Communication as a condition for meeting the needs of a preschooler
Before a child develops the need to communicate with others, he reaches out to others for the sake of comfortable sensations, for the sake of gaining security, for the sake of receiving impressions. These needs appear from the first days of life.
By the age of 3, cognitive needs come to the fore. Where can she be satisfied if not by turning to an adult?
Kids need to make so many discoveries and understand how this world works that they constantly need explanations and help from parents, educators, and older brothers and sisters.
Younger preschoolers not only ask questions. They strive to express their Self. They need to address it to someone: “I myself!” Or draw the attention of the same children to yourself, saying “These are my toys”, “Look what doll they gave me.” For such self-affirmation, viewers, listeners, and partners are needed. Communication provides them.
By the age of five, the need for respect is formed. Children demonstrate what they have already learned and what they know or can do. When communicating with peers, edifying phrases are often heard: “Look how you should do it,” “Do it as I do!” In addition, in middle preschool age, boys and girls need equal play partners. Children's games are nothing more than an organized form of communication.
For older preschoolers, the need to talk about their impressions, convey interesting information and establish their authority among their peers is becoming more urgent. Therefore, their communications cover an increasingly larger circle of peers. Preschoolers are already good at identifying moral qualities, so they are drawn to those peers who are closer to them.
We have provided a small list of needs that preschoolers satisfy in communicating with others.
Communications that arise on the basis of certain needs, motives, as well as the verbal and non-verbal means used, form stable forms of communication.
For children, almost all interactions are tied to specific situations. With growing up, forms of communication in preschoolers develop, and they acquire an extra-situational character.
The concept of pedagogical communication
Ped. communication is a dialogue between a teacher and students or pupils that has a professional orientation. This form of teaching or education is necessary to create a favorable psychological atmosphere in the team, so that the presentation of material is not a dry listing of facts.
The teacher gives the basics of communication
For your information! With such communication, children perceive information coming from an adult more readily.
Although it should be borne in mind that much depends on the personality of the teacher. Childcare should be as positive and friendly as possible, but with elements of a certain severity to maintain discipline in the children's team.
Dialogue with children is conducted competently
Heuristic conversation as a teaching method
In pedagogy, heuristic pedagogical communication is teaching in the form of question and answer. It was created by Socrates in Ancient Greece two thousand years ago. In the mid-50s of the last century, heuristic conversation became the subject of active study, since it was inherently well suited for solving issues of teaching children with special needs.
As a result, a system of certain techniques was developed, which made it possible to apply it in types of communication between an adult and a preschool child.
The essence of a heuristic conversation is that the teacher does not present ready-made knowledge and solutions to the problem, but pushes his interlocutors to the right solution through correctly posed additional questions.
For your information! Each answer to such an additional question is a step towards the correct answer to the main question. All leading questions are interconnected by a common theme and follow from one another.
Moreover, each such question is asked not mechanically, but during a conversation between the teacher and preschoolers, the topic of which is the problem raised.
With this form of communication, the teacher’s ability to conduct a conversation and encourage his students to engage in it until the main goal is achieved is most clearly demonstrated.
How do preschoolers communicate with others?
If we briefly consider how forms of communication progress in preschool age, then it is best to turn to the work of the famous psychologist M.I. Lisina, who identified four levels of communication from infancy to 7 years, designating them as a form:
- Situational-personal
- Situational business
- Extra-situational-cognitive
- Extra-situational-personal
The first ones in this list are formed earlier, based on specific actions, objects, and experiences. By older preschool age, they do not disappear, but partially give way to more developed forms that are not tied to the situation. These changes are facilitated by the development of children's speech and verbal-logical thinking.
The highest form of communication for preschool age is one that promotes understanding of the meaning of human relationships, as well as the assimilation of the norms and values of society. Consequently, this is an extra-situational-personal form of communication.
Pedagogical conditions for organizing communication activities among preschoolers
Pedagogical conditions
- these are subjective and objective requirements and prerequisites; by implementing the task, the teacher achieves the goal in his work with the most rational use of forces and means.
Communication
is an activity that involves the interaction of several people with each other in order to establish relationships, mutual understanding, obtain information, and achieve a common result. In pedagogy, a distinction is made between
pedagogical
communication - communication between a teacher and children, when the end result is the upbringing of a child and the accumulation of his social experience.
The problem of pedagogical communication has been and is being dealt with by V. A. Kan-Kalik, A. V. Mudrik. Communication -
@ associated with the implementation of communication, in which large masses of people participate.
Communicative ability is the ability of a person and a person to evaluate, understand and use a variety of communication tools to achieve a “+” result of communication. Knowledge about how children communicate with each other is important for teachers. This problem was covered in the materials of A. Zaporozhets, A. Leontyev, T. Repina, N. Vatutina. A. Spivakovskaya communication includes 3 components: verbal communication; communication using language, facial expressions; communication using the language of self-esteem. Communication is considered as an activity that accompanies all other types of activities, and as a separate type of activity. Communication performs a number of functions: educational, maternal, perceptual (cognitive), teaching, communicative, organizing. Success, communication is conditional on sociability as a teacher’s personality trait, and the use of communication technology. the teacher must be able to observe children; determine whether the child needs communication; know the child’s needs for communication with loved ones; take into account the child’s level of communication; choose the right form and means of communication. Emotional
form (gestures, glances, showing actions, teaching the child actions in communication)
The extra-situational speech
form is used mainly in special classes, excursions, conversations and involves questions to children, encouraging the child’s initiative in communication.
