Individual approach to teaching preschoolers

Individual approach to teaching preschoolersmaterial

Municipal budgetary preschool educational institution

"Kindergarten "Ryabinka"

Individual approach to teaching preschoolers

Educator:

Nikitina Nina Olegovna

Gagarin

2019

An individual approach to teaching preschoolers is the work of a teacher with children, taking into account the individual characteristics of each child. In the educational program, in accordance with the Federal State Educational Standard, one can highlight the distinctive features of the Program: focus on taking into account the individual educational needs of the child; assessment of a child's development in comparison with oneself, and not with peers.

The conditions that the Federal State Educational Standard imposes on individual work in kindergarten occupy a significant place and contribute to the fulfillment of a number of conditions:

Psychological - pedagogical conditions - taking into account the child’s individual abilities to perceive and assimilate information, as well as the psychological characteristics of the individual.
Material and technical conditions - equipment of the group and assistance from parents.
Personnel conditions – interaction of the teacher with other specialists.
Requirements for a developing subject-spatial environment - all equipment and materials must be safe, multifunctional, variable, transformed, functional.

The issue of an individual approach to children has at all times attracted the attention of many outstanding teachers: both representatives of Russian and foreign progressive pedagogy. These are Y.A. Kamensky, Jean-Jacques Rousseau, K.D Ushinsky, N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky. They noted that an individual approach is of great importance for the comprehensive development of the child’s personality, respect for his uniqueness, the desire to understand his complex spiritual world, as well as for the humane attitude of the teacher towards the child.

The upbringing of children in a preschool institution should be such that it develops creative activity, initiative, and activity.

Each person is unique and inimitable in his individuality, expressed in individual characteristics.

The need for an individual approach is caused by the fact that any impact on a child is refracted through his individual characteristics, through “internal conditions”, without taking into account which a truly effective educational process is impossible. Therefore, education and training should be based as much as possible on individuality.

An individual approach is aimed, first of all, at strengthening positive qualities and eliminating shortcomings. With the skill of the teacher and timely intervention, the painful process of re-education can be avoided.

What is the essence of an individual approach?

An individual approach is an active, formative, developmental principle of learning and the main principle of pedagogy. The very problem of an individual approach is creative in nature, but there are the main points of the approach to children:

knowledge and understanding of children
love for children
thorough theoretical balance
the teacher’s ability to think and analyze.

The teacher should not forget that the child is the subject of his own development, he is self-sufficient. But children should always feel supported by the teacher.

An individual approach requires a lot of patience from the teacher, the ability to understand complex manifestations of behavior; it should permeate all educational and educational work: when conducting educational activities, in routine moments, during walks, in independent activities.

The teacher’s knowledge of the capabilities of each child will help him correctly organize work with the entire group. However, for this, the teacher must constantly study the children, identify the level of development of each, the pace of his progress, look for the reasons for the lag, outline and solve specific tasks that would ensure further development.

One of the main factors in the educational process is taking into account the individual typological qualities of the child (type of temperament). The type of temperament is determined by the genetic characteristics of the individual. As a rule, it determines the pace of activity.

Depending on the individuality, the general age characteristics of the child manifest themselves in different ways. Every child is unique; no two characters are alike. The character and habits of a child are influenced by living conditions, environment, and characteristics of family upbringing.

An individual approach to the child is carried out both in the process of organizing collective classes and individual forms of work.

It is necessary to distinguish between an individual and differentiated approach to training.

As already noted, an individual approach to teaching preschoolers is the work of a teacher with children, taking into account the individual characteristics of each child.

Differentiation of education is the creation of conditions for the education and training of preschoolers with different abilities and problems, by organizing children into homogeneous groups that differ at the moment: in the level of mastery of the material; level of performance and pace; features of perception, memory, thinking; balance of excitation and inhibition processes.

