same time the child’s own initiative. And the better, deeper, and more meaningfully a child has mastered the rules of behavior, the greater his ability to proactively and independently apply them in new, diverse living conditions.

Each activity has a unique impact on the development of different components of independence.

1. Thus, the game contributes to the development of activity and initiative , because it creates a positive emotional background against which all mental processes occur most actively. (S.A. Marutyan, N.Ya. Mikhailenko, D.B. Elkonin).

Despite the fact that gaming activity is leading in preschool age, its importance does not decrease subsequently. L.S. Vygotsky noted that in preschool age, play and activities, play and work, form two main channels along which the activities of preschoolers flow. Vygotsky L.S. I saw in play an inexhaustible source of personal development, a sphere that defines the “zone of proximal development.”

2. Work activity provides favorable opportunities for developing purposefulness and awareness of actions, and perseverance in achieving results . (M.V. Krulekht, V.I. Loginova, D.V. Sergeeva). Already a young child has a desire to independently perform actions with objects related to the world of adults (wash dishes, set the table, vacuum, etc.). This desire can be in demand and developed in various types of household work. The formation of household work skills is necessary, first of all, for the development of independence.

3. Productive activities develop the child’s independence from adults and the desire to find adequate means of self-expression .

4. Communication. At preschool age, in addition to communication with adults, communication with peers is differentiated and reaches an expanded form. By the age of five to seven, a peer acquires individuality in the child’s eyes. An older preschooler shows a keen interest in his friends, which manifests itself in the form of active imitation and a desire for competition .

5. And the highest stage of development of independence - Self-organization - activity aimed at searching and creative transformation of reality, high adaptability, active mobilization of the individual’s internal resources. In psychology, human activity is considered as internal (mental) and external (motor) activity, regulated by a conscious goal.

Based on the above, independence is presented as the initial basis. The launching pad for the formation of self-organization as a whole, which is closely related to the subjective activity of the individual.

Indicators of independence of an older preschooler are:

• the desire to solve problems of activity without help from other people: the ability to perform work on one’s own initiative, to notice the need for certain actions (water flowers if the ground is dry; when you see a mess, eliminate it);
• the ability to set a goal for an activity: awareness of actions; the ability to perform work without outside help, without the constant supervision of an adult;
• carry out basic planning: the ability to understand the purpose of the work, anticipate its result;
• implement your plans and get a result adequate to the goal: the ability to give a fairly adequate assessment of your work, exercise basic self-control;
• as well as the ability to show initiative and creativity in solving emerging problems: the ability to transfer known methods of action to new conditions.

These are the skills we need to teach children.

The development of independence in self-service has the goal of consolidating and bringing acquired skills to a certain level of automatism. The ability to independently monitor appearance is an important responsibility of a preschooler. Evidence of the successful development of independence of older preschoolers in self-care is the quality of self-service processes, sufficient speed of execution, the ability to look after oneself without reminders, put oneself in order, the ability to notice a disorder in the appearance of a peer, point out it, and help eliminate it. The habit of self-service contributes to the formation of elements of self-control and self-organization. It disciplines children, allows them to reduce the time spent on routine processes, freeing them up for a variety of activities.

The highest level in the development of independence of preschool children is the ability to independently organize and participate in collective activities. It further improves the skills of each of the children and masters new skills and methods of collective cooperation. A low level of skills and poor performance do not allow the child to take a worthy place in collective activities and cope well with the assigned role. This reduces the interest of peers in him, prevents him from believing in himself, and inhibits the desire for independence. Therefore, the development of individual independence in various types of activities, the systematic accumulation of experience is a prerequisite for the development of independence in collective affairs.

Independence is a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior. Independence is fostered when children perform responsibilities to serve themselves and loved ones; the level of independence is associated with the development of social experience of work activity, the possibility of a child demonstrating a subjective position in work. The independence of children unfolds from independence of a reproductive nature to independence with elements of creativity, with a steady increase in the role of children's consciousness, self-control and self-esteem in the implementation of activities.

“Independence” is a very multifaceted and psychologically complex phenomenon; it is rather a meaning-forming, qualitative characteristic of any sphere of activity and personality, which has its own specific criteria.