The extra-situational-cognitive form
is the formation of self-respect, the development of self-affirmation. Communication is characterized by the following motives: cognitive (the desire to receive information);
personal (receive support, assessment), business (coordinate actions to do something together). The content of communication is determined by one or another activity and depends on the style of communication. The following styles of communication are distinguished: democratic
(helping, explanatory), based on understanding the needs of the child, taking into account his individual characteristics;
authoritarian style
(suppressive), based on instructions without taking into account the interests and inclinations of the child;
liberal style
(permissive), which is based on an incorrect understanding of the freedom of the child;
imperative style
(rude suppression), which does not take into account the child’s personality.
Means of
communication include facial expressions, gestures, intonation, and language.
The result of
communication is the exchange of experience, knowledge, a positive impact on relationships, stimulation of the child’s activities. Communication contributes to the full development of the child (M. Lisina), develops social, intellectual qualities, personality traits in children, forms abilities, and develops activity.
Children in communication try to attract the attention of adults using different methods. Most often this is “body language” (taking hands, hugging, making faces, grimacing). For 3-7 years old, the dynamics of the communication process are characteristic (M. Lisina). Children master communication with adults on the initiative of an adult. Communication with adults on the initiative of a child .Communication with a peer on the initiative of adults and children. Communication between a child and adults in joint activities. The level of communication development is determined by the following indicators: the child’s interest in the environment; the child’s degree of trust; initiative, the child’s activity in communication. The child’s communication with adults develops thanks to a strong emotional attraction to adults, trust in the world of adults. The Federal State Educational Standard 2013
highlights the educational area of “social communicative development”, where the tasks are set to form children’s communication with peers and adults, and the ability to resolve conflicts.
Communicative activity is highlighted as a type of children's activity. Language
is a system of words, expressions and rules for their combinations used in communication.
Intonation
is expressiveness, emotionality, which gives different meaning to the same phrase.
Facial expressions
- pose, look, complementary?
phrase. Gesture –
serves for greater expressiveness of speech.
Distance
– it depends on cultural national traditions and the degree of trust.
Stages of communication with children:
1 – conditional (formation of communication needs: the use of methods and techniques for recognizing the child, emotional well-being, self-confidence); 2- orientation of the child in the goals and situations of communication (the teacher responds to the child’s request, creates a situation of assistance in planning activities, setting goals.; 3- orientation of the child in the personality of the interlocutor (education develops the child’s sense of self-esteem, knowledge of his rights and freedoms, development will establish relationships, etc.); 4 – planning the content of one’s communication (the teacher invites the child to organize activities himself, partners in activities. The teacher includes them in difficult situations.)
Thus
, the problem of the developmental impact of communication in preschool age is multifaceted. In pedagogical communication, the age and individual characteristics of children should be taken into account. Communication is based on mutual understanding, which presupposes a respectful, empathetic attitude. Pedagogical communication involves the development of professional communication skills in teachers. Communication as an activity requires control and management on the part of the teacher.
22. Theoretical foundations of using toys in a child’s life. Toy
- This is an item specially created for the game and has no other meaning.
A toy is an obligatory companion of childhood, it is an attribute of play, an agent of adults in the child’s subculture. For younger children, a toy is the motive for play. Toys satisfy children's need for active activity, suggest the idea of play, and develop cognitive interest: a toy is a work of art (Folk). Communication
is the process of transferring information from one person to another in order to communicate a certain meaning.
Communicative abilities
– the ability to establish correct relationships with children and rebuild them in accordance with the development of students and the requirements for the teacher.
Elkonin “Psycho games” In his opinion, the toy was created by adults in order to occupy the room. The toy was a copy of tools, everyday life, home, i.e. toys originated and changed historically 2.
hygienist Arkin “R-k in preschool years” spoke about the immutability of toys during the historical development of society; in his opinion, toys were created by children themselves from waste material.
And
the history of the toy is connected with the history of the child’s changing place in society.
In the course of the development of human society, toys changed their function, taking a new attitude to the process of child development. The first mentions of toys date back to the 3rd-5th millennium BC. (wooden dolls in Egypt, leather balls) at the beginning, toys were objects of worship and labor. And in the 17-18 centuries. Industrial production of toys for children of the nobility begins in Germany and France. The production of Russian folk toys has survived to this day (Filimonovsky clay toys, Bogorodsky wooden toys, Babinsky nesting dolls). Flerina, noting the pedagogical significance of the toy, emphasized that the toy is necessary for development. She developed the requirements for the toy (entertainment, dynamism, stimulation of group games, high quality, safety). She proposed a method for using the toy and characterized the folk toy. Makarenko distinguished: ready-made toys, half-finished toys, toys-materials. Novoselova S.A. proposed a modern classification of toys: Toys by degree of readiness; Toys according to the materials from which they are made; Toys by functionality; Toys based on artistic images. The toy can and should be used for the comprehensive development of children. For intellectual development, puzzle games, transformer toys, and educational toys are created and used. Toys that involve collective activity (construction sets, toys for role-play games) are of great importance for social and personal development. Folk and musical toys are used for aesthetic development. In addition, all toys, without exception, should contribute to aesthetic development, thanks to their colorfulness, variety of images and shapes. Toys related to the development of movements are intended for physical development. In order for toys to contribute to diversified development, it is necessary to use them professionally at the right time and place, and change the playing environment in time. Requirements for the examination of toys were developed (see D/v No. 9 - 95 Sterkin): multifunctionality, taking into account toys in individual and collective games, didactic properties, belonging to artistic creativity, reflection of the current level of development of society -va. Modern works emphasize that the toy world of childhood is the material center of play. Therefore, play corners are divided into: stationary and temporary; innovative-computer; plot-shaped; educational and entertaining. Modern requirements for toys (classification): help solve educational problems; intensify the activity of the river; d.b. attractive and beautiful; meet hygiene requirements; should not provoke aggression and violence (Sterkina, Asmolov); d.b. multifunctional; have pronounced didactic skills (sensory skills); to dispose to joint activities with the problems of the toy, which is currently being dealt with by a psychotic doctor. Science V. Abramenkova, she notes that most foreign-made toys are anti-toys that contribute to mental disorders in children, harming development and education. It is necessary to support domestic producers. A specialist from the laboratory of the Federal Institute for Educational Development is working on this problem. Doronova. Veraksa and Romanova note that modern, mostly foreign-made toys, turn a preschooler into a passive consumer because Everything in them is thought out to the smallest detail and the child does not have the opportunity to create his own imaginary world, but only to practice the operations laid down by the toy. In connection with the 5 educational areas in the Federal State
, one can consider the influence of certain toys on the development of children.
