Joint activity is... Forms, goals, conditions and results of joint activity

Organizing joint activities is a process that involves interaction in a team. Let's look at this issue in more detail. The child’s success in adulthood, his ability and desire to work in a team, and, consequently, career advancement depend on how well the interaction is formed in childhood. Considering the relevance and importance of this issue, let us dwell in more detail on establishing relationships between children and their parents, as well as within the children's team (in a group of a preschool educational institution, at school).

Structure

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Collaborative activity is a system in which several elements can be distinguished.

• The first circle consists of a morning greeting, during which news is exchanged and work is planned for the coming day.
• Group work involves joint and individual activities between adults and children.
• Theatrical performances, role-playing games.
• Holidays, entertainment.

Joint activity is the involvement of parents in the educational process, the creation of books, greeting cards, and other joint activities.

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JOINT ACTIVITY OF AN ADULT AND A CHILD

JOINT ACTIVITY OF AN ADULT AND A CHILD

It should be noted that the activities of two or more participants in the educational process (adults and students) to solve educational problems in the same space and at the same time presuppose individual, subgroup and frontal forms of organizing work with students.

This activity is distinguished by the presence of a partner (equal) position of an adult and a partner form of organization (the possibility of free placement, movement and communication of preschoolers in the process of educational activities).

The most suitable form is -

creative workshop.

Why a creative workshop?

Because: rapprochement with parents of pupils, rapprochement of the soul and mind of people involved in the child’s life,

The creative workshop provides just such an opportunity.

The creative atmosphere of meetings encourages you to open up, share your knowledge and learn from others, as well as get to know your child, his abilities, and gives you the opportunity to be proud of him.

The creative union of parent and child, their close communication in a creative atmosphere where their talents are revealed, where they learn from each other, provide an opportunity to look at the relationship with their child in a new way.

Teachers, in turn, show the child’s capabilities in acquiring knowledge, skills to communicate with adults and peers, achievements or difficulties that a particular child has, and ways to correct them.

The task of adults is to build relationships with parents in a constructive way, to provide them with support and assistance.

Thus, a creative workshop, as one of the forms of interaction between a kindergarten and parents, helps not only to establish emotional contact, but also to improve child-parent relationships, based on substantive joint activities, but also to become a kind of bridge from children to parents, from parents to children, from teachers to parents and children, where their talents are revealed, where they learn from each other, and provide an opportunity to look at the relationship with their child in a new way.

For example, he occupies a common table, at which children sit at will and communicate freely with each other. Having lost interest in the common cause, the child is free to get up and do what interests him. The behavior of mothers or grandmothers (and in most cases they are the ones present at such meetings) is predictable: “Sit down and finish it!”

It is important for parents to explain that the main thing is for the child to feel

comfortable. And if the mother continues to do the common thing, she can attract the child’s attention at the following stages: “Look how wonderful it is! Do you want us to finish the craft together?” etc.

Such meetings help adults understand that children have the right to work at their own pace. If the child is alone, he is often urged: “Why are you delaying? Paint (paste, cut, sculpt, draw) faster!” When he works and creates among his peers, the pace is completely different. And sometimes slowness becomes an impulse for creativity. In addition, working at a slow pace gives you a chance to learn to plan: I will do this now, and this tomorrow.

During joint activities

“Evening workshops” create a game situation in which preschoolers and their parents are invited to master various techniques for creating crafts, paintings, and books in a playful way.

While studying the proposed topic, children and parents exchange information about the technology for creating a particular product and enrich their active vocabulary during games. Parents observe and participate in their children’s activities, getting an idea of ​​the variety of didactic games aimed at developing the child’s speech.

The friendly atmosphere of a family evening evokes unique emotions from joint creativity, during which a whole range of tasks are organically and imperceptibly solved:

1. Educational:

- development in children of ideas about the characteristic features of animals, the mood of people, families;

— enrichment of the active vocabulary with words from thematic groups in accordance with the topics “Animals”, “Family”,

“Fairy tales” development of the grammatical structure of speech;

- introducing children to art, developing aesthetic taste, perception of beauty;

— formation of skills in creative activities;

— enrich the emotional joint experience of family members, teach skills of interaction between them through joint activities.

2. Developmental:

— development of mental processes: attention, memory, thinking, perception, as well as arbitrariness of attention and activity;

— development of communication skills, skills of partnership with adults;

— develop children and parents’ interest in spending time together;

3. Educational:

- fostering a sense of camaraderie and a desire to help;

— formation of motivation for joint activities;

— nurturing love for the natural world, family and the man-made world;

— to develop in parents confidence in their own pedagogical capabilities, the ability to know and understand their children;

— to unite parents and children, to ensure that children understand their parents, and parents understand their children.

4. Health-saving:

— creating a friendly, emotionally rich atmosphere of joint creativity between children and adults, an atmosphere of joy and kindness, creating a sense of group unity;

- development of general and fine motor skills. In addition, the following educational areas are implemented in this joint activity: social and communicative development; cognitive development; speech development; artistic and aesthetic development;

physical development.

To successfully fulfill health-improving and educational tasks, compositional techniques of health-saving technologies are included in the activities.

Various forms were used in creative workshops. Finished works: books, paintings, crafts, drawings “live” in the group, decorating the halls. The books received great interest among children, parents, and teachers. After all, you can look through them, take them home and tell your family how they spent the summer, who had their favorite toy, what sports a friend’s family does, etc. The books were used by children, parents and teachers of other groups.

Through the use of the book, important speech tasks are performed:

development of free communication with adults and children, mastery of constructive ways and means of interaction with others;

development of all components of children’s oral speech (lexical side, grammatical

the Chinese structure of speech, the pronunciation side of speech; coherent speech - dialogical and monologue forms) in various forms and types of children's activities;

practical mastery of speech norms by students.