The final touch in the portrait of independence is persistence in achieving results, when failure does not become a reason to abandon what was planned. In this regard, I would like to talk about the educational aspects of instilling independence. Developing willpower, patience and responsibility is very important. The role of the educator is to stimulate actions that bring the work started to completion. It is especially valuable if the child thinks of joining forces with someone around him. In our case, a teacher.

The main principles that can be followed when developing independence and initiative are the following:

1. Make sure that the child has the opportunity to see the annoying consequences of what he was once too lazy to do. For example, if he discovers that the markers have dried out because he forgot to put caps on them, he should not rush to give him new ones. Let him draw for a week or two with pencils or paints. Every time a child hints with a sigh that it would be nice to change the markers, in response he will express doubts: what if the new markers won’t last long? In the future, memories of this difficult period of creativity will motivate the child to monitor the condition of his things, treat them with care and, most importantly, understand that he has to be responsible for every action.

2. The principle of expediency. For example, you shouldn’t ask your child to put toys back in their place immediately after playing. Preschoolers do one thing for 15-20 minutes, and if they clean up after each such interval, they will simply get tired and lose interest in the game, being preoccupied not so much with the game itself as with cleaning up after the game. The request to put everything in its place after the end of the game, so as not to trip over the toys, will be more understandable to the child.

3. The most specific and understandable wording of the request. For example: “After dinner, you need to clear your plate from the table to help Anna Petrovna,” and not “you need to clean up after yourself!”

4. It is important to explain to the child the meaning and ultimate goal of the actions he performs. Statements that “all children dress themselves” or “people will laugh if they see adults helping you” are bad arguments. The child will not pay attention to these words, believing that he can tolerate other people’s ridicule for the sake of convenience. It’s better to talk about how many interesting things you can do in the time saved if you dress or undress yourself, without waiting for help: we’ll have time to catch a car with groceries or play longer in the sandbox; Let's quickly undress, have time to play with the construction set or finish reading our fairy tale.

5. In a situation where we organize children for something, and one of them is lazy and categorically refuses to leave his cozy place, you can ask him to tell about his future plans. This request will make the child think about what he can do. Sometimes a little trick helps to drive a sloth away. Express your joy that he is sitting and not disturbing anyone. Then ask him to sit there for another two hours so that we can work with the rest of the children (sculpting an animal, drawing an airplane, etc.). As a rule, within a few minutes the question is asked: “Can I come with you too?”

Initiative is a special case of independence, the desire for initiative, a change in forms of activity or way of life. This motivational quality is also considered as a volitional characteristic of human behavior.

Initiative is manifested in all types of activities, but most clearly in communication, objective activity, play, and experimentation. This is the most important indicator of children's intelligence and development. Initiative is an indispensable condition for improving all cognitive activities of a child, but especially creative ones. An initiative child strives to organize games, productive activities, meaningful communication, he knows how to find an activity that suits his own desires; join the conversation, offer an interesting activity to other children. In preschool age, initiative is associated with the manifestation of curiosity, an inquisitive mind, and ingenuity. An initiative child is distinguished by meaningful interests.

The concept of “creative initiative” deserves special attention. Creative initiative should be understood as the child’s involvement in a story-based game as the main activity of a preschooler. There are three levels of creative initiative:

1st level

Actively deploys several semantically related conditional actions (role in action), the content of which depends on the existing game environment; actively uses substitute items, giving the same item different in-game meanings; enthusiastically repeatedly reproduces the favorite conventional game action (chain of actions) with minor variations.

2nd level

Has an initial concept (“I want to play hospital”, “I am a driver”, etc.); actively searches for or modifies the existing gaming environment; accepts and designates playing roles in speech; develops individual plot episodes (within the usual sequences of events), actively using not only conventional actions, but also role-playing speech, various role-playing dialogues; during the game he can move from one plot episode to another (from one role to another), without caring about their coherence.

3rd level

Has a variety of game plans; actively creates the subject environment “according to the plan”; combines (links) different plot episodes into a new whole during the game, building an original plot; can consciously use role reversal; the plan also tends to be embodied primarily in speech (verbal inventing of stories) or in an object model of an imaginary “world” (with small toys-characters), and can be recorded in plot compositions in drawing, modeling, and design.

