Today, kindergartens use a variety of programs for the education and training of preschool children. However, all of them must comply with state standards of preschool education and be aimed at developing the five basic personal potentials of preschool children
Unfortunately, many parents today have to devote most of their time not to raising their children, but to work. That is why they are forced to shift the main “burden” of the educational process onto the shoulders of teachers in preschool institutions, where children spend 8-10 hours a day (on weekdays) - that is, almost all their waking hours.
Kindergarten is the first educational organization in children’s lives, where they learn to live in society. It is here that children acquire the first skills of independent contact, communication and interaction with people around them. Here they acquire new knowledge and skills, learn independence and master the basics of self-regulation. Here, for the first time, children have to negotiate with other children in order, for example, to get the desired toy, which contributes to the child’s communicative development and his desire to find a common language with strangers.
In other words, in modern society, preschool workers have a very important mission. In many ways, they are responsible for:
- preparing every child for school,
- development in children of skills and knowledge typical for their age group,
- development of logical thinking, ingenuity and ingenuity of preschool pupils ,
- nurturing positive character traits and an adequate worldview of children, etc.
It should be noted that today kindergartens use a variety of programs for the education and training of preschool children. However, all of them must comply with state standards of preschool education and be aimed at developing five basic personal potentials of preschool children:
- physical;
- communicative;
- cognitive;
- moral (value);
- aesthetic (artistic).
The ideal “model” of a preschool educational institution graduate should include the following parameters:
- hygiene skills;
- high level of physical development and toughness;
- confident mastery of basic types of physical activity;
- the presence of intellectual prerequisites for effective learning at school;
- efficiency, desire for knowledge and self-development;
- developed imagination, interest in creativity; knowledge of the basic rules of discipline and the foundations of communication culture;
- the ability to interact with a team and awareness of one’s capabilities.
Depending on the child development , the “model” of the graduate can be supplemented with other characteristics corresponding to the specifics of the educational organization.
Classification of teaching methods
Classification of teaching methods
The success of education and training largely depends on what methods and techniques the teacher uses to convey certain content to children, develop their knowledge, skills, and abilities, as well as develop abilities in a particular area of activity.
Methods of teaching visual activity and design are understood as a system of actions of a teacher who organizes the practical and cognitive activities of children, which is aimed at mastering the content defined by the “Program of Education and Training in Kindergarten.”
Teaching techniques are the individual details, components of the method.
Traditionally, teaching methods are classified according to the source from which children acquire knowledge, skills and abilities, and according to the means by which this knowledge, abilities and skills are presented. Since preschool children acquire knowledge in the process of direct perception of objects and phenomena of the surrounding reality and from the teacher’s messages (explanations, stories), as well as in direct practical activities (construction, modeling, drawing, etc.), the following methods are distinguished:
- visual;
- verbal;
- practical.
This is the traditional classification.
Recently, a new classification of methods has been developed. The authors of the new classification are: Lerner I.Ya., Skatkin M.N. it includes the following teaching methods:
- informative - receptive;
- reproductive;
- research;
- heuristic;
- method of problematic presentation of material.
The information-receptive method includes the following techniques:
- examination;
- observation;
- excursion;
- example of a teacher;
- teacher demonstration.
The verbal method includes:
- conversation;
- story, art history story;
- use of teacher samples;
- artistic word.
The reproductive method is a method aimed at consolidating the knowledge and skills of children. This is a method of exercises that bring skills to automaticity. It includes:
- reception of repetition;
- work on drafts;
- performing form-building movements with the hand.
Heuristic method
is aimed at demonstrating independence at some point during the lesson, i.e. The teacher invites the child to do some of the work independently.
Research method
is aimed at developing in children not only independence, but also imagination and creativity. The teacher offers to do not just any part, but all the work independently.
Method of problem presentation,
according to didactics, it cannot be used in teaching preschoolers and younger schoolchildren: it is applicable only for older schoolchildren.