Even if this is the creativity of the parents, but the main character of all this is the child. Everything for him and for his sake!

Thus, the system of joint work with children and parents, created by me in close collaboration with my colleagues and parents, will further develop and improve. It will allow us to successfully resolve issues of children’s health, because “the greatest human asset in life is health and mind” (from the commandments of the Buddha).

Bibliography

1. Belonogova, G. Pedagogical knowledge for parents / G. Belonogova, L. Khitrova // Preschool education, 2013. - No. 1. — P.82-92.

2. Agavelyan, M.G. Interaction of preschool teachers with parents / M.G. Agavelyan. —

M.: TC Sfera, 2009. - 128 p.

Nature of the relationship

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The final result—the formation of a developed personality—depends on the interest of parents in the development and upbringing of their children. Organizing joint activities is a complex process, the success of which depends not only on adults, but also on the desire of children to be involved in the process.

For example, you can consider joint participation in competitions, promotions, and exhibitions. The forms of joint activities depend on the age of the children, as well as on the availability of free time for the parents. An excellent option for establishing relationships is the improvement of local areas.

In preschool institutions, through joint integration of work planning in different areas, favorable social and emotional conditions are created for a child’s comfortable stay in kindergarten.

Basic forms of joint activities of adults and children

Shelkovnikova Elena

Basic forms of joint activities of adults and children

Report

Basic forms of joint activities of adults and children

Completed by: teacher Shelkovnikova E.V.

Content

Introduction…. ….3

The main forms of joint activities of adults and children.... …5

Conclusion…. …9

Bibliography…. ….eleven

INTRODUCTION

Joint activity is an activity carried out by two or more participants, each of whom performs a function in it that is different from the others. For the mental development of a child, the most important thing is his joint activity with an adult . In joint activities with an adult, a child is able to perform those actions that he cannot yet perform independently.

Thus, the family and the children's educational institution simultaneously begin to act as a kind of school for the child to develop the ability to cooperate with adults and peers.

Cooperation is communication “as equals”

, where no one has the privilege to indicate, control, evaluate.
In the space of a child-adult community, any activity (game, cognitive, creative, communicative)
becomes developmental.

Emotional, effective involvement in the affairs of another person, active help, sympathy, empathy is the complicity of an adult and a child . Collaboration recognizes the need to work not only with the other, but also for the other. On this basis , mutual trust, respect for each other, affection, friendly feelings and other unifying relationships arise in the team. The principle of cooperation in education is implemented:

— The teacher’s special focus on a personal approach and cooperation strategy;

— Collective organization of activities , when the team acts as a guarantor for the manifestation of the capabilities of each individual;

— Dialogic interaction (exchange of intellectual, moral, emotional, social values);

— The predominance of sympathy in interpersonal relationships.

The content of cooperation between a children's educational institution and students' families includes three main areas :

1) psychological and pedagogical education of parents;

2) involvement of parents in the activities of the educational institution;

3) participation of families of pupils in the management of the educational process in an educational institution.

The essential features of joint activities of adults and children - the presence of a partner position of an adult and a partner form of organizing activities .

The partner position of the teacher presupposes the adoption of a democratic style of relations.

Partners are always equal participants in the business, bound to each other by mutual respect.

The situation in the process of joint activities is as close as possible to the situation of a “round table”

, inviting equal participation in work, discussion, research, free communication is allowed (work buzz, children can discuss work, ask each other questions, etc. Free placement of
children and movement in the process of activity .
The partner position of the teacher presupposes the adoption of a democratic style relationship, and not the authoritarian one associated with the teacher’s position.

Characteristic features of joint activities are :

• contact between its participants, ensuring the exchange of actions and information ;

• understanding by all participants of the meaning of the activity , its final result;

• the presence of a leader who organizes joint activities and distributes responsibilities in accordance with the capabilities of its participants;

• the emergence and manifestation of interpersonal relationships in the process of activity , the nature and coloring of which influence the achievement of the final result.

MAIN FORMS OF JOINT ACTIVITY

ADULTS AND CHILDREN

Story game

Goal: for the child to master the dual system of means for constructing play activities .

Objectives: gradual transfer to children of gradually more complex ways of building a game.

Specifics of gaming activity (its “substitute”

character) requires the child to simultaneously master the dual system of means of its construction.
The child must learn not only to perform a conditional play action, but also to designate an imaginary phenomenon or event. The formation of play activity involves the gradual transfer to children of gradually more complex ways of constructing a game. At younger preschool ages this is role behavior, and at older ages it is plot development. The transfer of methods for constructing a game to children is carried out in their joint play with an adult , where the latter acts as a partner, a living carrier of the formed method in its entirety.
Game with rules

Goal: for the child to master the system of means for constructing play activities .

Objectives: gradual transfer to children of gradually more complex ways of building a game.

Productive activity

Goal: mastery of the child by representing (modeling)

types
of activities .
Tasks: creative work aimed at obtaining a substantively designed result that corresponds to one degree or another to the initial concept of the game.

Productive activities differ significantly from story-based play. The content offered an adult child for the implementation of pedagogically targeted productive activities can be divided into four types: work on samples, work with unfinished products, work on graphic diagrams, and work on a verbal description of the goal.

Cognitive and research activities

Goal: expand children's understanding of the world around them .

Objectives: children mastering characteristic ways of organizing experience.

As the child’s psychophysiological functions develop, cognitive and research activities become more and more complex. The development of perception, thinking, and speech enables the child to shift from studying the things immediately surrounding him to more abstract objects. Natural forms of cognitive and research activity of a preschooler are direct actions with objects and verbal forms of research . Starting from early preschool age, in cognitive and research activities , the child not only expands his ideas about the environment, but also masters the ways of organizing experience characteristic of a given culture, which allows him to have fairly holistic ideas about the world around him at an older preschool age.

