Individualization of educational activities in preschool organizations

Individualization of educational activities in preschool organizations

We often think about what our student should be like. We want the child to be healthy, friendly and responsive, independent, proactive, inquisitive, confident in his abilities, and able to set goals for himself. If we compare these qualities with the portrait of a preschool graduate in the context of the Federal State Educational Standard, we will see obvious coincidences.

Traditionally, the teacher was obliged to give the child knowledge in accordance with program requirements. Life changes quickly and neither a teacher nor a parent can predict what knowledge a child will need in the future. Hence the need arises to develop the child’s ability to learn and develop throughout his life. This can be done through the individualization of education, which allows taking into account the interests, capabilities and social situation of the development of pupils of a preschool educational organization.

Practice shows that there cannot be two children who learn and develop in exactly the same way - each child acquires and demonstrates his own knowledge, attitude, skills, personality traits, etc. All children, including typically developing children, have individual characteristics that I identify and take into account to ensure that the learning and development process is optimized. By carefully observing students and identifying their interests and strengths, I help children solve problems in ways that suit their individual learning styles. Thus, the individualization of education is based on supporting children in the development of potential capabilities, stimulating the desire of children to independently set goals and achieve them in the process of cognition. My focus is on ensuring that every child actively participates in educational activities.

The traditional approach, which assumes that all children react equally to a certain teaching method, that one should be “like everyone else,” “not show character,” “don’t demand too much,” often turns out to be ineffective in teaching. When working with children, you can hear the following phrase: “Look how Seryozha draws, he does it wrong, not like everyone else.” In this case, I respond positively to the child’s individual characteristics, while demonstrating to the children that accepting others and responding to differences is important and correct. It should be noted that there must be mutual respect between the teacher and the children. Respect is a necessary element in every community. Children, noticing how I show respect for each child in the group, learn to accept all other children - and those who run slowly; and those who draw well; and even children with unusual or challenging behavior. After all, the degree of respect that children feel from other people is a key factor in the development of their self-esteem, which, in turn, lays a strong foundation for positive relationships with other children.

Individualized learning occurs simultaneously on multiple levels. In its broadest sense, individualization can extend to an entire group of children. The group is a unique micro-society with its own unique subculture (favorite activities and games, rules accepted in the group, interests of children, characteristics of interpersonal communication and other characteristics), in which the individualization of learning and development manifests itself spontaneously. Making their own choice of content, partnership, materials, place and method of work, each child acts at his own discretion or in agreement with other members of the microgroup at his own pace, obtaining his own results, including acquiring new knowledge and skills. This is clearly visible when children are offered games of various content. One child chooses the game “Collect a picture”, three or four pupils team up for the game “Mosaic”. It happens that out of the entire group of children, one child will pick up a book and look at it with great interest.

In order for natural individualization to take place, I promptly organize a developmental environment that stimulates the activity of children. If a child experiences any difficulties during independent games, for example, in the game “Build a Pyramid,” I come to the rescue. The child himself feels that something did not work out for him. I encourage, ask questions that lead the child to think. Thus, the student finds a way out of the current situation.

To implement individualization during planning, I determine the elements to ensure it: flexibility in the implementation of activities and careful selection of materials. For example, during sculpting, children plan to sculpt animals. I organize activities in such a way that children have the opportunity to choose: what animal each of them will sculpt; from what material (plasticine of different colors, colored dough, clay, paper pulp). My task is to help those who find it difficult to start work on their own. I help some with words, I encourage others, and I provide physical help to others if they need it. More capable students can make many different animals, as complex as they wish. Next, I can offer my assistance in designing a complete composition. During my work, I ask questions of different directions and complexity, offer different options for performing actions and ideas. Instead of directly telling children what and how they should do, I help them do what the students themselves want. This approach provides a relationship structure through which children can maintain independence and I can respond to their individual wants and needs when necessary. The example of sculpting also illustrates another element of individualization—the careful selection of materials. Most of the materials I use are flexible and have varying degrees of complexity - from the simplest to the most complex. This variability creates optimal opportunities for individualizing education, since the use of materials involves natural individualization.

Individualization can be observed at the subgroup level within one group of children. Any activity independently chosen by the children or organized by the teacher can be performed in small subgroups of four to five children. When the children make a choice, break into small subgroups and independently do what they have chosen, I watch them carefully. During the activities of the pupils, I devote some time to each small subgroup or individual children, providing them with support and assistance if necessary.

Traditionally, the process of education and upbringing was mainly focused on the average level of development of the child, so not every student could fully realize their potential. Today, one of the solutions to this problem is the preparation and implementation of an individual educational route, which helps to reveal the personal potential of the student. When drawing up and implementing an individual educational route, I use both traditional and modern methods and techniques. Through conversations, games, activities, reading fiction, sketches, I introduce various emotions and feelings. I conduct games, exercises and trainings that promote the development of emotional, personal and behavioral spheres (developing communication skills and improving relationships with others, relieving fears and increasing self-confidence, reducing aggression and weakening negative emotions): “Mirilki”, “Morning of joyful meetings” , “Let's smile at each other”, “We'll hold hands” and others. To develop mental processes, I include in an individual educational route such games and exercises as “Cabinets”, “What has disappeared?”, “What has changed?”, “Say it in one word”, “Find the differences”, “Complete the drawing”, “What did you sound? " To effectively implement an individual educational route, I constantly study and identify the level of development of each child, the pace of his progress, look for the reasons for the lag, outline and solve specific tasks that would ensure further development.