Recommendations for a differentiated approach to teaching and raising a child:

Visualization is very important when teaching preschoolers.
In case of failures, do not be nervous yourself or make your child nervous, but find the reasons for the difficulties and look optimistically into the future.
Praise your child for his successes and achievements without comparing him to others.
The teaching methodology should be oriented towards a specific group of children or a specific child in such a way as to maximize their potential.
The teacher needs to be as patient, understanding and mobile as possible.
Do not blame your child for difficulties in communicating with him or for not understanding each other.
It is impossible to learn something without making mistakes, so a child should not be afraid to make mistakes. The feeling of fear is a bad advisor. It suppresses initiative.
Do not scold your child for his inability, but try to understand the nature of the difficulties and help him find ways to solve the problem.
The main thing for a teacher should be not so much to teach a child something, but to make sure that the child wants to learn, without losing interest, and feels a taste for learning new things.
In every possible way stimulate, support, and nurture the child’s independent search without presenting the truth.
Recognize children's right to individuality.

Also, do not confuse individual training with an individual approach to learning. If the first involves the “Teacher-Child” system, then in the second case the teacher works with a group of students, but at the same time takes into account the characteristics of each child individually.

An individual approach in classes helps to reveal the child’s individuality. The technology of an individual approach includes several interrelated stages:

Studying the characteristics of a child through observation, special games, questionnaires, tests, techniques.
The information is analyzed, the teacher draws conclusions and focuses his attention on the most important.
Having analyzed all the conditions, the teacher outlines the tasks, methods and forms of work with each child individually.
After a deep analysis, you can begin to implement the intended goals, to carry out the planned work in classes, in communication, in games, in everyday life.

The teacher needs to keep a notebook or diary, in which the characteristics of children should be described and brief conclusions of the observation results should be drawn to study the individual characteristics of children. A profile is compiled for each child, which includes:

General information about the child.
Physical condition data.
Positive manifestations of the child.
Relationships with the team.
Attitude to work.
Features of mental development.
Pedagogical conclusions.

Over time, factors affecting the child and personal development may change, so it is important to remember that such work must be carried out constantly.

When organizing work, the teacher should rely on the following indicators:

The nature of the switching of mental processes (flexibility and stereotypicality of the mind, the speed or sluggishness of establishing relationships, the presence or absence of one’s own attitude to the material being studied).
Level of knowledge and skills (awareness, effectiveness).
Performance (ability to act for a long time, degree of intensity of activity, distraction, fatigue).
Level of independence and activity.
Attitude to learning.
The nature of cognitive interests.
Level of volitional development.

The teacher must remember that there are no uniform conditions for success in learning for all children. It is very important to identify the inclinations of each child, to reveal his strengths and capabilities, to let him feel the joy of success in mental work.

The teacher will have the opportunity to help the “weak,” pay attention to the “strong,” and work more effectively with children experiencing learning difficulties.

Children with learning disabilities require a special form of educational activity. A child who has unstable attention and insufficiently developed memory will not be able to complete many of the traditional tasks; in this case, a special form of presentation of the material is required. Children with learning disabilities also need special attention from the teacher to develop their abilities.

This means that even with full academic performance, all preschool children require an individual approach.

In practice, unfortunately, teachers most often notice those children who attract attention with their successes, or those who do not cope well with completing tasks. The rest of the children, as a rule, remain on the sidelines.

Taking into account the individual development of a child is especially important in older preschool age, when the foundation for successful schooling is laid. Organizing individual forms of interaction between the teacher and children in the classroom helps to ensure a high level of independence for children and the development of their educational skills.

According to E.A. Arkin, “intimate contact” is important in studying the individuality of each child. By “intimate contact” we need to understand the establishment of such relationships in which the child would see in an adult a person who is deeply interested in him, from whom his experiences find a sincere, lively response.

Parents must be involved in individual work. To do this, you can organize joint exhibitions “This is how we can do it”, “Together with mom and dad”; Conducting conversations, consultations, designing folders - movements, questioning. The final form of cooperation with parents can be “Family Day”.

Thus, an individual approach is the work of a teacher with children, taking into account the individual characteristics of each child; it is of great importance for the formation of the child’s personality and permeates the entire educational system. The essence of the individual approach is that the teacher solves the problems facing him through pedagogical influence on each child, taking into account his psychological characteristics and living conditions.

The principle of an individual approach should permeate all levels of educational and educational work with children of different ages.

“Individualization of preschool education” consultation

Consultation “Individualization of preschool education”

One of the conditions of the Federal State Educational Standard for Educational Education is to support the individuality and initiative of children. Thus, the educational process at Doe must be built taking into account the individual characteristics of each child. Individualization is achieved by taking into account each child's current level of development and planning appropriate activities that will ensure each child has the opportunity to succeed. This requires comprehensive information about the child's development, including health, level of physical and emotional, and cognitive development.