Reading fiction

Goal: to activate the child’s imagination, expand awareness of the world, of phenomena not given in direct observation and practical experience.

Objectives: children mastering models of human behavior, intuitively and emotionally grasping a holistic picture of the world.

Fiction is a universal developmental educational tool, thanks to which the child goes beyond the limits of directly perceived reality. Thanks to reading fiction, a child masters models of human behavior, intuitively and emotionally grasps a holistic picture of the world, and masters a rich language environment. Conventionally, the functions of fiction can be divided into two large classes: cognitive-moral and aesthetic functions. The principle of selecting literary texts is that they provide a semantic background and a significant incentive for the implementation of productive, cognitive, research and gaming activities .

Game library

Goal: to introduce the child to playful interaction, to develop curiosity and initiative, to provide conditions for individualization in the process of cognitive development.

Tasks:

1. enrich the mathematical concepts preschool children

2. develop children’s in the process of cognitive activity ,

3. expand the scope of application of mathematical concepts in situations of cognitive-game communication,

4. update communication skills.

Search and research laboratory

Goal: to create conditions for the development of curiosity, initiative and independence in the process of cognitive activity , to enrich partner and independent search activities .

Tasks:

1. develop the perception and observation skills preschool children

2. stimulate the development of analytical skills (establishing cause-and-effect relationships,

3. expand the scope of application of search activity in solving problem situations,

4. develop heuristic ways of understanding the environment,

5. enrich educational and research communication with peers.

Invaluable assistance in the assimilation of cultural and scientific values ​​and ways of knowing is provided by children's with the discoveries of humanity. A number of such discoveries then become the subject of special study by scientists - mathematicians, astronomers, geographers and others.

Project activities

Goal: development of social and communication skills and attitudes of tolerant communication between children and peers and adults during MINI and MEGA projects.

Tasks:

— organization of educational work to develop communicative culture skills in preschoolers during the organization of project activities using fairy tales and performing creative tasks for them;

— development of a universal model of educational work of an educational organization during training for teachers on the formation of social and communicative skills and attitudes of tolerant communication with peers and adults in ;

— organizing and holding creative meetings in the parents’ club in order to create conditions for the active participation of parents in MINI and MEGA projects aimed at developing in children attitudes of positive communication with peers and adults through family education.

CONCLUSION

Research results indicate that preschool age is associated with the child’s need for friendly attention and respectful attitude on the part of an adult in cooperation with him. The optimal form of organizing cooperation is joint partnership between an adult and a child . Joint activities involve individual, subgroup, and group forms of work with children and are carried out both in the form of educational activities and in the form of educational activities carried out during scheduled moments.

At the same time, the joint activity of an adult and a child is not only a stage in the development of any type of activity , but also a special system of relationships and interaction. It is important to organize conditions for the successful development of a child in kindergarten. It is very important that there is child-teacher-parent communication. Joint events , such as open classes, holidays, and the design of wall newspapers are of great importance .

In preschool age, very often mothers and fathers do not find enough time to work together with their children : work and household chores take up a lot of time and effort. Most often, when parents come home, they turn on the TV or tablet for their child and are glad that the baby does not interfere with their business. Dr. Komarovsky said in one of his interviews: “A tablet will not teach a child to jump, run, fight or fall. It will only create the illusion of these skills.” Also, smart technology will not teach logic, attention, will not develop memory, motor skills, or form imagination . Children need to be taught , taught in the process of joint activity , showing the kids the algorithm of one or another type of activity . It is not without reason that psychologists and teachers unanimously claim that joint creativity between children and parents forms good trusting relationships between them, has a positive impact on the development of the child and teaches him to cooperate. The creative process stimulates the all-round development of the child. Motor skills are improved, imagination is formed , and creative potential is revealed.

It is in joint activities that the foundation of respect for people is laid , since the adult demonstrates respect for the child and his activities . Also, in the process of joint activity, children and parents develop the ability to understand each other without words, support each other morally and develop interest in work, even if it doesn’t work out. The child gains confidence that everything will work out, you just have to learn. And adults , working together with children, have the opportunity to understand the child’s problems, his inner world, his perception of the world around him, and teach him to think.

Remember that your support, dear parents, develops independence and lack of anxiety in your child. When completing a new task, parental support stimulates children's desire to be active . And the active activity of the child contributes to the formation of motivation for knowledge and creativity. Organize joint activities with your children , invent, fantasize, design, draw and your child will grow up to be an interesting person of whom you will be proud .

Bibliography:

1. Averin V. A. Personality psychology: Textbook. – St. Petersburg: Publishing house of Mikhailov V. A., 1999. – 89 p.

2. Kasimova E. G. Psychology and pedagogy of communication: textbook. – Ufa., 2013.- 112 p.

3. Smirnova E. O. Child psychology: Textbook. For students Higher Ped. Textbook Establishments. — M.: Humanite. Ed. VLADOS Center, 2003. - 368 p.

4. Maruseva I. V. Modern pedagogy (with elements of educational psychology)

: textbook for universities. - M., Direct Media, 2015. - 624 p.

5. Internet resources.

Achieving results

How to get the desired result of joint activities? For this, it is important to study the patterns of development of each child. It is necessary to provide optimal conditions for him: to strengthen physical and mental health.

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The joint activities of people: teachers, psychologists, parents make it possible to create optimal conditions for the educational process. The involvement of mothers and fathers in the activities of a group or class is a way of establishing relationships with their children. This stage is especially important during adolescence, which will be discussed later.

The process of joint activities involves the organization of informal meetings and pedagogical education of parents. For example, additional services may be provided within the school: study groups, interest clubs. To achieve the desired result, it is important to ensure the quality of the educational process.