Practice has shown that the use of individualization of education maximizes the individual potential of the child, and also qualitatively affects the positive attitude of children to the learning process, increasing the level of performance in the classroom, and the depth and quality of assimilation of program material by each child and the group as a whole. When planning and organizing any activity, the teacher must not forget that the child is the subject of his own development. A modern teacher must work “from the child”, creating conditions for his successful socialization, development of personality and individuality.

Literature

1. Vershinina, N.B., Modern approaches to planning educational work in kindergarten. Reference and methodological materials [Text] / N.B. Vershinina, T.I. Sukhanov. -Volgograd: Teacher, 2010. - 111 p.
2. Kovalchuk, L.I. Individual approach to raising a child: A manual for kindergarten teachers [Text] / L.I. Kovalchuk.-2nd ed., add. – M.: Education, 1985. – 112 p.
3. Lesina, S.V. Individual development of children in preschool educational institutions. Diagnostics, planning, lesson notes [Text] / S.V. Lesina.–2nd ed., stereotypical. – Volgograd: Teacher, 2008. – 237 p.

Individualization of the developing subject-spatial environment in preschool educational institutions

Olga Kochnova

Individualization of the developing subject-spatial environment in preschool educational institutions

One of the principles of preschool education implemented in the Standard is the construction of educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education and becomes a subject of education. Let's call this fundamental provision of the Federal State Educational Standard for Preschool Education the principle of individualization of preschool education.

In accordance with the principle among the tasks that the Federal State Educational Standard is aimed at solving, the following are highlighted:

• creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;

• formation of a sociocultural environment appropriate to the age, individual , psychological and physiological characteristics of children.

Taking into account the principle of individualization of preschool education and the entire range of tasks, the Standard establishes that any basic educational program of preschool education (i.e. educational program of a preschool organization)

is being formed as a program of psychological and pedagogical support for positive socialization and
individualization , development of preschool children.
Any business that requires mutual understanding and coordination of positions is based on the unity of meanings that different people attach to the same concept, so you need to determine the essence of the concept of individualization .

Contents of the term “ individualization ”

ambiguous and, despite its frequent use, quite vague.
As a rule, when studying the process of individualization of personality development, of individuality comes to the fore . Quite often this concept is used as a synonym for the concept of “
individual approach ” .
A. V. Petrovsky defines individualization as the discovery and affirmation of one’s “I”
, the identification of one’s inclinations and capabilities, character traits, i.e. the formation and comprehension
of individuality . We will use the concept formed by S. M. Yusfin and N. N. Mikhailova: “ individualization is the process of generation and reflection by a person of his own experience, in which he recognizes himself as a subject, freely defining and realizing his own goals, voluntarily assigning to himself responsibility for results as a consequence of one’s purposeful activities.”
Thus, individualization is the self-realization and development of a person as a subject of his own life activity, a process that contains all the conditions for the development of will and responsibility. Self-realization is not self-indulgence. This is the ability to analyze, reflect on your many desires, interests, correlating them with your “I can - I can’t”

,
“it is possible - it is not possible”
, the ability to choose the direction of action, to act contrary to other opinions.

In general, individualization is associated not so much with assimilation, but with cognition, research, testing, testing and choice, which creates a special psychological situation between the chooser (child)

and those who seek to influence his choice.
It is important for a child to have a real opportunity to choose freely and to feel confident in their abilities. Anyone who tries to prevent this by proving the opposite, wittingly or unwittingly closes the path to the child’s development . Anyone who purposefully preserves this opportunity, helping to make a choice, make a decision, express oneself in action, even if erroneous, supports its development .
One of the factors determining the individualization of education is the educational environment .

The environmental development of individualization is ensured by the possibility of each child developing an individual style of activity and communication. The educational environment , including interaction with adults and peers, is designed to form an active position in relation to the world around us based on the principles of cooperation. The task of the teacher, based on the individual characteristics of the student, interests and abilities of the student, is to help him form his own style of behavior that does not contradict generally accepted norms, but allows him to find his place in society.

The main characteristic of the environment , aimed at individualizing development in accordance with the Federal State Educational Standard of preschool education, is to ensure a variety of forms and contents of education, giving the child the opportunity to choose the means and forms of active activity. Individualization of the environment , aimed at ensuring the personal growth of children, involves stimulating the development of strengths and supporting the weaknesses of each child’s personality, helping an adult in students’ awareness of their qualities and building an effective individual style of behavior and communication. The focus should be on the cognitive components of development , the ability to perform classification, categorization, differentiation and generalization operations. When designing and creating RPPS aimed at ensuring the child’s individual trajectory , the teacher constantly takes into account the characteristics of his development , determines his role in it in relation to each pupil. who is strong in intellectual development does not need to explain tasks, actions, or results of activities. In this case, the teacher chooses the role of consultant, then observer. For a child who needs repeated explanations, joint performance of an action, a demonstration, a story, the teacher acts as an active assistant, an accomplice as long as the child needs it. This way of interaction between a teacher and a child orients each of them towards success, the joy of achievement, and therefore towards moving forward, since it is success and the joy of achievement that create confidence in their abilities and force them to repeatedly return to what they have achieved, i.e. to improve. The ideas proposed during the consultation should be embodied in the design of all group premises.