So, for example, for social communicative development, an attribute for plot-role-playing games is relevant: toys modules. layouts, large gaming equipment. For cognitive development - didactic toys. For speech, figurative toys and musical toys associated with movements are relevant. Psychologists have recorded that with increased interest in monster toys, the consequence is suicide in adolescence. Depending on the development of children and play activities, cubes - modules, toys - attributes for the plot are introduced into the objective play environment. role-playing games, large play equipment, stationary and removable models (depicts everyday life, work, nature, things). Mikhailenko, Korotkova:
markers of the playing space, i.e.
objects indicating the location of the event in which the plot develops; layouts – modules, i.e. a smaller copy of the same doctor’s office, car, etc.; layouts - maps depicting the territory. Thus, a toy
is an important object in a child’s life; it is an agent of adults in the subculture of childhood. Toys must meet most modern requirements in order to be successfully used in the upbringing, development and training of children. Toys are the vitamin center of play, a childhood companion and have a comprehensive impact on the development of the child.
23. Conceptual and theoretical foundations of interaction between family and preschool educational institution.
(Belaya, Doronova, Kupriyanova, Nikitina, Kudryavtseva, etc.).
A concept
is a system of views on a phenomenon.
The pedagogical concept
is a system of generalized views united by the leading idea. The family is unique and inimitable.
A family
is a social institution, a unit of society, characterized by the intimate nature of life and relationships.
The sociocultural family reproduces universal human values from generation to generation - and the overall viability of society depends on this (E.P. Arnautova, A.V. Dobrovich, V.K. Kotyrlo, S.A. Ladyvir, etc.). The purpose of the family is to raise children. The purpose of the kindergarten is to assist families in raising children. Interaction
is a way of organizing joint activities.
The factors
on which the impact of a family on a region depends are various: the status of a given family in society, the level of social culture of the society, typology, its microclimate.
Factors of family upbringing: - emotional, intimate nature of upbringing in the family, based on related feelings; constancy and the possibility of long-term educational influences of family members on the child; - the presence of objective opportunities for including preschoolers in different families. types of families:
complete complex (three generations);
completely changed (one of the parents is not related by blood); incomplete; complete prime (parents and ∆). There are three models of family education
:
Latin European, Scandinavian and Anglo-Saxon. The first 2 models
(
authoritarian style )
the pre-childhood period are considered as a subject of ped.
guardianship Relatives place certain expectations on the river, i.e. They guide him, plan his whole life, send him to specialists and teachers. Therefore, with these 2 models, the child stays briefly in the parental environment. Education is adapted not to the needs of the community, but to the needs of adult family members. These models are common in France, Italy, Finland, and Sweden. 3.
(
democratic )
considers the district as an independent developing Republic.
From birth, a person has rights and responsibilities, the right to the full realization of his individual capabilities. Parents understand that the nature of the doshas of childhood does not accept excessive care; they try to raise him in a family where he is provided with comfortable mental conditions and given positive freedom. The assistance of qualified specialists is used in accessible forms; the child spends 2-3 hours in public preschool institutions. Model characteristic of modern England, Canada, USA, Germany The following classification of families (G. Belov), characteristic of Russia, is relevant for pedagogy: 1. A prosperous family is a complete family, where relationships are built on the principles of cooperation ,
and a positive microclimate is characteristic.
2. A formally prosperous family - in which there are no traditions, the child’s life is organized without taking into account his needs and interests. Parents are extremely demanding of their children, and the microclimate is unstable. 3. Dysfunctional family. families as educational factors (T.A. Markova, O.L. Zvereva, T.A. Kulikova) A doctor’s family is his place of birth and his main habitat. The influence of the family on the region is specific and has a number of
features :
the influence of the family is based on special feelings. They provide an intimate and personal connection, unity with parents. Tenderness, affection, care, generosity, the ability to forgive - these feelings give the child a feeling of happiness, the joy of being. They prioritize home and family; the family is a group of different ages, so it has different values and ideals, but in a good happy family they are harmonized based on the creation of family traditions; a natural environment is created in the family for the inclusion of the district in various types of activities; The influence of the family on the region is constant, and its range is very wide. Educates family life, way of life, relationships between adults, traditions. factor in the formation of personality—awareness of oneself as a representative of a certain gender and mastery of appropriate role behavior. “
Educational potential of the family” V. Mudrik understands the educational potential of the family as socio-cultural, socio-economic, technical-hygienic, and geographical factors. I.V.