In his activities, the teacher uses various methods and techniques in drawing, modeling, appliqué and design.
So in drawing, the main technique for the first junior group is to show how to use pencils and paints. The most effective technique is passive movements, when the child acts not independently, but with help. Playful visual movements of a homogeneous, rhythmic nature with the pronunciation of words: “here - here”, “up and down”, etc. are effective. This technique makes it possible to connect the image of an object with pictorial movement.
Reading poetry
, nursery rhymes, songs in the classroom - the most important methodological technique. Another method of working in the first junior group is co-creation between the teacher and the children.
In the second junior group, the information-receptive method is actively used in drawing classes .
An effective way to become familiar with the shape of an object before class is especially useful: children trace the shape with their hands, play with flags, balls, balls, and feel their outlines. Such examination of the subject creates a more complete picture of it.
Also effective is the technique of examining an object by moving your hand along the contour and showing this movement in the air. Direct demonstration of the image method is used only if this form is encountered for the first time. In all
Methods and techniques for teaching speech in kindergarten
Concept of speech teaching method
The principles of mastering native speech, as already mentioned, are that speech is learned intuitively (unconsciously) in the process of developing a number of abilities: 1) the ability of a person to force the muscles of his speech organs to work - to articulate speech sounds, modulate elements of intonation, prosodemes and hear them; 2) the ability to correlate complexes of sounds and intonation with extra-linguistic reality, that is, to understand them as semantic elements of speech; 3) the ability to correlate the semantic elements of speech with one’s feelings, i.e., evaluate them; 4) the ability to remember the tradition of combining semantic and evaluative elements of speech in the process of communication, cognition, speech regulation and planning of human behavior. A child’s speech is enriched faster and his psyche develops more comprehensively if educators place him in conditions where natural speech activity is more intense. The main condition for accelerating the development of speech activity is the use of various methods of teaching speech, built on the principles of linguodidactics. A teaching method refers to the actions of the teacher and the learner, performed with the aim of transferring knowledge from one to another. The preschool period of speech development is characterized by practical methods: the imitation method, the conversation (conversation) method, the retelling method, the storytelling (composition) method.
Simulation method
The imitation method consists in the fact that both the teacher and the student both say the same thing, but speak differently: the teacher articulates the sounds of his speech somewhat more energetically than in a conversation with adults and intones his speech expressively, and the student listens and repeats, imitates his speech, tries to master speech movements (articulations and modulations of the voice) and understand the meaning (correlate these sound complexes with designated objects, actions, etc.). At the same time, it is important for the teacher to stay at the level of the orthoepic norm and not to imitate the child’s pronunciation himself (not to “lisp”, not “to lisp”). This method begins to be used at the earliest age level and continues at all subsequent ones (not only in kindergarten, at school, but also in adulthood). Learning by imitation can occur involuntarily in the process of communicating with a child while performing household procedures, for example, while bathing a child. - Where is my daughter’s hand? - says the mother, emphasizing the word hand in her voice and touching the child’s hand. - Here's a hand! Oh, what a hand!
By this time, the child will have learned the general meaning of the word hand, that is, he will understand that this word refers not only to his hand, but also to the hands of his mother, grandmother, and doll. The imitation method is used in teaching speech to children and older children, practically during any game. During object games, children move, throw, show, push, feel, turn on, observe objects and name their qualities and actions. In this case, the teacher must talk to the child and ask him leading questions. “What kind of ball is this? small? blue?”, “Is this car moving? stopped?”, “How does the car honk? locomotive? steamboat? - asks the adult. The child, answering, repeats what the teacher suggested in his question: “Little”, “Rides”.