Let's consider some proposals for individualizing the subject-spatial environment , which can be implemented in groups. We already base the design of each group on the name of the group; we have business cards with photographs of children and teachers.

You can add a “Hello, I’m here!”

. By posting his photo in the morning, the child begins to feel like a member of this group of children and adults.

Each group can have a stand or corner with photographs of children and their birthday. It can be supplemented with a horoscope, the name of the season, month, date (for the purpose of cognitive development )

. Children's birthday wishes, recorded in their words by the teacher, can be posted there. The birthday atmosphere can be created with a colorful birthday chair, personalized birthday tableware, or a wonderful gift bag.

Category “Star of the day”

hung in a prominent place with a photograph of a preschooler.
Each child in the group must take this place in turn. The value of such a component is that it is aimed at the formation of a positive “self-concept”
,
the development of self-awareness and self-esteem.
You can track the emotional state of each child during the day thanks to the “My Mood”

.
Chips or magnets are placed in specially organized corners for each preschooler. Children thus learn to determine not only their own mood, but also that of other children. Thus, in younger groups, a child can distinguish between two mood states: bad and good, and in older groups - much more.
Based on the fact that the group should belong to children, should help them to better understand and reveal their capabilities and the capabilities of their peers, it is advisable to create a “Panorama of Good Deeds”

, which celebrates children’s achievements during the month and stimulates the preschooler’s desire to join the interests and activities of his peers.
For educators and parents, this “Panorama of Good Deeds”
is a method of monitoring
the development of a child , his achievements (the child learned to tie shoelaces, zip a jacket, draw a house).
You can design a “Business chores”

, which will be filled with badges with the inscription of the role that the child plays today:
“chief builder”
,
“garage director”
,
“ecologist”
,
“wardrobe”
,
“accountant”,
etc. assignments of this kind allow children to take
a direct part in the daily work of group, provide the opportunity to feel their importance and uniqueness.
Materials in a group may also appear periodically, such as collections. Collecting is an activity accessible to children, taking into account their individual interests and satisfying the need for “collecting treasures.”

.
This corner can be called “Treasure Island”
or
“Glade of Jewels”
.
In the process of collecting, the child learns to systematize and study the collected objects . A teacher, presenting to children someone’s collection and talking about it, arouses interest among peers in creating their own.
In addition to creating collections, children can take turns, together with their parents or educators, to design their own mini-museums on a topic of interest. This way of organizing the subject-spatial environment also contributes to the general development of preschool children , reveals creative abilities, and emphasizes individuality .

The acquaintance of the entire children's team and parents with the products of children's activities can be reflected in the permanent “Creativity Wall”

.

And for creative works (paintings, embroidery, works done in non-traditional techniques)

parents, relatives of the child, together with the child himself, can create personal exhibitions.
The design of such exhibitions develops and instills in the child a sense of pride in his family.
In early age groups, pupils can have their own “amulet”

or
"sleep angel"
.
It is possible to design a wall “Our successes”
, on which the achievements of children in city, regional competitions and exhibitions or awards received in clubs or sections are displayed.
A modern way of informing parents about the achievements and successes of a child - short messages about news and events that happened during the day in kindergarten can be called "SMS mail"
.
For individual lessons with a child, you can make a “Preschooler’s Sock”
in which cards with a photo of the child and
an individual task .
A subject-spatial environment individualized in this way stimulates communication , curiosity, and promotes the development of social skills in children, such as initiative, independence, and creativity. Children feel competent, responsible, and try to make the most of their opportunities.

MAGAZINE Preschooler.RF

State budgetary preschool educational institution kindergarten No. 17, Petrograd district of St. Petersburg

Kanaeva Zhanna Borisovna teacher-speech therapist GBDOU No. 17 St. Petersburg 2020

To compensate speech disorders as much as possible, to overcome the abnormal formation of speech components, to bring the state of speech closer to the age norm and to create readiness to master the school curriculum is the task of a speech therapist.

To achieve high results in working with children, a speech therapist needs to rely on individualization of the learning process.

Individual approach and customization

An individual approach is the organization by a teacher of the educational process, taking into account the individual characteristics of the child.

Identifying problematic (most often) or strengths in the child’s development (less often; as a rule, strengths mean abilities, aptitudes for something) and determining ways of correction (more often) or further development.

Individualization is the process of creation and awareness by an individual of his own experience, in which he manifests himself as a subject of his own activities, freely defining and realizing his own goals, voluntarily taking responsibility for the results of his activities.

Brief comparative analysis of the two approaches

Individualization of education

Individualization is training, the organization of which takes into account the contribution of each child to the learning process. Individualization is based on the premise that no two children learn and develop in exactly the same way - each child acquires and expresses his or her own knowledge, attitudes, skills, personality traits, etc. In contrast to the perception of the child as an “empty basket” , which the speech therapist “fills” with information, individualization considers the child and the teacher as if they together lay the foundations of personality, including the beginnings of key competencies that are natural to preschool childhood (social, communicative, activity, informational and health-saving).
Individualization of education is based on supporting children in the development of their potential, stimulating children’s desire to independently set goals and achieve them in the process of learning. The speech therapist's attention is focused on ensuring the child's active participation in the educational process.