Joint activity of children and adults is one of the forms of organizing the educational process

Joint activity (in developmental psychology) is an activity carried out by two or more participants, each of whom performs a function in it that is different from the others. For the mental development of a child, the most important thing is his joint activity with an adult. In joint activities with an adult, a child is able to perform those actions that he cannot yet perform independently. They form the child's zone of proximal development.

Joint activity is the relationship between two phenomena - interaction and mutual relations, which are highly dynamic and procedural (E. V. Shorokhova).

Thus, modern approaches to organizing the educational process define the partnership position and partnership activities of the teacher with children as the basis of continuous direct educational activities in a preschool organization as a necessary requirement for the implementation of the Federal State Educational Standard for preschool education.

Interaction is a way of organizing joint activities, which is carried out on the basis of social perception and through communication.

The result of interaction is certain relationships that depend on the relationships of people and on the position of those interacting. Moreover, if interaction is carried out in conditions of openness on both sides, when no one’s freedom is infringed, it serves to demonstrate true relationships.

Thus, the family and kindergarten simultaneously begin to act as a kind of school for the child to develop the ability to cooperate with adults and with peers.

Cooperation is communication “as equals”, where no one has the privilege of specifying, controlling, or evaluating.

The content of cooperation between an adult and a child is their event, participation, consciousness, co-creation.

An event is both a significant phenomenon in a person’s life and a compatibility (event) of what is happening for people. In the space of a child-adult community, any activity (game, cognitive, creative, communicative) becomes developmental.

Emotional, effective involvement in the affairs of another person, active help, sympathy, empathy is the participation of an adult and a child. Collaboration recognizes the need to work not only with the other, but also for the other. On this basis, mutual trust, respect for each other, affection, friendly feelings and other unifying relationships arise in the team.

Joint activity also presupposes consciousness . A child and an adult have equal rights and are valuable in themselves as participants in the dialogue of cultures. Consciousness

- this is the identification of two equal knowledge systems, thanks to which mutual enrichment occurs. The formation of value orientations and life goals are creative acts, i.e. they are accomplished in the co-creation of a child and an adult.

The goal of cooperation between teacher and student is not at all the formal establishment of equality and not the mechanical addition of the contributions of participants in joint activities.

The principle of cooperation in education is implemented in:

— The teacher’s special target orientation towards a personal approach, a strategy of cooperation;

— Joint life activities of adults and children based on intersubjective communication;

— Collective organization of activities, when the team acts as a guarantor of the manifestation of the capabilities of each individual;

— Dialogic interaction (exchange of intellectual, moral, emotional, social values);

— The predominance of empathy in interpersonal relationships.

The content of cooperation between preschool educational institutions and families of pupils includes three main areas: 1) psychological and pedagogical education of parents; 2) involvement of parents in the activities of a preschool educational institution; 3) participation of families of pupils in the management of the educational process in preschool educational institutions.

Specifics of organizing the educational process in preschool educational institutions based on the Federal State Educational Standard

Joint activity of adults and children is the main model for organizing the educational process of preschool children; the activity of two or more participants in the educational process (adults and students) to solve educational problems in the same space and at the same time. It is distinguished by the presence of a partner (equal) position of an adult and a partner form of organization (the possibility of free placement, movement and communication of children in the process of educational activities). It involves individual, subgroup, frontal forms of work with students.

The essential features of joint activities of adults and children are highlighted - the presence of a partner position of an adult and a partner form of organizing activities, by which we mean such factors as cooperation between adults and children and the possibility of free placement, movement and communication of children.

To organize a modern NNOD, the teacher needs to rebuild the style of behavior. The partner position of the teacher presupposes the adoption of a democratic style of relations, and not the authoritarian one associated with the teacher’s position. What does it mean to be a partner with children?

A partner is always an equal participant in the matter and as such is bound to others by mutual respect.

Adult - partner, next to children (together), in a single space (for example, sitting in a circle with children at a common table)

The position of an adult is dynamic (he can change positions with his work if he sees that someone especially needs him); at the same time, all children are in the field of view of the teacher (and each other). The situation in the process of joint activity is as close as possible to the situation of a “round table”, inviting equal participation in work, discussion, research, free communication is allowed (work buzz), children can discuss work, ask each other questions, etc. Free placement of children and movement during activities is encouraged.

The partner position of the teacher presupposes the adoption of a democratic style of relations, and not the authoritarian one associated with the teacher’s position.

There must be mutual respect between teachers and children. Respect is a necessary element in the community that the kindergarten group is. We set an example of mutual understanding, respect and care for each other, which they expect from children. The amount of respect children feel from others is a key factor in their development of self-esteem. And self-esteem, in turn, lays a strong foundation for positive relationships with other children.

The organization of joint activities between adults and children should extend both to routine moments and to all direct general educational activities.

When it comes to the joint activity of an adult and children in the process of direct educational activities and routine moments, it is necessary to remember the main theses of organizing partnership activities between an adult and children, which N. A. Korotkova points out: the teacher’s involvement in activities on an equal basis with children; voluntary participation of preschoolers in activities (without mental and disciplinary coercion); free communication and movement of children during activities (subject to the organization of the workspace); open time end of activity (everyone works at their own pace).”

Cooperation, thanks to which mutual understanding, sympathy and harmony develop, so necessary in the formation of an ecological culture, can most effectively manifest itself in the repeated joint activities of the teacher and children, united by the achievement of a common goal. Characteristic features of joint activities are:

· contact between its participants, ensuring the exchange of actions and information;

· understanding by all participants of the meaning of the activity and its final result;

· the presence of a leader who organizes joint activities and distributes responsibilities in accordance with the capabilities of its participants;

· the emergence and manifestation of interpersonal relationships in the process of activity, the nature and coloring of which influence the achievement of the final result.