This expands the child’s vocabulary. Helping the child “build,” the teacher names the object they are building, its parts, and names his actions necessary to achieve the result of the construction. For example, a child, with the help of an adult, assembles a car from “constructor” parts. - What will we build, Lenya? Automobile? Which? Volga or truck? - Truck. - First we need wheels. Please give me the wheels, Lenya. What did you bring? - Wheels... brought. - Very good. And here is the frame. Let's put the frame on the wheels. Now let's install the cabin... The engine, hood, steering wheel, and body are also searched for and installed in place. By naming the parts of the car and the actions he performs when assembling the car, the child imitates the speech of the teacher. Especially many favorable situations for the development of speech develop during plot games - role-playing, “director’s”, dramatization. In the game, the role-playing child copies various situations from the lives of adults that he observed or about which he knows from stories and remembers: “a mother feeds the children,” “a tractor driver plows a field,” “an electrician or a gas worker, or a plumber came to the apartment on a call from the residents,” “a teacher teaches children at school”, “an astronaut flies to the moon”, etc.
The child copies both the actions of adults and the speech with which they accompany their actions.
The child repeats (imitates) this phrase and thereby learns grammar: the use of nouns in the genitive case. In a dramatization game, the child takes on the role of one of the heroes of a familiar fairy tale; during the game, he repeats the words of his hero and thereby enriches his speech. Here is six-year-old Tolya playing with his younger sister Zhenya (2 years 10 months) “Little Red Riding Hood and the Gray Wolf.” He, of course, is the wolf and the hunters, and she is Little Red Riding Hood. Story-based games serve as an excellent exercise for children to consolidate acquired language material. Children deliberately set themselves the goal of accurately conveying the speech of an adult heard in a certain life situation, or the speech of a hero in a fairy tale. Outdoor games and games according to the rules enrich children’s speech with memorized nursery rhymes, songs, and rhymes. Memorization occurs in the process of imitating the speech of the teacher, who plays with the children and first recites nursery rhymes, rhymes, and sings songs. The extent of a child’s verbal participation in play depends on his age. For example, “Ladushki”, which children play in the first year of life, is accompanied only by the speech of an adult; the child imitates only his actions (claps his hands, puts his hands on his head, etc.). But three-year-old children, playing “loaf”, can not only sing with the teacher “We baked a loaf...”, but also repeat after him the rules of the game: “Stand in a circle!” Join hands! Let's go in circles! Everyone sit down! Everyone stood on their tiptoes, hands up! Expand the circle! Close the circle! Older preschoolers can play outdoor games on their own, distributing roles by lot and counting.
Reception training
Above are examples of teaching using the same method - the imitation method. But in each case this method was carried out using different techniques. Technique is a variant of using this method, introducing into the main action that makes up this method side effects suggested by the nature of the educational didactic material. Thus, the techniques by which the imitation method is implemented can be: 1) observation of a real object while becoming familiar with the surroundings - in the case described above, the baby examines his hands, watches his mother’s hands and at the same time repeats after her, imitates her speech;
2) games: in the process of games, as we have seen, the child’s speech is enriched not only with new vocabulary, but also with word forms that are new to him (the game “electrician”, “visit”, when children master the genitive form of the noun, “Little Red Riding Hood” and the wolf”, during which children become accustomed to coherent dialogical speech); 3) relying on a verbal model (verbal presentation): children repeat the phrase uttered by the teacher (“Water, water, wash my face!”). So, we got acquainted with the method of imitation, which consists in the fact that the teacher and the student both say the same thing, but the teacher shows an example of how to speak, and the student repeats it exactly and imitates it. The techniques by which the simulation method can be performed are described above. But there are a huge variety of techniques for implementing any method: every creative educator always creates his own techniques without violating the method itself. Thus, the imitation method, in addition to the techniques described, can be performed by using pictures, living objects (animals, plants), filmstrip, tape recorder, etc.
Conversation method
A more difficult method of teaching speech to a child is the conversation method, it is also called the question and answer method, the conversation method. The conversation method is that the teacher asks and the student answers. Consequently, both of them speak, but they say not the same thing (as with the imitation method), but different things: with his question, the teacher encourages the child to remember the words, sounds, grammatical forms or coherent text already known to him and to use them appropriately. To train the speech organs of children of the third year of life in the articulation of sounds [g] - [z], the teacher can use different techniques of the conversation method.