Fadeeva considers the concept of “educational potential of the family” from the perspective of a systems approach. includes social-psychic, cultural-value, pedagogical components. Social-psychic component – opportunities in shaping the child’s need for communication, level of self-affirmation; kul-tsenn – the family’s ability to form universal human values (ideological, philosophical, moral experience of the child); pedk – the family’s ability to raise a child, the ability to improve their own ped culture. The interaction between the preschool educational institution and the family is based on the following principles
: - trusting interaction.
Confidence of parents in the professional competence of the teacher; personal interest of parents; approach to parents as active subjects of the interaction process, as social customers; affirmation of parents' self-worth. General conditions of family education according to Makarenko A.S. this is the authority of an adult, the adult acts as a role model. – the method of consequences (I did something badly, needs to be corrected). of
work with families
:
Traditional parent meetings, conferences, open days.
Ped. consultations are one of the traditional forms that have been used in practice for a long time. Non-traditional forms
: family gatherings, evenings, vernissages, family day, helpline, weekend club, “Housewife” club, non-traditional holiday “My Genealogy”, envelope of revelations, library organization for parents, publication of a newspaper, magazine, creative organization workshops, studios, clubs, sections for parents and ∆.
Pedagogical diagnostics
of Kulikova using a complex of methods: surveys, interviews, questionnaires.
trainings, for example, “Do I know my child?” conversations, observations, parents writing an essay “My Child.” methods of studying the family according to the “Family through the eyes of a child” type I. Kutuzova, V. Arnautova, O. Zvereva, V. Dubrovich planned approach to interaction with the family. includes 6 stages: 1 joint search for problems in the development and upbringing of the child; 2- joint creation of a child’s portrait; 3-5 – cooperation and joint activities for the development and upbringing of the child; 6 – analysis of joint efforts. Federal State Educational Standard
on the interaction of preschool educational institutions with families.
In the general provision of the standard, one of the tasks that the standard is aimed at solving is the task of providing psychological and pedagogical support for the family and increasing the competence of parents in matters of development, education and strengthening the health of children. In the requirements for Obr Prog. in its organizational section of the program, it is indicated that conditions must be created for the participation of parents in educational activities. Among the psychological and pedagogical conditions, support for parents in raising children and the inclusion of families in educational activities stand out. Among personnel conditions. The provision of advisory assistance to parents and the organization of psychological and pedagogical support to families of children with disabilities is highlighted. T.O
: family is of great importance in the upbringing and development of a child. A child in the “kindergarten – family” system must have favorable conditions for full development.
24. Conceptual and theoretical foundations of preparing children for school.
In accordance with the draft Concept of Lifelong Education, dosh is related to the service sector.
At the border of these stages, it is important to prepare the child for the transition to new conditions of development and to facilitate adaptation to school. The “school-school” system
is a socio-cultural environment that is a way of forming a regional society.
The basic principle of building this system is continuity,
i.e. a joint form of activity that unites the links of the education system.
Continuity between kindergarten
and school is a two-way connection, implying, on the one hand, the focus of work in a preschool educational institution on the requirements of the school, and on the other side.
support of school teachers on the level of development that the child has achieved in kindergarten. Preparing for school
is the process of acquiring knowledge, achieving different areas of readiness for school.
Preparing children for school involves
: 1. Organizing educational work in a preschool institution, cat.
would ensure a high level of general development of children. 2. special preparation for mastering academic subjects at school.3. continuity of state standards and educational programs. The result of preparation is the child’s readiness for school - as an internal position aimed at mastering the achievements inherent in schoolchildren. “psychological readiness”, including intellectual, social, motivational, moral-volitional, personal, as well as a sufficient level of development of hand-eye coordination (L.A. Wenger, A.V. Zaporozhets, V.S. Mukhina, T.D. Martsinkovskaya, G.G. Kravtsov). “school maturity” level of morphofunctional systems, development of the eye, hands (M.V. Antropova, T.G. Beteleva, S.M. Grombach, etc.). T.N. Doronov's line of acceptance: - line of cognitive development of the doshas; — lines of formation of prerequisites for children’s education; — the line of development of the child’s self; - line of formation of communication qualities. Currently,
of target, content and organizational aspects of educational work with children of pre-school age
exist and are used in
practice . I. Concept named after. A.V. Zaporozhets. “readiness for school”
, linking the child’s level of development with the preparation process.
Two concepts are introduced - general and special readiness
.
General readiness is comprehensive: mental, physical, moral, labor, aesthetic. Special - development of speech, preparation for literacy, formation of the beginnings of mathematics, preparation for writing, formation of ideas about the environment. II.
Concept of children's education Art. dosh-go (Russian State Pedagogical University named after A.I. Herzen ).
the child’s initial competencies, considering them as integrative personal characteristics that determine his ability to solve a variety of accessible tasks of life. The authors of this concept include health-preserving, personal-social, educational-cognitive as the initial key competencies. The initial special ones include speech, literary, mathematical, environmental and artistic competencies. III.
The concept of organization, content and methodological support for preparing children for FIRO school under the leadership of T.N. Doronova. “general readiness” and recognize its importance as basic, fundamental.
It includes physical, personal, intellectual. IV.
Author's development of the Faculty of Preschool Education of the State Educational Institution of Higher Professional Education "MaSU" under the guidance of S.F. Bagautdinova. The readiness of a child for schooling is considered as the level of development of the child, cat.
ensures the sustainability and success of systematic learning. By general readiness for school, the authors understand a set of components: mental readiness (motivational, intellectual, emotional-volitional, readiness in the sphere of communication). General readiness ensures the success of the formation of general educational abilities, skills and methods of activity in primary school. Special preparation is the results of a special process for preparing children for mastering a primary school course, ensuring, among other things, general development. To implement a special sub-ki, the authors identify areas of the educational process of a preschool educational institution, successive with primary school subjects: speech development, introduction to artistic literature, development of elementary mathematical concepts, familiarization with the surrounding world , artistic creation development, musical development, introduction to work, physical development. V. Chumicheva Concept of designing a system of continuous preschool and primary education on an integrative basis
.