All children, including typically developing ones, have individual characteristics that the teacher should identify and take into account in order to ensure optimization of the learning and development process. Individual characteristics that the teacher can identify and respond to include: family cultural environment, age/developmental level, gender, learning style, abilities (needs/strengths), character and temperament, interests, and self-awareness. The ability to recognize differences in children's behavior and the strengths of their personality allows the teacher to better understand and accept each child; and knowledge of various methods of individualizing learning allows you to find an approach that will reduce stress and maximize the positive effect of interaction. By carefully observing children and identifying their interests and strengths, adults help children solve their problems in ways that suit their individual learning styles.

Goals of individualization of learning

Individualization, as an approach to learning, provides a balance between the needs of the individual and the group, provides a place and a real process for introducing democratic values ​​(for both children and the teacher). In addition to increasing the effectiveness of the development of each child, individualization strengthens the atmosphere of tolerance and balance in the group.

By responding positively to the individual characteristics of children (abilities, learning styles, needs, etc.), the teacher demonstrates to children that accepting others and responding constructively to differences is important and correct. The opposite approach, which assumes that all children react equally to a certain teaching method, that one should be “like everyone else , “don’t show character , “don’t demand too much,” promotes conformity and often turns out to be ineffective in learning.

With an individualized approach, elements of general knowledge are conveyed to the child indirectly when they make choices, realize their own interests, and solve their problems. At the same time, children become interested participants in activities (in a broad sense) that have their own meaning for them, and not in individual artificial situations taken out of context. This, however, does not mean that the speech therapist should always individualize children's education.

What is Personalized Learning?

Individualized learning occurs simultaneously on multiple levels. In its broadest sense, individualization can extend to an entire group of children. The group is a unique micro-society with its own unique subculture (favorite activities, rules adopted in the group, interests of children and hobbies of adults, characteristics of interpersonal communication and other characteristics) in which the individualization of learning and development manifests itself spontaneously. Making his own choice (content, partnership, materials, place and method of work), each child acts at his own discretion or in agreement with other members of the microgroup, at his own pace, obtaining his own results (including acquiring new knowledge and skills). The situation when each child in the group is busy with his own business is individualization that occurs naturally. In order for natural individualization to take place, adults are required to be able to create a developmental environment that stimulates the activity of children, time for games and independent activities, protected by adults, and a willingness to provide help and support in situations where they are needed.

Individualization of education can be observed at the subgroup level within one group of children.

Individualization of learning may be necessary for individual children in a group. This especially applies to those children whose development potential is above or below established conventional norms, as well as those children who have any serious developmental disabilities.

What are some personalized learning techniques?

One of the most important methods for planning the individualization of learning is the teacher’s use of a learning cycle based on the principle of response. This cycle includes observing children, analyzing the results of these observations, creating conditions that help children realize their own goals, and observing the impact of these conditions on the achievement of children's goals. If the goals have been achieved, then the planning process is organized again (choosing a topic, defining goals, etc.). If the goals have not been achieved, the conditions are revised. Sometimes this cycle happens informally and quickly; sometimes it happens with great effort and for a long time.

Working in small groups is another method of individualizing learning. Any activity independently chosen by children or organized by adults can be performed in small subgroups. Subgroups of four to five children and one adult are most effective for activities related, for example, to exploratory and practical research activities or other types of activities that require increased involvement. This type of activity can be repeated several times so that everyone can have the opportunity to participate in it. This allows adults to help children in need and encourage more capable children to act independently.

The next method for planning individualization of training is to ensure flexibility in the implementation of activities. For example, while writing a story about wild animals, the children planned to sculpt animals out of clay. The work can be structured in such a way that children get the opportunity to choose: what animal each of them will sculpt; from what material (plasticine of different colors, colored dough, clay, paper pulp, etc.). The task of a speech therapist is to help those who find it difficult to start working independently. He can help some with words, encourage others, and provide physical assistance to others if they need it. More capable children can make many different animals, as complex as they wish. Next, the teacher can help make a model of the forest to create a holistic composition. During the work, the speech therapist can ask questions of different directions and complexity, offer different options for performing actions and ideas for using ready-made figures. Instead of directly telling children what and how they should do, the teacher helps them do what the children themselves want. This approach provides a relationship structure through which children can maintain independence and the speech therapist can respond to their individual wants and needs when necessary. During this work, automation, monologue, dialogic, and coherent speech develop.

The example of sculpting illustrates another element of individualization: the careful selection of materials. Most of the materials used must be flexible and have varying degrees of complexity - from the simplest to the most complex. This variety creates optimal opportunities for individualization of teaching and learning, since the use of different materials implies natural individualization

For example, you can select puzzles on a given lexical topic with a number of elements from 8 to 240. In this case, children can choose the appropriate level of difficulty for themselves, try their hand, learn to take risks and at the same time learn to adequately assess their strengths.