1. - Sasha, do you remember how the beetle buzzes? - asks the teacher. The boy remembers: - He... w-w-w... - How does a mosquito itch? — the teacher prompts the boy to articulate a similar sound. - Mosquito... s-z-z... This is a technique of relying on a verbal representation (presentation of a verbal sample). 2. For the same purpose, you can use the technique of a plot role-playing game: - Zina, Sasha, Kolya! You will be beetles, and you, Sema, Nina, Masha, will be mosquitoes. Well, fly towards each other and buzz or itch. Consolidating an understanding of the meaning of a word, such as vegetables, can be done in different ways. 1. The teacher takes the children to the kitchen, where vegetables are laid out on the table especially for this purpose, and asks everyone: “Do you see what is on the table?” Children list what they see: - Carrots... cucumbers... tomatoes... eggplant... - What do they call all this together in one word? “These are vegetables,” one of the children hastens to say. “That’s right, these are vegetables,” the teacher encourages the boy. - What other vegetables do you know, besides those that are here? “Zucchini is a vegetable,” says the girl. “Cabbage, potatoes, turnips, onions, garlic are vegetables,” someone else adds... As you can see, in this case, the already familiar method of observing real objects was used, but the method was new - the method of conversation.
2. Instead of real vegetables, the teacher can use pictures depicting various vegetables, that is, use the technique of relying on the picture, but this will also be a conversation method.
The method of relying on a picture can be complicated, for example, by introducing the word fruit for comparison. In this case, a question for children could be as follows: “Children, here are pictures depicting vegetables and fruits.” Which one of you will be quicker to sort them into two piles: vegetables - to vegetables, fruits - to fruits? Of course, such work can be organized if there is appropriate handout: each child should receive a set of pictures. The method of relying on real objects or pictures borders on didactic games, that is, games specifically designed for learning. Adults first introduce children to the rules of a particular game. Then they are given the opportunity to play on their own. Any didactic game contains great opportunities for the development of a child’s speech: after all, any knowledge that a didactic game gives is acquired by the child in verbal form. But there are didactic games specifically designed for the speech development of children - these are the so-called verbal didactic games.
These games consist of children: 1) coming up with words for a given sound: - Indicate objects whose names begin with the sound [s]. — Table, chair, wall, shelving; 2) name objects according to the adult’s description, guess simple riddles: - Bring me something that has a lot of pieces of paper filled with letters, something that is painted with pictures. - Bring me something where I can learn a fairy tale or poetry. Children bring a book. Such descriptions, of course, are offered to children five or six years old; “Guess what it is: “Small, but distant: he passed through the earth - he found a little red riding hood,” says the teacher when he collects mushrooms in the forest with the children or just walks with them through the forest. 3) ask riddles known to them or come up with riddles themselves. The basic rule of the didactic game: children must see (or better yet, touch, smell, taste, hear, if it sounds) the object about which the riddle is being made.
In order for children to master the construction of a common sentence, for example a two-part sentence with a direct object, it is necessary to use various techniques (conversation method) depending on the age of the children. For the fifth year of life - a method of relying on verbal representations (conversation method). - Children, let's play “Who is bigger?”