The work of the educator is a decision-making process during which the educator observes the child, determines at what stage he is in the most significant areas of development, and takes certain actions in accordance with this.

An individual approach means that the group’s activity schedule takes into account the needs of each child for both active action and rest. This means that all the materials and equipment that are in the group, its interior contribute to the development of each of the children, and that the proposed activities take into account the range of development levels of different children. This also means that tasks are presented in such a way that they present some challenge, but at the same time that each child can experience a feeling of success as a result. Individualization is an important task because the more individual the approach, the smoother the program implementation will go.

Individualization brings the age characteristics, abilities, interests and needs of the child in accordance with the process of acquiring knowledge. In doing so, children gain competence and self-esteem. They become willing to take on even more difficult tasks.

A child-centered environment promotes individualized learning. Equipment, materials and group layout work to support the development of each child. Children make their own individualization when they choose a specific activity center or take on a puzzle that requires them to put together a picture of five pieces rather than twelve. Individualization also involves the teacher creating activities that present some challenge but allow each child to succeed. Individualization is the most important element of a child-centered program, since the more individually the teacher approaches each child, the more effective his work.

Activity centers provide an opportunity to individualize the educational process based on one’s own skills and interests. For example, in an art center, one child will tear up paper while another will use scissors to cut an intricate shape out of it. In the board game center, one will put together a picture of four wooden dice, while another will prefer a 25-piece cardboard puzzle. The teacher observes the children's actions and makes notes for himself regarding their development. After some time, he will offer children more complex materials that make the task more difficult, or, if necessary, provide direct assistance in mastering a complex skill. With this approach, the child can grow and develop at his own pace.

Teachers act as children's assistants, organize the space of the room and plan activities taking into account the individual development of each child. The daily routine should include various types of activities: joint in small groups and individual, under the guidance of a teacher or independently. Time should be allocated for elective activities - this is how children learn to consciously make choices and realize their interests and abilities. Children’s ability to make choices, solve problems, interact with people around them, set and achieve individual goals is what is most important for mastering the educational program at a preschool educational institution.

In accordance with the new requirements for individualization, it is recommended to carry out the educational process with the construction of an individual plan to support the development of each child, which consists of four stages:

Stage 1 - collecting information about the child. At this stage, the main method is observation and recording of the data obtained.

Stage 2 - analysis of the information received;

Stage 3 - determining the goals and objectives of the child’s development;

Stage 4 - building an individual program of action for the child, teachers and parents.

Currently developed:

* a universal scheme for recording observations of children’s work in activity centers;

*child monitoring card;

*episode recording form;

*observation journal.

One of the effective forms of work to support children's individuality and initiative is a group gathering.

A group meeting is a part of the daily routine, held at a certain time, in a specially equipped place, when children and adults exchange information, discuss problems, and plan individual and joint activities.

Group collection tasks

* formation of friendly relationships between children, creation of an atmosphere of support and cooperation between children and adults, creation of a general positive emotional background, a feeling of psychological comfort;

* exchange information about past or upcoming events, identifying children's interests;

* solving some educational problems: expanding children's ideas, developing speech, logical thinking, etc.;

* formation of motivation for upcoming activities;

* presenting information about materials in activity centers for the current day and planning activities in the centers;

* Making a choice of activities based on one’s own interests and needs.

Group gatherings are held in a circle, sitting on a carpet or individual cushions. The circle should be large enough, away from the shelves with toys, so that children are not distracted. Group The gathering is held so that children have the opportunity to communicate together, play group games, sing their favorite songs, discuss group news, plan things for the day, and distribute responsibilities. The initiative belongs to the children, the teacher organizes and supports the children’s ideas. It is not advisable to use g.s. to teach children some practical skills or turn it into an activity.

There may be several group gatherings during the day

It is advisable to:

-1st morning gathering - after breakfast, before classes in activity centers;

-2nd morning gathering - after activities in activity centers to summarize;

-3rd year - after daytime sleep.

The place where group gatherings are held should contain such educational resources as calendars of nature, weather, models of the week, month, group rules, daily routine, etc. - everything that can be a topic for daily discussion. It is also necessary that the teacher has a tape recorder, a bell, rattles, toys and pictures at hand, so as not to be distracted by the search for the necessary funds.