Readiness for school with t.z. integration of developed educational spheres. Integration of content includes, for example, visual - speech, art - music, technical and artistic - esthete, mathematical - information - environmental development, such integration allows us to provide conditions for the organization of cognition and the child’s mastery of basic categories. System “kindergarten - school”
Goal: to ensure the harmonious development of the child’s personality in the status of a school student.
The result is the child’s readiness for school – its optimal level. Contents: includes the process of preparing children in kindergarten and the process of teaching children in primary school. Features of 6-year-olds
∆.
The content is given in the works of Vygotsky, A.V. Zaporozhets, L.A. Venger, L.I. Bozhovich, Sh.A. Amonashvili, BC Mukhina, YaL. Kolominsky, E.A. Panko. Psychological laws include mature contradictions between the increased intellectual capabilities of the human race and specific ways of satisfying them. At the same time, the intellectual sphere of the region is already ready for systematic training and requires it. R-k is ready to accept the new social position of the school. An important feature of the psyche of Art. Dosh is a heightened sensitivity to the assimilation of moral and psychological norms and rules of behavior and to mastering the goals and methods of systematic training. During this period, a state of learning occurs in the r-ka. The role of an adult: taking into account the type of behavior ∆ in learning conditions - the predominance of a play situation, which in communication with adults often turns into a communicative one. The purely school type is found among ∆ very rarely, when the educational position predominates, and in the presence of an adult - the communicative one. The teacher’s task is to create favorable conditions for a pre-educational type, when in an independent classroom the play position predominates, and in a joint classroom with an adult, the educational position predominates. The adult helps the child to isolate the learning task and find a solution for it. Adaptation
is
the active adaptation of an individual to the conditions of the social environment and as a result of this. Adaptation to school education is
the process and result of the child’s body adapting to the conditions of the school regime;
the process of a child’s assimilation of communication experience and joint educational activities. Types of adaptation: 1. Physiological, 2. Psychological (covers all aspects of the child’s psyche: personal-motivational, volitional, educational-cognitive.). 3. Social or personal adaptation (related to the child’s desire and ability to accept a new role - a school student). BC Mukhina’s book “A Six-Year-Old Child at School” reveals the stages of
child adaptation.
N. Chutkina levels of adaptation. 1).
From 1.5 to 2 months.
- getting used to the school building, the teacher’s requirements, the presence of “school syndrome” (fear, anxiety). 2).
Up to 6 months
- adaptation to the internal routine of school life, regime, educational activities, external paraphernalia (bells, breaks, etc.). 3).
From 1.5 to 2 years - getting used to the position of the student, recognizing the educational activity as socially significant, increasing independence in completing tasks, the emergence of an emotionally positive, stable attitude towards the teacher.
The result of adaptation is an adapted system of personal qualities, skills and abilities, ensuring success in the child’s subsequent life activities at school. The success of adaptation depends on the correct ped. the position of the teacher, on the level of optimal preparation of children in preschool settings, on the interaction of kindergartens with school and family. Ped diagnostics:.
the function of determining the conditions most favorable to the further development of the child.
Monitoring levels of readiness involves the development of programs for the education and development of children, pedagogical correction of detected shortcomings. What is important is not the differences in existing levels of readiness, but the search for ways to develop them more effectively. THAT.
readiness for school is a holistic, multifaceted education, the result of which is the interconnection and integration of all components of readiness. Readiness is a dynamic and developing system where new qualities, properties, and traits emerge. School readiness is viewed not as an end result, but as a constantly evolving process. Diagnostics should represent the dynamics of changes in the development of all components.
25. Theoretical foundations for the implementation of the principle of continuity in the interaction of a preschool educational institution and school. Continuity
- connection between different stages or stages of development, the essence of which is the preservation of certain elements of the whole, or its characteristics during the transition to a new state.
Continuity of preschool and primary school
education - connection and agreement of each component of the educational system (goals, objectives, content, methods, environment, forms, organization), ensuring the effective progressive development of the district, its successful education and training at these levels of education.
In the methodological letter Min. RF Revision dated 03/25/94. “On the organization of interaction between educational institutions and ensuring continuity of pre-school and primary general education”, the basis for continuity
,
, which ensure mental readiness ∆ to master the primary school program. An important point in ensuring continuity is the development of parameters for the coordinated interaction of these stages of the assembly. As an example, let us give the parameters of continuity in the development
of children’s cognitive abilities (Fig. 1), developed in the study of E.N.
Rashchikulina. Continuity parameters:
Nature-appropriate: individual characteristics, inclinations;
age-related characteristics of developing cognitive ability; psycho. The new image is connected with the crisis of 7 years. Culturally compatible: the target has developed cognitive ability; Wed developed poznov capable; methods of development. bases of continuity 1. Development of curiosity in a preschooler as the basis of a future student; 2. Development of the child’s abilities as a way to independently solve creative (mental, artistic) and other tasks as a means to be successful in various types of activities, including academic ones. 3. Formir TV. imagination as a direction of intellect and personal development of a child. This will be ensured by the widespread use of plot-role games, drama games, construction, various types of artistic activities, and children's experimentation. 4. The development of communication - the ability to communicate with adults and peers, is one of the necessary conditions for the success of educational activities, which in essence are always joint, and at the same time the most important direction of social and personal development. The means of ensuring continuity are pedagogical technologies of continuous education, which necessarily include the designated grounds for continuity. The meaning of continuity
is to make the process of a child’s transition to school painless and easiest.