It is important that the speech therapist closely observes children as they make choices, break into small subgroups, and independently engage in what they choose. In this case, the adult should walk around the office, group room, devoting some time to each small subgroup or individual children, providing them with support and assistance if necessary, encouraging them, or otherwise interacting with them.

Spontaneous individualization. Individualization of learning often occurs impromptu or spontaneously. In other words, the speech therapist takes advantage of the opportunity and responds individually to each child or to small groups of children.

Individualization of education can be achieved through a fundamentally new method of using handouts - thematic sets of cards with tasks.

A set of cards with tasks selected by topic helps to methodologically and technically ensure the individualization of work with children within the framework of the project method that is being actively implemented in preschool educational institutions.

The thematic kit creates the basis for cooperation: if each child makes some part, then everyone together will get a common product that reveals (illustrates) the topic from all sides - in images, in words, in symbols.

Each child chooses his own, but together - in pairs, in a group, children do one thing. This brings people together both at the action stage and at the stage of evaluating results.

The content of the cards should be open and understandable to a child without an adult. The concept of openness means that any actions performed by the child on the card will be educational (developmental).

Each individual sheet can have a programmed place for a signature (the name of the child author and the date of work).

Each sheet can have a frame, which will give the child’s work an aesthetically “finished” look. At the same time, the frame must be working, i.e. it can be completed and painted.

Unsewn (not bound) sheets will create the possibility of multiple choices for both children and the teacher. They can be:

• hang on the wall (in the achievements corner, etc.);
• invest in the child’s portfolio;
• give to parents to work with their child at home;

Experience shows that for each topic it is advisable to prepare from 30 to 50 cards - at the rate of 2-3 for each child. With such a number of cards, firstly, a real possibility of choice is provided, and secondly, the complexity of the content and the maximum variety of tasks. The focus of the tasks is familiarization with the environment and the formation of knowledge; development of speech and basic literacy; stimulation of mental activity and development of fine motor skills. It is important to arrange tasks so that while working with the card, the child practices performing a variety of tasks. At the same time, the tasks on the cards should be repeated - generalization and classification, copying letters and words, etc. This gives children the opportunity to practice important skills on different content that is interesting to them.

Despite their similarity to traditional workbooks and coloring books, the cards have several features.

The layout of the tasks on the card gives the child the opportunity to choose - draw, examine, discuss, print.

Tasks based on teamwork (building cooperation skills) have been developed.

The card is “personal, individual” , and the whole set is general. In this case, children develop an idea of ​​their personal contribution to a common cause: each one, choosing a card, completes his task, and everyone works together on one topic. As a result, a holistic image of the topic and a personalized contribution to it appears. All cards have different content, which encourages children to use the entire set - “otherwise we won’t find out, we’ll miss something important and interesting .

Thus, individualization of the learning process makes it possible to achieve very high results in the development of communication and writing.

Technology of personality-oriented development process

The technology of a personality-oriented developmental process is also called

– child support technology,

– technology of differentiated (individualized) education for children.

technology is based on studying and understanding the child, taking into account his characteristics when building educational relationships with him.

main idea: the child wants and can learn, so it is important to support his “I want” and strengthen his “I can”.

The theoretical foundations of the technology of a personality-oriented developmental process are laid in the concept of preschool education.

In accordance with the concept, innovative approaches to teaching, upbringing and development of children include:

– mechanism for implementing technology (recognition of the child’s subjectivity, dialogization, differentiation and individualization, organization of pedagogical support);

– building the educational process through various dialogues, which, in the words of M.M. Bakhtin, are a form of interaction “between equal and equivalent consciousnesses”;

– organization of various forms of a child’s life activity, taking into account the zone of proximal development and sensitive periods of childhood;

– organization of different options for development, training, education

– various aspects of the organization of pedagogical support (direction of the teacher’s activities, strategy and tactics, a system of measures that ensure the differentiation of children by interests, developmental problems, aptitudes).

The scientific and methodological basis of the technology is individualization and differentiation of the educational process.

From the standpoint of DIFFERENTIATED TRAINING and education, the essence of this technology is to provide psychological and methodological assistance to students so that they become successful in educational and cognitive activities.

Types of differentiation:

External differentiation - taking into account the cognitive interests of children, their abilities for one or another type of activity.

Internal differentiation - taking into account the characteristics (socio-demographic, socio-psychological, individual-personal, existential-personal, bioenergetic) of students that influence the effectiveness of assimilation of educational and cognitive information during the lesson:

– disparity in the assimilation of information is a natural phenomenon, since all children are different;

– assimilation of information can be effective and ineffective (which gives rise to lag and failure of students).

Differentiation is carried out not by lag, but by reasons for the lag in assimilation.

Types of internal differentiation:

Differentiated approach to children with disabilities:

– mental character;

– physical nature;

– mental nature (developmental delay).

It is necessary to work especially with children, involving doctors, psychologists, social workers and teachers with special education.

Differentiated approach to children without deviations.

Represents the following sequence of actions:

The teacher studies the characteristics of students through observation. It is important to emphasize that certain characteristics of pupils act as signs of differentiation, for example, differentiation according to types of thinking or channels of perception, or motives, or states, levels of general development, etc.

The teacher mentally unites students into microgroups according to certain characteristics (for example, psychosomatic types, relationships, levels of understanding, etc.).