Openness

Considering some of the conditions for joint activity, let us first focus on openness. Cooperation between parents, teaching staff, and children is expected when working on some common project. For example, in preparation for the New Year's party, each of them receives a specific task, and the final result depends on the quality of execution.

Thanks to the openness of the system, a connection with society is achieved; the child does not have problems communicating with peers, as well as with older people.

Involvement of the family in the life of a preschool or school institution, continuity, equal requirements from the educational institution and parents - all these are means of forming a harmoniously developed personality. Only with this approach is the goal of joint activity achieved.

The state of joint activities of children and adults organized at school.

The criterion on the basis of which this analysis is carried out is the presence at school of interesting, event-rich and personally developing joint activities of children and adults.

The analysis is carried out by the deputy director for educational work, class teachers, high school students and parents who are well acquainted with the activities of the school.

Ways to obtain information about the state of joint activities of children and adults organized at school can be conversations with schoolchildren and their parents, teachers, leaders of student self-government, and, if necessary, their survey. The results obtained are discussed at a meeting of the methodological association of class teachers or the school’s pedagogical council.

Attention is focused on issues related to (Note: from the questions proposed below, only those are selected that will help analyze the work done, described in the relevant modules of the school education program):

— the quality of school-wide key activities;

— the quality of joint activities of class teachers and their classes;

— the quality of extracurricular activities organized at school;

— the quality of implementation of the personal development potential of school lessons;

— the quality of student self-government existing at the school;

— the quality of children's public associations operating on the basis of the school;

— the quality of excursions, expeditions, and hikes conducted at the school;

— the quality of the school’s career guidance work;

— the quality of work of school media;

— the quality of organization of the school’s subject-aesthetic environment;

— the quality of interaction between the school and the families of schoolchildren.

The result of self-analysis of educational work organized at school is a list of identified problems that the teaching staff will have to work on.

Some advice for mothers from psychologists

It is very difficult for a modern woman these days. She must manage to be a full-fledged housewife, a caring wife, and also a loving mother. After finishing the working day, she needs to move on to the second “work shift” in her house: prepare lunch, check the children’s homework, clean the house, wash the clothes, and pay attention to her husband. So women experience constant stress due to lack of time. How can you manage to do everything that needs to be done? Psychologists offer several real tips, following which will significantly simplify the life of any modern woman. For example, joint activities are an option for involving all family members in household chores.

Task splitting option

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Often a woman is simply afraid to do some work because she considers it too voluminous, that is, time-consuming.

If the work really requires a long time, it is best to schedule it for the day before the weekend, first dividing such work among all household members. In this case, such an activity will not seem too tedious and complicated.

After each member of the family team has completed their part of the work, you can pamper them with a small pleasant break, for example, drinking tea together. In such situations, joint activities are an excellent opportunity for additional communication with family and friends.

Interesting advice from professionals

You can also come up with some kind of reward and punishment system for family members. In this case, there will be an additional incentive to carry out complex and lengthy work, during which the development of joint activities will occur.

Psychologists note that public opinion has a significant influence on the speed of work completion. Work gets done much faster when an inspection is planned, guests are coming, etc.

To get the job done quickly and efficiently, you can engage in self-hypnosis, convincing yourself that you can do this type of work and even really like it.

It is important not to allow natural laziness to overcome the desire for creativity and development, otherwise you will not be able to complete important and necessary work in the required time frame. After completing all planned tasks, it is important to organize a proper rest for the team.

For example, if a joint project was carried out, you can throw a party, motivating the team to conquer new heights of work. Psychologists are firmly convinced that there are no things that cannot be accomplished.

It is important to properly organize the process of their implementation, then all matters and problems will smoothly disappear.

Baby adaptation

Joint activity groups are created in preschool institutions at all levels, but this is most important during the child’s first visits to preschool. If your child has increased anxiety, it is necessary to create a comfortable atmosphere, gradually involving him in playing together with other children.

It is in kindergarten that a child makes his first friends and learns to communicate with adults. That is why parents, when accompanying their beloved child to kindergarten, should help him go to the group in a good mood, and in the evening be sure to ask the child about how the day went in kindergarten, what new things the child was able to learn.

How to help adapt to a team?

The kid, realizing that being in kindergarten is not an obligation, happily goes to his teachers and new friends in the morning. Psychologists advise making the first day of visiting kindergarten a real holiday. The child must look around, get used to the children, teachers, and the atmosphere in the kindergarten, and therefore initially it is enough to send him to a preschool educational institution for 3-4 hours.

Some parents, before their child attends kindergarten, try to walk next to him. In such cases, it is much easier for a child to get used to a group of peers, he stays better in the group.

You can give him his favorite toy to kindergarten to make the baby feel more comfortable.

MAGAZINE Preschooler.RF

The precious time of the first years of a child’s life is rich in educational content. The perception of the surrounding world, its awareness and generalization are closely related to the development of thinking and speech. The baby learns by moving, feeling and looking at objects, trying them by touch and taste, performing various actions with them, experiencing what sounds they make. Operating with your own body, toys, things, relationships, emotions and words becomes the basis of intellectual processes.

In order to ensure the most complete coverage of children with preschool education, and to create conditions for providing assistance to families raising young children and children, our kindergarten has organized a short-term group for children from 1 to 3 years of age who do not attend preschool institutions. This group is adaptive.

For a young child who has crossed the threshold of kindergarten for the first time, a completely new world opens up with an unknown space, a “foreign” environment and unusual relationships. You need to get used to this new, unknown and somehow adapt - adapt. And the teacher’s task is to competently design the process of accompanying children and parents, in which sufficient attention will be paid to the adaptation of children to the conditions of the kindergarten, as well as the development of objective activities and cognitive abilities of children.

At no age does the cognitive development of a person occur so intensively and does not determine the further development of the individual in such a fundamental way as in the first three years of life. And therefore, in children who attend GKP, from a very early age, the foundation of cognitive abilities is laid.