Pashkova M.M. aspects of continuity
: 1. Target (coordination of goals and objectives of education and training at individual stages of child development);
2. Content (providing “through” lines, content of repetitions, development of unified courses for studying individual disciplines in mathematics or native language); 3.Technological (educational and game activities); 4. Hygienic (cultural and hygienic skills must be maintained and improved at school. Ventilation, lighting, etc. must be observed); 5. Pedagogical aspect (individual approach to children, interaction between the teacher and the school teacher, also regarding the family and parents);6. Psycho (taking into account age characteristics, relieving psychological difficulties, adaptation, transition periods); 7. Management and structural organization (presence of general management, clear structure of the “kindergarten – school” complex). Objectives of succession of preschool educational institutions and schools: - to ensure a painless transition for children to school, the proper level of readiness of children for school; — the preschool child develops an emotional positive attitude towards school; - contribute to the continuous development of abilities, competence, possibly. child; — to ensure continuity in content, forms and methods between preschool education and primary general education. var interaction preschool educational institution: 1) General education education implements several general education programs: preschool education and elementary general, basic general, cf. general education, having received the appropriate license. 2) Primary classes of a general education institution are located in a preschool educational institution, which allocates the premises necessary for organizing the education and recreation of students. 3) Interaction of general educational institutions by combining them into complexes. The complex has its own name indicating its organizational and legal form and operates on the basis of its Charter. 4) Interaction between educational institutions is carried out on the basis of agreements concluded between them on cooperation in various areas of their mode of activity. At the stage of doshas, the emphasis is on the integration of the subject area of knowledge. Doshk obr is designed to provide awareness of the basic foundation of the child’s development - the formative basic cult of his personality. This will allow him to successfully master different types of activities and areas of knowledge at other levels of education. Forms of succession:
mutual visits to teachers' councils, family gatherings in preparation.
group, conversations between teacher and educator; mutual visits to children's holidays and concerts. A joint succession plan is being drawn up (methodological work, organizational pedagogical work, work with parents, nurturing children’s interest in school. In methodological work, mutual visits to classes, lessons, acquaintance, study of school and kindergarten programs, exchange of experience are useful according to continuity, compilation of psychological and pedagogical character for children, the relationship in the work of preschool and school psychologists, discussion of diagnostic results. Patronage includes the production of manuals, feeders. To cultivate interest, excursions to school. Diagnostics
-recognition. assessment of the effectiveness of pedagogical work with children to prepare them for school. The main function of diagnosis according to Gurevich K.M. is the function of determining conditions favorable to the further development of the child. Diagnostics should not be an end in itself, but help the psychologist to predict the further development of the content of methods of reproduction and development of children Many diagnostic methods have been developed. Manuals: Gutkina N.I. Mental readiness of children for school.-M, 1993.; Readiness of children for learning at school.-Troyan A.N. - Magnit.-83; Wenger L .A.
Is your child ready for school? - M.-1984.4 Preparing a child. For school: requirements and diagnostics. -Bagautdinova, Levshina, Stepanova.-Magu, 2010. To assess physical readiness, anthropometric indicators, the level of development of basic movements, physical qualities, performance, indicators of school maturity are summarized. The implementation of the continuity program “d/s and schools” is a condition for lifelong education. The problem of continuity remains a key issue in Russian education .
2013
Federal State general education. Conclusion
: “D/s-school” is a complex system designed to provide the child with a high level of readiness for school. The functioning and development of the system must be built on continuity. School readiness is a multifaceted phenomenon. Teachers must clearly understand the content side of readiness and master diagnostic skills. methods of working with children
Forms of communication between preschoolers and peers
In the period from 3 to 7 years, forms of communication with peers are observed, which are consistently updated from younger to older preschool age:
- Emotional-practical
- Situational business
- Non-situational business
Communication among younger preschoolers is stimulated by emotions or practical action. Kids can simply run up to each other with a joyful smile, and this is already a sign that they are interested in communicating. It is not so important how long their communication will captivate them. The emotionality of contact is valuable.
The children's joint actions are still short-lived. They can make Easter cakes nearby or roll cars. They can demonstrate how far they throw a ball or slide down a slide. However, the emotional-practical form of communication provides the basis for the formation of initiative in communication.
In middle preschool age, children's business communication actively develops. This is due to the fact that the role-playing game progresses story-wise. Preschoolers no longer play just side by side, but together, choosing more complex plots, distributing roles, and agreeing on the rules.
Some business qualities are demonstrated, but they are tied to situations. For example, a child may act as a strict controller in the game in accordance with the chosen role, but behave timidly in ordinary contacts.
Extra-situational relationships allow you to shift attention from the actions of the communication partner to the person himself. Unexpectedly, the preschooler begins to see his play partner as an interlocutor, a person with his own interests and preferences. Another thing is that the revealed personality traits can either please or repel. Both a boy and a girl can tell their yesterday’s friend that they no longer play with him, because he takes other people’s toys without permission, offends others, etc.
Among children, a preschooler acquires behavioral skills, learns mutual understanding, and discovers social values.
The behavior of peers serves as a kind of mirror, allowing the child to see himself from the outside. And developing social intelligence helps the preschooler to notice the nuances of facial expressions and statements that previously escaped attention.