Techniques for inviting children to a group gathering:

* sound signals (bell, musical instrument, use of audio cassettes);

* favorite song of the group: 1-2 children start singing, others pick up and gradually all the children gather;

* surprise moment: bringing in a new toy, the arrival of an adult in a fairy tale costume;

*d/game from the “Puzzles” series, “Assemble a whole from parts”: this can be any picture related to a topic that currently interests children;

* p/game “Locomotive”, “Train”: children and children ride as a train in a group, collect the children and come to the place of the town;

* a game beloved by children, started at the gathering place;

* the child is on duty to gather children for a circle of friends.

There are children who are fidgety and cannot sit still, so for them, for a while, g.s. you need to prepare a quiet activity with small movements (mosaic) - this is not encouragement or punishment, but a manifestation of ind. approach to the child. At the same time, other children need to be explained how wonderful it is that they can sit quietly and listen carefully.

Preventing unwanted behavior during a group gathering Some techniques:

* designating the place of each child in the circle with some object: a pillow, a symbol card, an asterisk, a flower, etc.

* special non-verbal signals “Silence”, “Attention”;

*appeal to the group rules: “One speaks, everyone listens”;

* a counting game or an object passed around in a circle and determining the order of performances.

Techniques for organizing the selection of activity centers for a group gathering:

*P/game “Train”: the teacher and children - “cars” move through activity centers, examine materials, children gradually select centers and remain in them;

*Selection track: a roll of paper (wallpaper) divided into parts according to the number of centers in the group. The centers and the number of children working there at the same time are clearly marked. The child can simply stand on the path in the center he has chosen, or circle his hand, or place his toy.

*Exhibition: On-site teacher g.s. or close to it, organizes an exhibition of objects and materials from various centers of activity. Children look at the exhibition and make a choice.

*Choice board: a board on which centers of activity are indicated in photographs, drawings, symbols, inscriptions; the number of children in each center and a place for children to indicate their own choices - a pocket for cards, hooks for toys or other items that children use to indicate their choices. Sometimes the pocket may be directly in the center of the activity.

*Choice Flower: A type of choice board. Each petal has a specific center designation. Children indicate their choice by placing their cards on the petals. Multi-colored petals can be cut into as many pieces as many children can play in a given center at the same time. Children sort out the parts of the petals of their choice.

* Marked Center Mapper: Another choice board option. Children draw their hand in the center they have chosen or write their name on a piece of paper and glue it to the chosen center.

*Individual route sheets with a group plan showing activity centers. The child draws a plan for his movement around the group and centers.

*Individual Selection Sheets: These sheets are designed for multiple days (weeks). The centers are marked, and there are squares next to each designation. The child, having chosen the center, paints the cell.

After the children chose the centers and planned the work in them, G.S. ends and children gradually move from planning to implementing their plans

Parents are involved in the group gathering and act as assistants to educators.

Methods for individualizing the educational process in preschool educational institutions

Like all teachers in our country, we are faced with the task of implementing the Federal State Educational Standard for the transition to a new level of education. We try to keep up with the times and work to solve these problems. We already have some developments. Today I want to introduce you to the methods of individualization and show the main ways in which our teachers build their work in this direction.

One of the most important methods for ensuring individualization of learning is the response method.

Its main features are giving children the right to participate in planning, providing a real opportunity for choice, self-realization or the implementation of their ideas in partnership with others.

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

An example of response-based learning: a three-question model. For example, together with the children we chose the topic “Wintering Birds”. We conducted an informal survey of children and found out what children know about wintering birds (they don’t fly to warmer regions, that they have nothing to eat, that they need to be fed).

Then found out that children want to learn about wintering birds? (Why do they stay the winter with us, what kind of wintering birds are there, how can we help the wintering birds).

Further, the children suggested that they could find out the answers to their questions in several ways: read in books, watch a program, ask adults.

And educators create conditions so that children receive answers to questions that interest them, and provide children with the means of acquiring knowledge chosen by them. This is the response method.

The next method for planning individualization of learning is to provide adults with flexibility in the implementation of activities.