When working with children of the fourth year of life, the solution to the same problem should be facilitated by using the technique of relying on a picture (conversation method). We need a set of pictures depicting a person with an attribute of his profession: a cook at the stove, a gardener with a shovel, etc. When working with children six to seven years old, the conversation method is complicated by the fact that, firstly, a more complex syntactic form is specified (the spread of a simple sentences in isolated phrases or composing a complex sentence), secondly, the range of vocabulary expands. For example, the teacher begins the game by giving an example: “The astronauts who carried out observations of the Sun landed safely in Baikonur.” Children replace the participial phrase in this sentence with their own: those who made observations of the ocean, the northern lights, the stars, the taiga... (the teacher can suggest the objects of “observation” to the children, but they themselves must concentrate their efforts on the correct construction of the sentence). Another sample proposed by the teacher: “Hunter-photographers, tracking the animal, walked (made their way) for a long time after it through the forest with a camera.” Children learn to use imperfective participles in speech, build the same syntactic construction that is given to them in the model, replacing the abstract word beast with a specific name: “chasing a bear (elk, deer, tiger, etc.).” To practice coherent storytelling, the teacher, having outlined a topic, can organize the children’s speech by posing several questions (points of the plan) that develop this topic. For example: - Slava (6 years old), did your Rex accompany you to kindergarten this morning? Did he bark at passersby? How does he walk down the street? Who took him out for a walk today? (The teacher, of course, must be aware of the affairs of Slavik’s family in order to pose these questions to him.) For a four- to five-year-old child, questions should not be asked all at once, but one at a time: call him to dialogue. So, the conversation method is a method of teaching speech, which consists in the fact that the teacher encourages the student to appropriately use his speech reserve and thereby improve his speech. The conversation method can be performed using the same techniques as the imitation method (the technique of observing real objects, relying on a picture, a verbal model, techniques of various types of games), as well as techniques for asking various questions and tasks. The conversation method should not be identified with the school conversation method, which is one of the ways of presenting theoretical material; the conversation method, as can be seen from its description, is a practical method.
Retelling method
Preschoolers of the fifth to seventh years of life are taught speech, in addition to the methods described, by the method of retelling, which enriches their speech with all components of the language (vocabulary, grammatical forms, intonations), training their coherent speech. The retelling method consists in the fact that the teacher reads (tells) a work of art to the children or reminds them of what they saw together on a walk, on an excursion, or tells an “incident from his life” (narration), or gives a verbal description of something an object, an animal that the children have not seen, and encourages them to want to: 1) ask questions during the teacher’s story, 2) repeat his story (for one of their friends or at home for adults). The retelling method is similar to the imitation method. The difference between these methods is that the child imitates (repeats) parts of the text that the teacher has just spoken; the child retells, if possible, the completed text that he heard the day before; Some time must pass between the child’s perception of the text and its retelling.
The methodology has developed many retelling techniques related to introducing children to fiction, for example: playing favorite characters, dramatizing fairy tales, short stories, etc. Composition (storytelling) method
The greatest independence in speech is provided to preschool children by the method of composing (storytelling), which consists in the fact that the teacher encourages children to independently “compose” fairy tales, tell them real incidents from their lives, mix (mix) themes from the fiction they read, and describe them pictures, real objects - things, animals, plants.
Concept of practical method and technique
All of the methods described above for teaching children their native speech involve mastering speech in natural, live communication, when the child does not even notice that he is being specially taught and learns speech intuitively. Such methods are called practical teaching methods, in contrast to theoretical ones, with the help of which children and adolescents are taught information about linguistics - the science of language. Children become familiar with theoretical methods at school after they have mastered their native language practically. A professional skill for a future teacher is the ability, and then the skill, to impromptu (that is, without prior preparation) conduct a meaningful (developmental) conversation with children - with an individual child and with a group. This skill is acquired as a result of mastering the appropriate methodology - mastering practical methods. The ability to call children for a conversation, for a coherent story, is also acquired, which turns into a skill. The teacher must be prepared to enter into a meaningful conversation with children: in the process of everyday activities (during the morning meeting in kindergarten; in preparation for meals, in the washroom, during meals; in preparation for bed; giving them household items). and other instructions, etc.); on walks and excursions; during games; when considering pictures, transparencies, code positives; in the process of work, while reading and discussing works of fiction, etc.
Practical teaching methods:
imitation, conversation (conversation), retelling, storytelling (composition) - and methods of working with these methods: relying on real objects, relying on games (subject, plot, mobile, didactic), relying on illustrations (pictures, slides) , reliance on verbal samples of the teacher’s speech, video views, presentations - are effective in teaching children speech because they
are built taking into account the laws of the natural process of speech acquisition, do not disrupt this process, but only make it more intense, rich in speech work - physical, muscular, and internal, intellectual and emotional.