Role-playing game
Role-playing does not evolve from one moment to the next. By the end of the second year, the child begins to consistently reproduce several interconnected actions: feeding the doll, putting it to bed, taking it for a walk. In the third year, he no longer feeds as before, but puts a plate in the doll’s mouth - and pours something into a cup, plate, uses a spoon, and washes the dishes. But the child’s actions do not always correctly reflect the real order. He can treat, feed and roll the doll in the car at the same time. A significant shift in play occurs at the end of the year, when the child gives the doll a name, addresses himself by the adult's name, and conducts conversation in the game both on behalf of the adult and on behalf of the doll. The doll becomes a substitute for a person for the child. Play actions performed with the doll are arranged in the correct order. Children reproduce experienced situations from memory and act in accordance with a preliminary plan.
Role-playing play, or, as it is also called, creative play, which manifests itself in preschool age, is an activity of children in which they take on “adult” roles and reproduce in play conditions the activities of adults and the relationships between them.
A child, choosing a certain role, has an image corresponding to this role - doctor, mother, daughter, driver. The child’s actions in the game follow from this image. The figurative internal plan of the game is so important that without it the game simply cannot exist. Through images and actions, children learn to express their feelings and emotions. In her game, a mother can be strict or kind, sad or happy, tender and loving. The picture is reproduced, learned and remembered. All children's role-playing games (with very few exceptions) are filled with social content and serve as a means of entering into the fullness of human relationships.
In role play, children reflect their environment and its diversity; they can act out scenes from family life, relationships with adults, work, and so on.
By playing together, children learn the language of communication, mutual understanding, mutual assistance, and learn to subordinate their actions to the actions of other players.
Communication plays an important role in the mental development of a child. In the process of communication, the child receives information about objects and phenomena of the surrounding world, becomes acquainted with their properties and functions. In the process of communication, the child acquires interest in learning. Through communication with other people, he learns a lot about the social environment, norms of behavior in society, his own strengths and weaknesses, and other people’s views on the world around him. Through communication with adults and peers, the child learns to regulate his behavior, make changes in his activities, and correct the behavior of others. Communication develops and shapes the emotional sphere of a preschool child. The entire spectrum of specifically human emotions arises in connection with a child’s communication with other people. One of the most effective means of communication in early and preschool childhood is play. The example of adults, successes in general development and especially in the development of speech, the ability to coordinate their actions and movements with other children, contribute to the fact that children in the second half of the third year of life, in addition to playing next to each other, have joint games and positive relationships outside the game .
As a result of the study, it was found that in the communication of a preschool child it is very important both with adults and with peers. In joint activities, the child masters methods and techniques of action, becomes familiar with patterns of behavior and attitudes, learns to act independently, taking into account growing capabilities, and strives for a better result. The results of learning, which often requires constant interaction between children and adults, depend on how children communicate with each other. In turn, the progress and success of learning constantly and inevitably influences communicative and linguistic activity and many features of children’s communicative activity. An important condition for the successful formation of a culture of verbal communication and behavior in preschoolers is the appropriate stimulation of their emotional sphere, which is expressed in whether the child can empathize with others, feel the pain or joy of others; find common ground and interact with others; achieve success by coordinating your interests with the interests and needs of others, etc. One of the most effective means of communication in early and preschool childhood is play. The event of the performance is symbolic in nature. When playing, a child, performing one action, implies another, performing one object - another. Without the opportunity to work with real objects, the child learns to simulate situations using substitute objects. In-game item substitutes may bear very little resemblance to the real thing. By playing together, children learn the language of communication, mutual understanding, mutual assistance, and learn to subordinate their actions to the actions of other players. Communication plays an important role in the mental development of a child. In the process of communication, he/she receives information about objects and phenomena of the surrounding world, becomes acquainted with their properties and functions. In the process of communication, the child’s interest in learning awakens. By communicating with other people, he/she learns a lot about the social environment, norms of behavior in society, his/her own strengths and weaknesses, and other people’s views on the world around them. Through communication with adults and peers, the child learns to regulate his behavior, make changes in his activities, and correct the behavior of others. Communication develops and shapes the emotional sphere of a preschool child.
Forms of communication between children and adults
Communication with adults is, in essence, interactions in the “zone of proximal development,” since a preschooler uses his potential and fills in the blank spots in his knowledge.
Starting from the age of 3, the baby becomes an active explorer of everything around him.
The need for cognitive activity and the desire to get answers to puzzling questions directs him to his parents or other significant adults. Interaction takes on an extra-situational character and is realized in two forms of communication that follow each other.
Extra-situational-cognitive communicative form
Communication can be situational in nature, and the child may ask to draw the same bunny that he has in his hands. But increasingly, interest goes beyond situations. The preschooler asks where the bunny lives, if he has a house, and immediately continues to ask questions about all the animals he knows.
An adult is an expert for a child who knows everything and can do everything. The kid accepts any answer. Often these answers are presented in a fantasy or fairy tale context. And how else can a child answer the question in style, does the Bear sing songs to her Little Bear?.. Nevertheless, the preschooler satisfies his current cognitive interest.
Cognitive communication with an adult gives the child real ideas about the world and expands his understanding of the cause-and-effect relationships between surrounding objects and phenomena.
Extra-situational-personal form of communication
The older a preschooler gets, the more he understands that the social environment is much wider and more diverse than his usual environment. The child realizes that he needs to learn how to behave and act correctly in different situations. Moreover, he sees the different behavior of his peers, which leads him to the conclusion that not everyone behaves as they should.
The preschooler has questions for elders in order to understand the meaning of relationships between people. To some extent, the older preschooler checks his point of view to see whether it coincides with the position of the adult. This is how generally accepted social norms are assigned.