A necessary condition for the development of proactive behavior is its upbringing in conditions of developmental , non-authoritarian communication!

An initiative personality develops through activity. And since the leading activity of preschool age is play, the higher the level of development of creative initiative, the more varied the play activities, and, consequently, the more dynamic the development of the individual.

Gradually, independence of a reproductive nature is replaced by initiative with elements of creativity, the level of awareness, self-control, and self-esteem of the child in the process of the type of activity he carries out increases.

So, an initiative person is characterized by: arbitrariness of behavior; independence; developed emotional-volitional sphere; initiative in various activities; desire for self-realization; sociability; creative approach to activities; high level of mental abilities; cognitive activity.

How exactly can a preschooler’s initiative manifest itself?

• in creating stories and organizing joint games,
• in the ability to carry out significant instructions from adults (parents and teachers),
• the ability to adequately assess one’s own activities and behavior, as well as the activities and behavior of other children.

How can an adult help the development of children's initiative when organizing children's play? The heyday of s/r play occurs in middle preschool age. The teacher’s task in working with children of the 5th year of life is to transfer them to more complex role-playing behavior in the game: to develop the ability to change their behavior in accordance with the different roles of partners, the ability to change the game role and indicate their role for partners in the process of unfolding the game. These skills are the key to future creative and coordinated development of play with peers; they provide flexibility in role behavior.

There are two ways to prepare children to take on roles:

• organized observations of professional activities by adults;
• episodic targeted interventions on children’s independent play.

As for organized observations, everything is clear: these are our targeted walks, excursions, conversations about the work of adults, etc. But episodic targeted influences involve joint play between the teacher and the children, where the adult is not a leader, but a participant, a partner of the children in this creative process. The game should unfold in a special way, so that the child “opens up” the need to correlate his role with various other roles, as well as the possibility of changing the role during the game, in order to develop an interesting plot.

This is possible if the teacher meets two conditions:

1. The use of multi-personal plots with a specific role structure, where one of the roles is included in direct connections with all the others. For example, not just a doctor, but a chief doctor, who can contact the m/s with an assignment, interact with the patient, and ask the doctor at an appointment with a question. Or: a car repairman can “talk” with a “colleague”, and with the person who fills the car with gasoline, and look into the cash register for some business.

2. Refusal to unequivocally correspond the number of characters (roles) in the plot to the number of participants in the game: there should be more characters than participants.

You can enrich role behavior by:

• by introducing new attributes into children's play;
• You can use the “parallel game – role” technique. This is specially organized play communication, where an adult takes on the same role that the child is currently playing, influences the child’s play in a hidden way, and enriches him with new play skills and goals. The teacher can present a new role to the children and unobtrusively encourage the children to engage in parallel play. Or the game is structured in such a way that the child has the main role in the plot; and the adult consistently changes his roles during the game. At the same time, the plot of the game is not told to the children in advance, and the game begins immediately after the child is offered the main role, which, in the opinion of the teacher, must definitely attract the child.

Initiative is also most clearly manifested in games with rules. According to A. N. Leontyev, mastering a rule means mastering one’s behavior. Therefore, the teacher’s task is to motivate children’s play actions by directly participating and emotionally becoming involved in children’s games. In the role of the organizer of the game, the teacher introduces rules into the child’s life, and in the role of a detached observer, he analyzes and controls the children’s actions. Only the combination of these roles can ensure the development of will, arbitrariness and initiative in preschoolers.

An enterprising child must be able to realize his or her activities creatively and demonstrate cognitive activity. The novelty of the product of children's activity is subjective, but extremely important for the development of the child's personality. The development of creativity depends on the level of development of the cognitive sphere, the level of development of creative initiative, arbitrariness of activity and behavior, freedom of activity provided to the child, as well as the breadth of his orientation in the world around him and his awareness.

For full development, a preschool child needs amateur, spontaneous play that arises and develops on his own initiative. This game represents the child's leading activity. The game, as a pedagogical form (organized by the teacher), contributes to the solution of educational and educational problems, but in isolation from amateur play, it cannot ensure development. Using the game only as a means of implementing the Program will lead to the fact that children will not have the necessary target guidelines; such a child, despite active work with him, will actually be unprepared for further education at school.