At an early age, objective activity is leading, i.e. activities aimed at mastering various ways of acting with objects.

It is within the framework of this activity that the basic cognitive processes and psychological development of young children arise and develop.

The child’s perception, attention, thinking and memory function and develop mainly in the process of the baby’s objective actions. The child’s speech initially arises and develops also in joint objective activity with an adult. Thanks to the development of objective actions and speech, play substitutions appear in children’s play, and conditions are created for the development of such personal qualities of the child as independence. Thus, objective activity determines the development of almost all mental processes and the child’s personality.

Variants of games aimed at developing cognitive abilities.

Several areas can be distinguished in the work on the development of substantive activities:

• Development of weapon actions. This is not only the development of hand movements and general motor skills, but also overcoming the child’s spontaneous, impulsive activity, and therefore mastering his behavior.

In addition to the usual household procedures (self-care training), I organize games aimed at developing practical and instrumental actions using toys. The purpose of such games is to teach the child to grasp and hold an object in his hands, and to use a tool (net, fishing rod, stick).

I have prepared a thematic series of game situations for cognitive development “The colorful world of the sea” :

Game "Fish in the Sea" . Goal: To encourage children’s desire not only to look at objects, but also to act with them.

Game "Fishing" . Goal: To develop sensorimotor spatial coordination “eye-hand” .

• The development of cognitive activity, which manifests itself in curiosity, the desire to gain new experiences, and the proactive search for new information about the world around us. By exploring new objects and toys, experimenting with sand, water, paints, trying to open boxes with a “secret” , observing, the baby solves real mental problems.

Game "Magic bag" . Goal: Development of cognitive activity.

The child takes an object out of the bag by touch and must guess what he found. If the child does not yet know how to speak or cannot name the found object, in this case the teacher himself names the object and asks the child to repeat the name. The baby can pull an object out of the bag and examine it. Then the task can be complicated by giving the child certain instructions, i.e. say what exactly needs to be taken out of the bag.

The main task of the teacher is not to teach the child the correct method of action, but to evoke and support cognitive activity, the child’s interest in a mysterious object and encourage experimentation.

• Development of perception and thinking. By looking at pictures, books, and playing with various “inserts ,” the child learns to take into account the properties of objects, distinguish them by shape, color, and size. At the same time, the baby not only acts, but also thinks.

Games aimed at developing perception and thinking

Game "Funny Squares" . Goal: To develop the ability to group objects according to the following criteria: fish, shells, pebbles.

Game “Find the same one” . Goal: To learn to use the technique of superimposing one object onto another in shape.

Already at the end of the first year of life, children begin to show interest in pictures. They look at them with interest, lay out the cards, and rearrange them. Starting from the second year of life, you can organize games with pictures, for example, “Find the same one” - such games contribute to the formation of visual-figurative thinking, the development of such mental operations as classification and generalization.

• Development of independence and focus in substantive activities.

Until about 2 years of age, a child’s activities are mainly of a procedural nature: the baby enjoys the process of action itself, their result does not yet have much meaning for him.

At an early age, kids really like to imitate the actions of an adult. It is necessary to use this feature to develop the child’s focus and independence. The teacher’s task is to interest the child in activities that require obtaining a certain result.

Game "Sea patterns on the sand" . Goal: Learn to lay out patterns in the sand.

The teacher must help the child correctly coordinate and distribute his actions. Using the mosaic principle, you can lay out patterns from pebbles and shells. These can be geometric shapes, a beaded , or a pattern in a given order. If the child wants to lay out a pattern according to his own design, praise the baby.

Thus, we can conclude that an effective way to develop children’s objective activity and cognitive abilities is to organize joint objective activity between a child and an adult.

Even if the baby refuses to do something, there is no need to insist. From my own experience, I can say for sure that even at this moment the child contemplates what he saw and after some time will try to repeat the teacher’s action. And this is very important!

Natalya Viktorovna Denisova, teacher of the Public Communist Party,

MDOU kindergarten No. 20 Orekhovo-Zuevsky urban district.

Communication with teenagers

This age is the most difficult for communication. Children are moving away from their fathers and mothers; they are only interested in the opinions of their peers. How to improve family relationships? For example, you can try to involve a teenager in joint activities by offering to renovate his room. By taking an active part in such activities, the teenager will be able to express his opinion, and he will definitely be heard by his parents.

It is important to remember that when choosing materials for finishing a room, preference should be given to high-quality and safe ones.

It is advisable to use only those pieces of furniture that the teenager really needs. Among them it is worth noting a bed, a desk, a wardrobe. In order to distract your teenager from the usual wanderings on the street, you can put a simulator in his room. To get involved in useful work, you can also purchase a vacuum cleaner. Psychologists are convinced that the expenses that will be made by parents when carrying out transformations in a teenager’s room will be fully recouped in a short period of time. The child will learn to be thrifty, disciplined, and he will also be more kind to the people who surround him.

“Organization of joint activities of adults and children in the environmental development of preschool children”

• November 21, 2015

The world surrounding a child is, first of all, the world of nature with an endless wealth of phenomena, with inexhaustible beauty.
Here, in nature, is the eternal source of children's intelligence. V. Sukhomlinsky Environmental education is currently regarded as a priority direction in the restructuring of preschool education. The formation of a consciously correct attitude towards natural objects begins in preschool age. Correct understanding is based on knowledge of the peculiarities of life of living beings and their interaction with their environment. A conscious attitude is manifested in a variety of environmental activities.

Cooperation, thanks to which mutual understanding, sympathy and harmony develop, so necessary in the formation of an ecological culture, can most effectively manifest itself in the repeated joint activities of the teacher and children, united by the achievement of a common goal.