By talking with adults, the child learns standards of expression and behavioral cultural norms. The preschooler begins to develop his own authorities. To understand a certain situation, he increasingly turns to the adult whom he considers most competent in this matter.
Features of the development of preschool children
An adult should encourage the child’s cognitive activity, develop the desire to observe, compare, and explore the properties and qualities of objects. Together with children, the adult experiences a sense of wonder, the joy of learning about the world, and stimulates new discoveries with his questions.
In preschool age, interest in communicating with peers develops, new opportunities open up for children to develop a friendly attitude towards others and emotional responsiveness, without which proper social development is impossible. In order for a child to be able to take into account the feelings and interests of other people in his behavior, he must first learn to be sensitive to his educators - parents, teachers, peers.
The ability of an adult to convey his feelings and evoke an emotional response in a child is a necessary condition for awakening empathy. An adult shows children an example of human, kind behavior towards others: how to console, treat, ask, help the offended. It helps children see the vivid emotional state of people in gestures and facial expressions. The consent of an adult supports the desire for positive actions and contributes to the formation of positive self-esteem, which the child begins to appreciate.
Children aged 3-4 years are mainly “actors”, not observers. Active, varied activities are necessary for their development.
Communication skills are a person’s ability and ability to communicate with people on whom his success depends.
The main personal manifestations that make up communicative potential include: the level of need for communication; its localization; having an attitude to communicate with others; features of emotional response to a partner; a person’s own well-being in a communication situation, as well as communication skills.
Accordingly, communication skills are those skills that can and should be developed. In other words, it is necessary to teach children the ability to communicate, to teach a culture of communication. And it is necessary to begin teaching children the basics of communication as early as possible, using various methods and techniques.
Every adult, be it a parent or a teacher, must remember that when we communicate with a child, we have a special responsibility for building interaction, because it is through communication that the child perceives and internalizes his behavior patterns.
An adult who is a very competent communicator is likely to become a role model for a child. This is not just an example to follow. Perceiving these norms and the style of interaction, of which an adult is an example, the child accepts them as natural and builds his own style of communication on their basis.
A child learns everything from communication with adults, the early experience of a preschooler creates the background that leads to the development of language, the ability to listen and think prepares the child to discover the meaning of words.
However, the tasks of the communicative development of a preschool child are not limited to the ability to understand the elementary facts of sound speech and verbalize thoughts. A child should be taught not only to answer an adult’s questions, but also to ask them, to speak proactively, to establish interaction, to establish trusting, personal, emotionally positive contact with others, to argue politely, and to have a meaningful conversation.
It is well known that all types of children’s activities, including learning, and their communication with other people in life are closely intertwined and, in fact, cannot exist separately from each other. The outcomes of learning, which often require constant interaction between children and adults, depend on how children communicate. The progress and success of learning, in turn, constantly and inevitably affects the communicative and linguistic activity of children and many features of communicative activity.
An important condition for the successful formation of a culture of verbal communication and behavior in preschoolers is the appropriate formation of their emotional sphere, which is expressed in whether the child can empathize with others, feel the pain or joy of others; find common ground and interact with others; achieve success by balancing your interests with the interests and needs of others, and so on.
Of course, not all communication with a child leads to a successful result, but only that which is organized in accordance with moral principles. It must be accompanied, on the one hand, by cultivating attention to other people, and on the other, by providing the necessary knowledge about the culture of human communication.
It is known that it is impossible to teach children to communicate without involving them in interaction with each other, without conditioning speech action and behavior with any other activity (play, practical, cognitive, etc.); without specifying the communication situation, without creating in each child the need and motivation to participate in it.
The child’s interlocutors should be both children and adults, but it is especially important and necessary that the child rotate among peers so that he gets ample opportunity to communicate with children, play, exchange thoughts and feelings, and thus develop his language.
Mental and verbal communication between children and adults can in no way replace the companionship of the children themselves.
Children never talk so much, willingly and freely about everything that worries them, as in children's society, provided, of course, that this society is characterized by long-term acquaintance and common interests. And if such conditions are not created by themselves in the lives of our children, then it is the duty of us, adults, to create them. Verbal communication between an adult and a child will be complete only when the latter sees in an adult a comrade who shares common interests with him, a friend whom he loves, to whom he trustingly opens his soul, his thoughts, feelings and desires.
The child will come to him with all his joys and sorrows, will tell him about everything he has experienced, seen and heard, will show everything, every creation of his hands: work, drawing, and an experienced teacher treats everything with interest, uses everything in a natural conversation, complete exciting interest for both parties, for the development of mental powers and the inextricably linked children's language.
Some features of personal communication
The desire to communicate with adults largely depends on the personal expectations of the preschooler. If a child has a predominantly positive experience of previous contacts with specific adults, he is drawn to them. Conversely, negative impressions cancel out the desire to communicate. Some grandmothers wonder why their grandchildren are so reluctant to visit them. They don’t even notice how zealously they protect the inviolability of their shelves, how strictly they reprimand the child when he violates the usual order in their apartment.
Personally, a preschooler needs warm emotional connections and adults to be interested in him, his activities and skills. The child expects support and empathy, he is sensitive to praise. This does not mean that children should be praised. But there will always be achievements worth celebrating.
It is curious, but the following phenomenon is observed: loving parents and grandparents always find a reason to support and praise the child. If there are no warm feelings, the child is often scolded and his mistakes pointed out rather than supported.
Children are attracted to the positive emotional content of relationships with significant adults. This is the favorable background against which cognitive and personal communication is successfully implemented.