Therefore, only with the support of spontaneous play, its enrichment, and provision of play time and space is it possible to develop children’s initiative, and therefore the formation of target guidelines.

1. Eastern administrative district, GBOU gymnasium No. 1476.

Topics of speeches:

1. “Development and support of children's initiative in various types of activities, interaction of a preschool organization with the family” - presentation of senior teacher Kharitonova N.V.
2. “Development of children's initiative and independence of children in different cultural practices”:

— “Cartoon for kids” – teacher A.A. Molchanova;

— “Types of minerals (stones)” – teacher Gorokhova E.A.;

- “The Magic Box” - teacher Rozanova A.A.

3. “Joint partnership activities between an adult and a child. Project “Water Sorceress” - presentation by teacher Pluzhnikova O.B.

The event materials can be found at https://drive.google.com/drive/folders/0Bwy77u-Zt1FwVGprWWJOTmJxYW8

2. Eastern administrative district, GBOU secondary school No. 1852.

Topics of speeches:

1. Presentation by senior teacher Spesivtseva N.N. “Development of children's initiative through expansion of developmental space for children's free activity.”
2. Presentation of the work experience of a teacher at State Budgetary Educational Institution Secondary School No. 1852, preschool department, Kotelevets L.V. "Supporting children's initiative in verbal communication through the use of TRIZ technology."
3. Presentation of the work experience of a teacher at State Budgetary Educational Institution Secondary School No. 1852, preschool department, N.V. Tonkonogovoy. “Creating a subject-developing environment as a condition for supporting children’s initiative.”

The event materials can be found at https://drive.google.com/drive/folders/0Bwy77u-Zt1FwTlQ1VXAxdVhhZDg

3. Eastern Administrative District, State Budgetary Educational Institution “School with in-depth study of the English language No. 1352”

Topics of speeches:

1. “Educational activity with children 3–4 years old “How we helped Mishka” - teacher Svetlana Dmitrievna Ugolnikova.

2. “Educational activities with children 4–5 years old “Letter from the scientist Filin” - teacher Galina Vasilievna Krisanova.

3. “Educational activities with children 5–6 years old “Travel to Tsifrograd” - teacher Tatyana Petrovna Kutlovskaya.

4. “Educational activities with children 6–7 years old “Miracles from a casket” - teacher Tatyana Nikolaevna Belyaeva.

5. Federal State Educational Standards DO. Development of children's initiative in different types of activities. Presentation by methodologist Tatyana Vladimirovna Krivoruchko.

The event materials can be found at https://drive.google.com/drive/folders/0Bwy77u-Zt1FwQ3kwVnlvVzc4N00

4. Eastern Administrative District, State Budget Educational Institution Gymnasium No. 1512.

Topics of speeches:

1. “Development of children's initiative in various types of activities” - presentation by senior teacher A.A. Lykova.
2. “Techniques and ways to support children’s initiative” – educational psychologist E.V. Kovalchuk.
3. “Staging based on the Russian folk tale “The Cat and the Fox” - teacher L.N. Pavlukhina, music director G.V. Nesterova.
4. “Forms of supporting children’s initiative in sensitive moments and independent activities of children.” Practical experience of teachers: music director O.V. Kolyabina, speech therapist V.A. Muravyova, teacher T.V. Tolstykh.

The event materials can be found at https://drive.google.com/drive/folders/0Bwy77u-Zt1FwczVycUtEcThFYWM

5. Western Administrative District, State Budget Educational Institution Gymnasium No. 1596.

Topics of speeches:

1. “Open event (within the framework of project activities) on life safety “Letter from Prostokvashino” - teachers of the senior group Ershova Elena Vladimirovna, Fedorova Victoria Andreevna.
2. “Dominant lesson on children's creativity “Playing a fairy tale” (based on the musical cycle by S.M. Maikapar “Spillkins”)” - music director of the highest category Shamidanova Lidiya Veniaminovna, teacher of the preparatory group Mikheeva Lyubov Nikolaevna.
3. Presentation “Federal State Educational Standard. Development of children's initiative. Working with children of senior preschool age to create a fairy tale” - senior teacher of GBOU Gymnasium No. 1596, SPDO No. 1755 Svetlana Alekseevna Kotova, preparatory group teacher Valentina Nikolaevna Poluektova.
4. Presentation “Federal State Educational Standard. Development of creativity as the highest form of development of initiative” - senior teacher of GBOU Gymnasium No. 1596, SPDO No. 1755 Svetlana Alekseevna Kotova, music director Lidiya Veniaminovna Shamidanova.