For example, during modeling, the children planned to sculpt animals. The work should be structured in such a way that children have the opportunity to choose: what animal each of them will sculpt; from what material (plasticine of different colors, colored dough, clay, etc.). The teacher’s task is not to tell children what and how they should do, but to help them sculpt the animal they want. He can help some with words, encourage others, and provide physical assistance to others if they need it. More capable children can make several different animals, as complex as they wish. Slower children may become more dependent on adult help. Both also receive a wide field for learning through observing the work of their peers.

This approach provides a relational structure through which children can maintain independence and the teacher can respond to their individual wants and needs when necessary.

Provides customization and a method for carefully selecting materials.

That is, the toys and aids that we select to create a developmental environment must be flexible and varied in degree of complexity. So that children always have a choice, because without choice there is no individualization.

One of the most effective ways to individualize learning is the scaffolding method.

This method is based on L. S. Vygotsky’s ideas about the zone of proximal development - the boundary between what a child can do on his own and what he can only do with outside help. In order to use this method and help the child move to a new level of complexity, the adult should not set this level, but see it approaching through observation and help the child take the next independent step.

For example, we observe a child who lays out cubes horizontally on the table, and in parallel we can lay out another structure or invite the child to place a couple of cubes. And then the child’s choice is to try the same or ignore it. This way we gradually help the child move to a higher functional level. The essence of this method is to create conditions to help the child take the next independent step.

Irradiating (distribution, increase) learning as a method of individualizing learning is based on the recognition of various interests, motives and the dynamics of advancement. Offering children something interesting to do can lead to great success in learning. This tactic consists of three main actions: (1- action: presentation of something new: “We have a new interesting game. Anyone who wants to learn how to play it can come to the “science center.” 2 - action: “Dasha, Lera ", today you learned, saw, did something new. Let's tell all the guys about it." 3 - action: "If you want to know something, contact Dasha and Lera.")

When receiving new knowledge or new experience from an adult, from other children or in independent activities, a child, as a rule, strives to share it with the children with whom he is friends. This is how knowledge and experience spread and increase.

Individualization can occur simultaneously on several levels. In its broadest sense, individualization extends to the entire group of children. Example: groups are the same age, work according to the same program, but each group-community is unique with its own characteristics, interests, and favorite activities. And it is obvious that in these groups the developmental environment, the content of games, and the behavioral manifestations of children will be different.

Individualization can also occur at the subgroup level within a group of children of the same age. Some children are more interested in designing things on their own, others are keen on drawing, and still others love to cut out.

Finally, the individualization of education is implemented at the personal level. Because every child is a unique personality.

Individualization at the personal level manifests itself within all other levels. For example, several children agreed to build a road (subgroup individualization, with one child building, another leading, the third holding a car in his hands and waiting to drive it along the road. One accompanies his actions with speech, the second is silent. One shows creativity, the other repeats the patterns.

As a result of studying the literature and our own experience, we formulated for ourselves the following algorithm of mandatory actions for a teacher:

— The teacher formulates goals and objectives.

-Complements children's ideas.

-Thinks about what materials and tasks need to be prepared.

-Thinks over possible types of activities to implement the topic (project) in the centers.

-Evaluates the internal resources of the kindergarten and group.

-Determines what help is needed from parents.

-Prepares materials.

We also formulated organizational skills that a child should master as a result of individual activity:

- the child must be able to determine the purpose of the activity;

-plan your activities;

-implement what is planned;

-be able to exercise self-control;

-be able to carry out self-assessment;

In a word, all the work on individualization can be built in blocks: plan-case-assessment.

The child must be able to draw up a plan for his activities, be able to implement it and evaluate the results.

In early and middle age, we begin work on drawing up a plan for today with the help of a teacher.

In the senior group, we involve parents in drawing up a plan for the child’s day in kindergarten.

In the preparatory group, children independently plan their day in kindergarten.

All individualization activities for children are carried out in equipped centers.

What is the role of the teacher during children’s independent activities in the centers?

The teacher can work in one of the centers.

Provide assistance to children, moving from center to center.

Observe the activities of children in the centers.

Observe a specific child.

In order to ensure individualization of teaching it is necessary:

-so that the child has the opportunity to choose in everything

(content, activities, materials, location, partnerships, etc.)

- realized that his personal freedom lies in the ability to choose from his many “wants” those for which he is ready to bear personal responsibility.

- during searches, trial and error, during which “I want” is transformed into “I can,” the child needs to receive support.