The teacher provides information and organizes work with it in class, taking into account certain signs of differentiation.

The main responsibility of the teacher is to organize children and involve them in the active process of solving cognitive and practical problems, during which they feel their growth, the joy of creativity and improvement.

Individualization of training

The measure of the effectiveness of personality-oriented pedagogical technologies depends on the extent to which human development is represented in their target component, how his individual psychological characteristics , perspectives, objective behavior and subjective attitude towards the world, people, and himself are taken into account.

Individualization of learning is:

1) organization of the educational and cognitive process, in which the choice of methods, techniques, and pace of learning is determined by the individual characteristics of children;

2) various educational, methodological, psychological, pedagogical, organizational and managerial activities that provide an individual approach to students.

An individual approach is:

1) the principle of pedagogy, according to which, in the process of educational work with a group, the teacher interacts with individual children according to an individual model, taking into account their personal characteristics;

2) focus on the individual characteristics of the child in communication with him;

3) taking into account the individual characteristics of the child in the learning process;

4) creation of psychological and pedagogical conditions not only for the development of all children, but also for the development of each child individually.

An individual approach as a principle is implemented to one degree or another in all existing technologies, so individualization of learning can also be considered a “penetrating technology.”

Creating an atmosphere for individual development

(K. Rogers):

● throughout the educational process, the teacher must demonstrate to the children his full confidence in them;

● the teacher must help children in forming and clarifying the goals and objectives facing both the group as a whole and each child individually;

● the teacher must proceed from the fact that children have internal motivation for learning;

● the teacher should be a source of varied experience for children, to whom they can always turn for help, and it is important that he act in such a role for every child;

● the teacher must develop the ability to feel the emotional mood of the group and accept it;

● the teacher must be an active participant in group interaction;

● he must openly express his feelings to children and strive to achieve empathy, allowing him to understand the feelings and experiences of each child;

● the teacher must know himself and his capabilities well.

Main features of the technology of personality-oriented developmental process:

– designing didactic material of various types, types and forms, determining the purpose, place and time of its use in the classroom;

– the teacher thinks through opportunities for children to express themselves;

– conducting observations of children (tracking procedures);

– providing children with the opportunity to ask questions without restraining their activity and initiative;

– encouragement of original ideas expressed by children;

– organizing the exchange of thoughts, opinions, assessments;

– encouraging children to take active steps to acquire knowledge, to supplement and analyze the answers of other children;

– the desire to create a situation of success for each child;

– use of subjective experience and reliance on the intuition of each child;

– application of difficult situations that arise during the lesson as an area of ​​application of knowledge;

– thoughtful alternation of types of work, types of tasks to reduce children’s fatigue.

The essence of personality-oriented technology is the recognition of the child as the main active figure in the entire educational process.

With this approach:

– there is a change in vectors in pedagogy: from learning as a normatively structured process (and in this sense strictly regulated) to learning as an individual cognitive activity, its correction and pedagogical support. The structure of the educational process is designed, first of all, for the individual development of everyone, i.e. person-oriented;

– the learning function changes. His task is not to plan a general, unified and obligatory line of mental development for everyone, but to help each child, taking into account his existing cognitive experience, improve his individual abilities and develop as a person. In this case, the starting points of learning are not the realization of its final goals (planned results), but the disclosure of the individual cognitive capabilities of each child and the determination of the pedagogical conditions necessary to satisfy them.

Teacher's position:

– stimulation of the “internal forces” of children’s self-development, initiation of the child’s personal (subjective) experience;

– development of individuality;

– recognition of the originality, uniqueness, and self-worth of each individual in the team.

Conditions for the effectiveness of pedagogical technology:

1) creation of optimal conditions (diversified environment - favorable psychological climate, etc.) for the opportunity for children to realize themselves;

2) accumulation of a data bank about the individual experience developing in children - in the form of individual development cards of children as the basis for choosing optimal, differentiated forms of education

Child support

The first group of means provides general pedagogical support for all children in a group of pupils and creates the necessary tone of goodwill, mutual understanding and cooperation for this. This is the attentive, friendly attitude of the teacher towards children, trust in them, involvement in planning activities, creating situations of mutual learning, the use of activity content, games, various forms of dramatization, creative works, positive assessment of achievements, dialogical communication, etc.

The second group of funds is aimed at individual personal support (individual psychological and pedagogical support of the child) and involves diagnosing individual development, training, education, identifying children’s personal problems, tracking the development processes of each child.

In this case, the dosage of pedagogical assistance, based on knowledge and understanding of the physical (physical) and spiritual nature of the child, the circumstances of his life and fate, is important. Features of the soul and character, language and behavior, as well as the inherent pace of educational and cognitive work.

A special role in individual support for a teacher is given to situations of success, creating conditions for personal self-realization, increasing personal status, and the significance of his personal “contributions” to solving common problems.

Structure of an individual cognitive communication program

adult with child (M. Yu. Stozharova)

The psychological and pedagogical epicrisis contains basic information about the development of cognitive processes, the degree of mastery of the general ability to cognition, information about the child’s cognitive interests and types of personally significant activities, brief information about the emotional and social development of the child, as well as a table reflecting the results of diagnosing the level of development of elementary mathematical skills. representations (REMP).