The event materials can be found at https://drive.google.com/drive/folders/0Bwy77u-Zt1FwUHd4b1lzdEpzM0k

6. Western Administrative District, GBOU School No. 37.

Topics of speeches:

1. “Development of initiative and independence in a preschooler in the process of educational activities: teaching the beginnings of literacy through the organization of a children's theater” - teacher Onoprienko Ekaterina Elitovna.
2. “Subject-spatial environment as a means of developing children’s initiative and independence in children with disabilities” - educational psychologist at GBOU School No. 1329 Svetlana Yuryevna Kovaleva, teacher-speech therapist at GBOU School No. 1329 Nazari Galina Rafailovna.
3. “Development of children's initiative and independence in various types of activities” - teachers Marina Anatolyevna Cherminskaya, Ekaterina Olegovna Tihanskaya.
4. “Modern forms of interaction with the family for the development of children’s initiative” - teacher-psychologist of State Budgetary Educational Institution Secondary School No. 1307 Lunina Nadezhda Aleksandrovna.
5. “Development of creative initiative in various cultural practices” - educators Elena Viktorovna Degtyareva, Irina Aleksandrovna Zavarzina.

The event materials can be found at https://drive.google.com/drive/folders/0Bwy77u-Zt1FwdEJvMjZvcVpEV1k

7. Zelenograd administrative district, State Budget Educational Institution Gymnasium No. 1528.

Topics of speeches:

1. “Federal state educational standard for preschool education. Development of children's initiative in various types of activities" - senior methodologist Balaeva Nina Mikhailovna, senior teacher Avetisyan Kristina Grachikovna, educational psychologist Galina Guryevna Golubkova. Text and presentation.

8. Northern Administrative District, State Budget Educational Institution Central District No. 1296.

Topics of speeches:

1. “Development of children's initiative in play activities with children of the second group of early age “A Multi-Colored Fairy Tale”” - teachers of GBOU Central Educational Institution No. 1296 (DO No. 1). Medvedeva Tatyana Nikolaevna, Syatkina Galina Anatolyevna.
2. “Development of children's initiative in visual arts: using the capabilities of graphic materials in fine arts” - teacher of GBOU Central Educational Institution No. 1296 (Preschool No. 1) Gizhitskaya Irina Alimovna.
3. “Development of children's initiative in communicative activities: “Travel across continents” (combined preparatory school group)” - teacher of State Budgetary Educational Institution Central Education No. 1296 (Preschool No. 1) Elena Eduardovna Golovina.
4. “Development of children's initiative in cognitive and research activities “Miracles about four wheels” (senior group)” - teacher of GBOU Central Educational Center No. 1296 (Preschool No. 1) Fadiuri Larisa Vladimirovna, methodologist GBOU Central Educational Center No. 1296 (Preschool No. 1) Serebryakova Tatyana Anatolyevna, teacher Romanova Olga Yurievna.
5. “Development of children's initiative in communicative activities: development of children's speech using speech exercises (combined senior group)” - teacher of GBOU Central Educational Center No. 1296 (Preschool No. 1) Tatyana Mikhailovna Blinova.
6. “Development of children's initiative in motor activity: “Such different balls” (preparatory group for school)” - teacher of GBOU Central Educational Institution No. 1296 (Preschool No. 1) Kudinova Elena Valentinovna.
7. “Development of children's initiative in constructive activities: “Little builders” (junior group)” - teacher of GBOU Central Educational Institution No. 1296 (Preschool No. 3) Tatyana Sergeevna Bakotina.
8. “Children’s initiative in visual arts: development of children’s initiative in teaching children arts and crafts” - teacher at GBOU School No. 183 (preschool No. 4) Olga Anatolyevna Khrenova.

The event materials can be found at https://drive.google.com/drive/folders/0Bwy77u-Zt1FweHFidFdUTFJpOE0