Joint activities are possible in the process of organizing various types of children's activities: play, communication, work, cognitive-research, productive, musical and artistic, reading. The main form of work with preschool children and the leading activity for them is play.

The teacher involves children in cognitive and play activities, demonstrating his own passion for it. Also, the teacher can connect to the children’s already emerging activities, guiding them from within as an equal partner. It is important to maintain a balance between the initiatives of children and adults.

The joint activities of the teacher and children include:

• diagnostics of children's environmental education (primary, current, control);
• observations in a corner of nature on a walk by the window;
• targeted walks in nature;
• games (didactic, developmental, plot, active);
• stories from the teacher, reading children's literature;
• conversations and conversations with children on environmental topics based on their interests;
• viewing didactic pictures and illustrations about nature;
• collecting collections, seeds, stones, autumn leaves;
• experiments, search activities;
• work in a corner of nature;
• viewing filmstrips, films, presentations;
• working with models;
• working with nature calendars, observation diaries;
• various types of visual activities on environmental topics;
• ecological leisure and holidays;
• exhibition of fiction.

Joint organizational, economic and labor activities in the green area of ​​the kindergarten, growing plants, caring for adult animals and their offspring can take different forms and take place with varying degrees of involvement and participation of both adults and children. Preschoolers are able to become participants in this activity in three ways:

• listening to the teacher's story about various affairs and events in the preschool educational institution;
• observing adults' activities;
• practically participating in it.

Whatever forms the joint activity of adults and preschoolers takes, the greatest importance in it is the attitude of the teacher to the object of the activity. An adult, by his behavior, creates a model of interaction with nature, a caring attitude towards it, demonstrates the necessity and significance of everything that happens in front of children.

Gradually, the functions of the teacher and the degree of independence of preschoolers change, but the activities remain joint. In the middle group, the teacher and children act together, although priority belongs to the adult, which is expressed in the formula: “I do - you help me, you are my assistants. We take care of our pets together.”

In older preschool age, children's independence rapidly increases, and it becomes possible for them to be on duty in a corner of nature.

Teaching preschoolers in the process of creating the necessary conditions for plants and animals occurs indirectly, like an adult helping a child. The formula for this age is: “You do it yourself, and they help you, I’ll show you.” The teacher makes sure to note all the children’s achievements and praise them for their independence, confidence and initiative.

The work of children, no matter how large it is, becomes meaningful, environmentally appropriate: if the dependence of the life and condition of plants and animals on the conditions in which they are found is traced; if the understanding is strengthened that these conditions are created by the labor of people.

Thus, the care of adults and preschoolers for plants and animals, the creation and maintenance of the necessary conditions for all living beings, are in the living space of children, is the main method of environmental education - a method that ensures the development of the beginnings of environmental consciousness, the formation of the first practical skills of proper interaction with the nature of the immediate environment.

Main types of joint activities between adults and children

1) Joint activities of an initial familiarization type.

During the preschool period, a significant share of initial environmental information about various aspects of natural life and human activity is transmitted to children in joint activities of the primary familiarization type. Most often, it is dedicated to introducing children to species of animals, plants, their living conditions and habitats that are not represented in the immediate natural environment and cannot be known through observation.

The main component of such activities are various demonstration and teaching aids, which allow children to form clear and correct ideas. The themes of the games can be domestic and wild animals, inhabitants of the forest and the north, the tundra and hot countries, the pond and the sea, as well as the activities of people on an agricultural farm, in forestry, in the field of environmental management and nature conservation. Children get acquainted with the appearance of animals and plants, learn to recognize them, learn about their habitat, adaptability to it, seasonal life, and various behavioral features.

Children learn through games through looking at pictures and talking. Often their components also include reading children's literature, looking at illustrations, viewing a filmstrip or slides, and a teacher's story. The verbal method of environmental education acquires paramount importance - the success and quality of children’s perception of new images, presented visually, depend on the teacher’s word (his questions, explanations, their system and sequence); successful learning outcome.

The pictures help to form ideas about the forest ecosystem, its inhabitants, and the adaptability of forest animals to life in this ecosystem. For example, preschoolers can be shown how a squirrel moves through trees in the forest (i.e., how the structure of its legs is adapted to move in this environment), what it eats in the warm and cold seasons, how it eats food (i.e., how it is adapted she is in a given environment in the area of ​​nutrition), how and where she makes her nest, when and how she breeds offspring, how she protects herself from enemies, how her coat changes during molting, and what adaptive function this process performs in her life.

By simultaneously showing pictures of the life of a squirrel in the autumn-winter and spring-summer periods to preschoolers, one can thus present a panorama of events in different seasons and show the adaptability of a typical forest animal to seasonally changing living conditions. With the help of these same pictures, you can demonstrate the growth and development of baby squirrels, the mother’s care for them, their gradual maturation, preparation for adulthood and independent life.

Pictures, slides, and videos can be invaluable in introducing children to ecosystems that are inaccessible to their direct perception—the sea, the desert, the Arctic. Visualization, combined with emotional explanations from the teacher, expands children’s horizons and forms new images about nature.

2) Joint activities of an in-depth cognitive type.

The content of the games, which can be called in-depth cognitive, is aimed at identifying and showing children the connections between plants, animals and the external environment that they need. The theme of such games is determined by a number of specific dependencies, which, as research and practice in kindergartens have shown, are understandable and assimilated by older preschoolers. These are games dedicated to familiarizing children with the dependence of the life and growth of plants on environmental factors, for example, the growth of vegetable crops, garden plants, their seasonal changes, etc. These are games to familiarize children with the adaptability of animals to their environment, for example, the camouflage coloring of animals, ways of their movement, protection from enemies.

Various types of experimental work aimed at developing ideas about the camouflage coloration of animals are very effective.