The program reflects the information on which the program itself is based, and that information about the child’s development and his family situation that can be used in the implementation of the program.

General guidelines for the program contain individual guidelines for teachers and specialists, as well as recommendations for the child’s parents (material for consultations).

An individual technological map for the development of cognitive processes reflects the main tasks for the development of cognitive processes and the means for their implementation; tasks in this block are included in an individual lesson in combination with tasks on REMP.

An individual technological map for REMP contains the main tasks for REMP (in accordance with the diagnostic results), as well as means for their implementation.

An individual technological map for ecology contains the main tasks for the development of environmental education (in accordance with the diagnostic results), as well as the means for their implementation.

The final block of the program reflects the work on its implementation. The map of the implementation of the program reflects its structure, and provides columns for teachers-specialists to mark its implementation and results (a free form of recording is assumed).

Tips for educators on differentiating the teaching of boys and girls:

It is necessary to develop fine motor skills in boys, for this use appropriate games, embroidery, sewing, and in girls - large motor skills, for which ball games and outdoor games are suitable.

Make all toys available for boys to experiment with, and use them in the classroom in the context of cultural practices. And for girls, water and sand are better suited, so that they can practically carry out different search options and discuss them together.

Boys need to explain the task, the problem situation, and give instructions for at least a minute before they take action.

Use various puzzles for girls more often.

Give boys the opportunity to express their feelings and only then discuss them with them. Teach your boy to use only specific, emotional words.

Experiment with three-dimensional space with girls; use illustrative, visual and figurative language when working with mathematical calculations and in design, this will help make mathematical representations more concrete and understandable for them.

Praise boys for their mobility, energy, and activity; try to transfer these characteristics to work activities, helping other children in class, complicate problem situations and search tasks.

Invite children's parents to classes; in the presence of men and older people, children (especially boys) behave more organized and try to make a good impression.

If there are boy leaders in the group, be sure to pay attention to the girls. It is possible that there is also a leader among them, but due to male dominance, her leadership qualities cannot be revealed. It is necessary to help the girl use this potential.

Praise both girls and boys more often, especially for actions well done. Keep a camera handy and take pictures of children successfully solving problems. This technique will help children of both sexes to be proud of their achievements and increase motivation to successfully solve problems.

Personalization methods

One of the main methods of individualizing education is the response method. It lies in the fact that children are given the right to determine topics, plan content, and choose activities.

The attention of teachers is aimed at identifying the interests of children, stimulating and supporting their initiative, activity, and independence. To do this, they organize discussions, observe children, assess their achievements and needs, and create a developmental environment.

Children can determine a goal, agree on joint actions, and organize their workplace on their own. Adults are nearby and are always ready to help, answer questions, and join in the discussion of the task and how to complete it.

Another method of individualization is flexibility in the organization of activities proposed by adults. The teacher does not tell children what to do, but helps them implement their own plan. Its task is to provide assistance to those who find it difficult to start or complete certain operations. Some need to be encouraged, others need help with advice, and others need practical help.

As a result of individualization, children demonstrate their knowledge and skills in different ways. For example, during the implementation of a project dedicated to space, some prefer to construct a model of a spaceship, others come up with stories, draw them and design books.

Zoning in kindergarten

Perhaps, when planning play areas in a preschool educational institution according to the Federal State Educational Standard, one should, first of all, take into account the age of the children and their number. It is also worth finding out the opinion of parents: by asking what they want to see in the group, this will not only show your interest, attention and respect, but also, most likely, you will find proactive helpers.

For convenience, transfer all original ideas for designing a group in a kindergarten to a drawing plan, be sure to indicate on it the names of the corners and their locations.

Depending on the vastness of the space, zoning in a kindergarten group can be quite rich. Below are the most popular zones in the kindergarten group according to the Federal State Educational Standard. Select and organize those that will correspond to your current goals and objectives for the development and upbringing of children.

Zoning in the preparatory group of kindergarten

Outdoor games area

Physical education plays a vital role in the development of children, and it is also important to remember this when planning the design of a kindergarten. Of course, modern kindergartens have gyms and swimming pools, but it is still worthwhile to provide a mini-health corner in the group. This area should be spacious enough. Children should be able to run and jump. A gymnastic wall and various sports equipment would be appropriate here: hoops, balls, skittles, jump ropes. However, we must not forget that the equipment must be appropriate for the age of the children.

Role-playing games area

The design of play areas in a kindergarten provides wide scope for creativity for their organizer. There should, of course, be a lot of toys here. But among their number, children must be able to navigate. Therefore, it is necessary to make themed corners. Separately, you can organize a hairdresser with a chair, dolls and toy tools; hospital, where there will be white coats and medical supplies. You can also create a kitchen corner for girls in kindergarten. To organize it, a toy stove, dishes, food, an apron and a chef's hat, as well as dolls in aprons, are suitable.

Girls, with their favorite games of mother-daughter, tea party or shopping, will feel cozy in a special playhouse. Be sure to post it if possible.

There is also a place for boys in the playhouse; they will be the ones who will come to visit and learn the basics of etiquette. Their play area can be placed nearby and its design can be approached in an equally original way, for example, by making an impromptu garage, where there will be cars of different sizes and purposes: trucks, cars, dump trucks, buses, ambulances, police and fire departments. A railway could also be built here. You can also make a small repair shop corner with toy hammers, nuts, screws and other supplies.