Programs, technologies, methods...
We suggest you understand such concepts as the preschool education program, technologies and methods of education.
The preschool education program is a regulatory and management document that defines the goals and objectives of the educational process.
Preschool education technologies are a set of practically sound methods aimed at achieving certain results in educational activities.
Preschool education methods are methods and forms of working with children aimed at developing the personality of each child in a particular area. We emphasize that each method of preschool education is focused on one aspect of children’s development. For example, there are methods of physical education, the formation of mathematical concepts, guidance of visual activities, etc.
That is, if a preschool education program is just a document that states what to strive for, then methods and technologies are a real tool that allows you to achieve the goals specified in the program. At the same time, you need to understand that the techniques are rather theoretical in nature, while the technologies are of practical origin. Almost all technologies that exist today have been developed by educators and educators based on their own experience in raising and teaching children .
By the way, today kindergartens use both original methods (for example, the methods of the Nikitins, Montessori, Doman, etc.) and methods developed by specialists based on the variability of the Law “On Education”.
Modern methods and technologies of teaching and diagnostics in preschool educational institutions
Doctor of Psychological Sciences, Professor L.A. Venger, who headed the laboratory of the Research Institute of Preschool Education, and his colleagues worked on the problem of diagnosing mental development. Mental development is considered by the authors of the methods as the process of the child appropriating certain forms of social experience, material and spiritual culture created by humanity, the central link. For the authors of methods, the main guideline when creating methods was the cognitive orienting action, as the main structural unit of cognition. In their opinion, the basis of mental development is the mastery of different types of cognitive orienting actions (perceptual and mental).
L.A. Wenger identified five types of cognitive actions. Three types of perceptual actions: perceptual modeling, identification actions, equating to a standard, and two types of mental actions: visual-figurative thinking and logical thinking. Based on this, L.A. Wenger and his colleagues created a method that allows determining the level of intellectual development for preschool children.
Diagnostics of the degree of mastery of perceptual actions of a modeling nature. Methodology "Perceptual modeling".
Target:
identifying the level of development of perceptual actions.
Description:
the child is asked to put together a figure consisting of geometric parts in accordance with this sample. To complete the task correctly, the child must be able to distinguish between various geometric shapes (triangles of different shapes, squares, etc.) and correctly place them in space (in accordance with the model).
Test “Perceptual Modeling” L.A. Wenger.
Test for children 5 -7 years old. This test makes it possible to consider not only the result of the child’s mental activity, but also the process of solving the problem.
Stimulus material:
drawn circles and squares, as well as individual parts of these figures, from which you need to make either a circle or a square. The first three figures have lines dividing the images of objects that are far from each other, for example, clothing and transport. Pictures from lotto, magazine clippings, and drawings can be used - it is only important that they be the same in color (there should be no combination of color and black and white images) and size. The number of pictures in each group should be the same, that is, 10 wild and 10 domestic animals, 10 fruits and 10 vegetables, etc.
Instructions:
“Look carefully at what I will do” - after these words, the adult begins to arrange the pictures into two groups, without explaining the principle of systematization. After the adult lays out three pictures, he hands them to the child, saying: “Now lay out the cards further, doing the same as I did.” Conducting the test This classification is called non-verbal, since the adult shows, rather than says, how to classify. When laying out cards, take the first two from different groups (for example, wolf and cow), and the third is placed under the first card of the correct group, for example, the sheep card is under the cow. After handing the pictures to your child, you silently observe his activity. If the child makes a mistake, without comment you move the card to the right place, under the correct picture. It is extremely important not to make the child feel isolated and insecure, so your behavior should not be distant. You can smile at the children, pet them, say: “Don’t fidget” or “Be careful.” After the child finishes his work, he should be asked why he divided the pictures into these two groups and what name he can give them.