Games of an in-depth cognitive type actively contribute to the mental education of preschoolers. Children learn the ability to establish cause-and-effect relationships, reason logically, and draw conclusions. All this ensures intensive development of the preschooler’s thinking.

3) Games of general type.

In games of the generalizing type, the teacher sets the goal of identifying a number of significant features (essential and characteristic) for a group of familiar objects and, on their basis, forms a generalized representation.

What could be the content of generalized ideas formed in preschool age? Teaching practice shows that generalizations should be based on specific, varied knowledge systematically acquired by children throughout preschool age, as well as obtained in the process of repeated observations of objects in nature.

An analysis of kindergarten education programs and teaching aids for introducing nature allows us to conclude that these include knowledge about the diversity of flora and fauna, the natural characteristics of plant growth and development, and seasonal phenomena in nature. The content of generalized ideas can be naturally changing phenomena: the growth and development of plants, seasonal changes in nature. For a number of years, children have been watching how indoor plants, vegetables in the garden, and flowers in the flowerbed grow. A large number of bright, varied performances accumulate. Based on them, one can form a generalized idea that a plant develops from a seed, it grows, blooms, and forms new seeds. For its growth, certain conditions are needed: light, warmth, moisture, good soil.

In a similar way, generalized ideas about the seasons (seasons) are formed.

The formation of generalized ideas occurs when using the verbal method of working with children. The conversation with them is carried out in a strictly defined sequence of questions, answers, conclusions - this is an algorithm for the formation of generalized knowledge.

Generalizing games and conversations allow children to intensively develop their intelligence - the ability to compare, contrast, analyze, and draw conclusions.

Another type of joint activity is children's artistic creativity, manual activity, in which they themselves become artists and perform the work at their own discretion and desire. This could be drawing a landscape, a bouquet of autumn flowers in a vase, and applique mushrooms in the grass or basket, or fruit on a dish. These can be crafts made from natural materials. The pedagogical tasks are again different - the development of children’s creative abilities, their artistic and manual skills.

Bottom line

Characteristic features of joint activities are:

1. Contact between its participants, ensuring the exchange of actions and information.
2. Understanding by all participants of the meaning of the activity and its final result.
3. The presence of a leader who organizes joint activities and distributes responsibilities in accordance with the capabilities of its participants.

The emergence and manifestation of interpersonal relationships in the process of activity, the nature and color of which influence the achievement of the final result.

Author: Tumanova Natalya Nikolaevna, teacher of the Children's Preschool Educational Institution “Combined Kindergarten No. 1 “Swallow”, Saratov Region, Atkarsk.

Education of the younger generation

There is nothing more valuable in our life than the smile of a child. It is so important for parents that their children are healthy, able to study normally, and receive a quality education. For a baby, the mother is the main person to whom he trusts his problems and joys.

How to establish communication? It is important that parents are always nearby; it is useful to play board and outdoor games, involving the child in joint activities.

When a father builds a castle in the sand next to his son or a mother helps him with his homework, peace and tranquility always reign in the family.

It is thanks to the joint activities of the baby and parents that closer ties arise in the family. The child must understand that he is needed and important for his parents, that all his problems and successes worry both his father and mother.

It is important that parents become both teachers and interlocutors for their child.

Psychologists are absolutely sure that it is the joint activity of parents and children that helps the child develop as an individual.

It is necessary to prepare your child for entering first grade and lay the foundation for relationships with other people in early childhood. Children very subtly feel the love and care from their parents.

The child should feel constant attention, care, and support from relatives. In case of the slightest danger, the baby must be absolutely sure that they will hold him and help him cope with troubles.

It is important to love your child exactly as he really is. You should not make excessive demands on him that the baby will not be able to cope with. This will cause serious psychological trauma, which will negatively affect his entire future life. It is important to love your child exactly as he is, and not try to remake him to suit your requirements and desires.

The importance of joint activities between a child and an adult

Modern social life has led to the need to introduce new teaching standards and requirements for education, to create innovative pedagogical technologies that will contribute to the individual development of the child’s personality, the formation of his independence and creative activity. All this requires not only the conscious and active participation of children, but also the involvement of their parents in various activities.

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Currently, in pedagogical practice there is a demand for including various types of joint activities of children and adults in the pedagogical process. This is due to the fact that joint activities contribute to the activation of search and creative activity in children of different ages.

Definition 2

Designed joint activity is one of the types of pedagogical technology that involves independent or collective creative work of children and adults.

At the heart of any joint activity project is a problem, the solution of which requires its participants to independently search for the necessary information, master new things, generalize and analyze the results obtained. As a result of this activity, participants receive a specific product.

Note 1

The relevance and popularity of the designed joint activity lies in the fact that it combines various areas of education.

Finished works on a similar topic

Course work Designing joint activities of adults and children based on pedagogical technologies 460 ₽ Abstract Designing joint activities of adults and children based on pedagogical technologies 280 ₽ Test work Designing joint activities of adults and children based on pedagogical technologies 220 ₽

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Recently, joint activities are increasingly used in educational institutions, and therefore teachers are constantly looking for ways to improve and update them.

The topics of organized joint activities between children and adults are very diverse. Moreover, it can be organized both in the process of educational activities and during events outside educational activities. Often parents take part in precisely such events. Teachers involve parents in joint activities within the framework of parent-child projects.

The significance of joint activities between adults and children lies in the fact that modern children have a reduced interest in “live” communication. This is due to information progress, which has crowded out real-life communication from children’s lives. Children of preschool and school age prefer virtual communication to communication with adults and peers. This negatively affects the overall development of children, and especially their speech development.

In addition, the significance of the joint activity of parents and children lies in the fact that modern parents pay extremely little attention to their children, shifting the entire burden of upbringing and education to the educational institution. This is why it is so important to design joint child-adult projects within educational organizations, involving the family in joint creative activities.