Correctly designing areas in a kindergarten is an excellent opportunity for a teacher to unobtrusively show children the basics of adult life: what and how to cook with, how to properly receive guests, take care of younger children, and much more.

Study area in kindergarten

In the learning corner there must be a table at which several children can be seated at the same time. There they can draw, make crafts, learn to read, count and play relaxing board games.

The filling and design of the learning area in kindergarten should take into account the age of the children. Place here cubes, mosaics, various kinds of construction sets that do not contain small parts, educational and educational board games - here kids can practice, developing fine motor skills and expanding their knowledge about the world around them. Don't forget to allocate space for the simplest geometric shapes, shapes of different colors.

The safety corner can be placed separately or, if group space does not allow, it can be made part of the study area. Post here information about traffic rules, fire safety, and standards of behavior indoors and outdoors.

Social Development Zone

The previous zone can be separated by a bookcase or bookcases, combining with a social development corner and a book corner. It is advisable to locate this area away from the place of noisy games, because, being distracted, the child will not be able to concentrate on communicating with the book. The corner should be well lit and have a place where the baby can sit and leaf through a book.

Through a book, a child learns a whole range of human feelings, thoughts, and relationships between characters. By identifying himself with a hero, a child takes on a certain model of behavior, which he tries to follow throughout his life. It is necessary to provide a corner with various books appropriate to the age category of children. There should be fairy tales, instructive stories, books about nature, as well as educational books. The corner should be regularly replenished with new interesting and colorful specimens, thereby maintaining children’s interest in it.

In the social development zone there is a place not only for books, but also for a small family history of each child. Try inviting parents and children to choose photos for small family albums that they can proudly show to friends when talking about family, important events or travel.

Corner of nature

There is no doubt that designing a corner of nature in a kindergarten is an excellent basis for introducing a child to natural phenomena.

In the younger group, as a rule, the corner of nature is limited to indoor plants, but for children in the older group it will be much more interesting to study the calendar, the change of seasons, natural phenomena, parts of plants and trees.

The theme of the corner of nature deserves special attention. It is much more interesting when the exhibition changes, for example, once a quarter, then such a corner of the group will attract much more attention from the child. As winter approaches, it is useful to fill it with information on caring for birds at this time, for example, display photographs of wintering birds, perhaps build a feeder with children in labor lessons.

Creating a greenhouse is also of no small importance. Using the example of different types of plants, the child will understand that plants are different, that not all have a stem, but they all have roots, and the leaves can be of different shapes. You can add butterflies or dragonflies to your greenhouse, which children can make on their own. And if the pots with plants are labeled, it will be doubly educational. In the summer, a corner of nature can be supplemented with living garden or field plants or flowers, and in the fall with the fruits that nature gave.

The living inhabitants of the natural corner in the kindergarten will deserve special interest among the children. There could be a cage with a hamster or an aquarium with fish, and kids can be taught the basics of caring for animals. Before getting a pet, you must obtain the consent of all parents, be sure to ask adults if their children have allergies, and do not forget about a certificate from a veterinarian.

Preschool institutions, as a rule, do not effectively use the area in front of the kindergarten. Quite rarely, children are involved in landscaping the site, where corners such as vegetable gardens, flower beds, and corners of the garden have been created, which can be used to develop the basics of environmental consciousness in the child.

Music Development Zone

A music corner in kindergarten will help to reveal creative talents and increase the overall level of education. If it is not possible to place children's musical instruments there, limit yourself to pictures and a player.

Patriotic education zone

And in cultivating a love of work and patriotism, a local history corner will be a faithful assistant, in which there will be a place for objects of applied art and folk crafts that are popular in your area. Also, be sure to place symbols and portraits of the heads of state and your region here. This area will be especially decorated with dolls in national costumes, even if they are cut out of paper.

Creative Development Zone

The real decoration and pride of the kindergarten group is the children's creativity corner. The children’s works are not only aesthetic in nature, but also stimulate the child to achieve further success and serve as a clear example of the interaction between the teacher and the child.

Creative corners in the group, as a rule, are limited to an exhibition of children's works and crafts. But this is not the only function they can perform. For example, you can organize educational corners in preschool educational institutions dedicated to the work of various people, for example, famous artists or composers.

It is not necessary to use a small space for a creativity corner. For example, when preparing for the New Year, you can cut out and decorate the entire group with snowflakes: thus, you will get a “children’s creativity room.” And if you decorate the Christmas tree with homemade toys, you will get a “Christmas tree of children’s creativity.”

Children love to do things with their own hands; they always try and are happy with the result, if it also turns out to be satisfactory. And if there is an opportunity to decorate and display works in a different way, then you should not limit yourself to just a corner of creativity.

When forming zones in a preschool educational institution according to the Federal State Educational Standard, remember that the main requirement for the environment and design of a group in a kindergarten is safety. Avoid sharp corners, slippery floors, and ensure that wall shelves or decorative items are securely attached.

Approach space planning and design of activity areas in kindergarten creatively and with love, and you will definitely have a cozy group where both children and their parents will be happy to come every day!