- have experience of cooperation with other children.

And what are the conditions for ensuring the individualization of learning for a teacher?

- the teacher creates a safe subject-spatial developmental environment;

- supports and initiates interaction with people (social environment and family);

-accepts the individual characteristics of the child;

Individualization of the educational process of preschool educational institutions as part of the implementation of the Federal State Educational Standard for Preschool Education

Individualization of the educational process of preschool educational institutions as part of the implementation of the Federal State Educational Standard for Preschool Education

Individualization in a preschool educational institution is based on accepting the unique personality of each child and supporting his individual needs and interests.

The child is the sun around which the entire pedagogical process revolves; his strength must be revealed, his interests satisfied, his abilities developed.

Model of individualization of the educational process:

monitoring
planning
supporting the child's individuality
development environment
working with family

Methodological support:

regulatory framework
development of methods and adherence to the principles of individual work
use of new techniques and technologies
advanced training of preschool teachers.

Planning.

OOP of preschool educational institutions and work programs of preschool educational institutions teachers;
Annual plan;
Work plan of the methodological service
Long-term work plans (specialists, educators)
Cyclogram of activities.
Calendar and thematic planning
Block - thematic.

Types of individual work:

Correctional (development of movements on the instructions of a physical education instructor on the instructions of a teacher - speech therapist; educational psychologist; music director; according to sections of the program)
Compensatory (newly admitted children to the preschool educational institution; children absent from the preschool educational institution for a long period / sanatorium, due to illness, parental leave)

Additional (development of creativity / in visual, musical, theatrical activities, work with children with an advanced rate of development (gifted children)

Implementation of the principle of individualization in preschool educational institutions.

—

changing the forms of interaction between an adult and a child.

-organization of a subject-development environment.

— change in the content of educational activities.

— interaction between the kindergarten and the family.

It is known that the development of children does not occur spontaneously, but is determined by living conditions, therefore, it is necessary to create conditions in preschool educational institutions (centers in which there cannot be a ban on places, toys, benefits. Adults assist in the development of children.

Child development centers in preschool educational institutions.

Active sector (occupies the largest area in the group), including:

-game center

- center of motor activity

-design center

-center for musical theatrical activities

Quiet sector:

-center of the book

-recreation Center

-nature center

Work sector: (The work sector occupies 25% of the entire group, since equipment for organizing joint activities is expected to be located there).

Each group should be individual and original. The teacher fills it out, focusing on the individual characteristics of each child. (For example, if there are more boys - cars, construction sets, etc.)

Components of children's subculture:

In order to individualize the pedagogical process, components of children's subculture are used. Preschool groups may have stands, corners, albums with photos of children, birthday wishes, New Year wishes, a birthday corner, and a portfolio.

A portfolio where parents and their children record their children’s achievements (certificates, drawings). There may also be forms of work jointly with parents, teachers and children, such as: mini-exhibitions, drawing competitions, etc.

Joint educational educational activities.

Joint educational activities of an adult and a child take place in routine moments, non-stop activities, in situational conversations, and in various types of activities. (game activities, educational activities, use of ICT, various technologies, club activities, interests)

Interaction with family

. The joint activities of parents, teachers and children have a positive effect on students. Children of active parents become more confident in themselves, ask more questions about the family, about kindergarten; They take initiative in matters where they see the interest and activity of their parents. The child feels closer and closer to the teacher, because sees close communication between the teacher and his parents, emotional upsurge, and the desire to be in the garden at the center of all games and activities.

Forms of work with parents.

Home photos, videos, projects; distribution on flash media (web page); creativity exhibitions, competitions; various events, leisure; trust boxes; booklets.

Thus, the individualization of the educational process will make it possible to take into account the interests and social situation of the development of preschool children.

System of individually differentiated training and education of preschool children

Author - Kolmakova Raisa Aleksandrovna - Educator, KGKP “Nursery-garden No. 9, “Aigolek”, East Kazakhstan region of Semey

Key concepts: Differentiation \ Differentiated approach to teaching Differentiated learning Individual approach Inclusive children Individual characteristics

The relevance of differentiated learning is determined by a number of circumstances, one of which is the renewal and modernization of modern education. A great influence on the improvement of the education system is exerted by society's social order for a creatively active personality, capable of expressing himself in non-standard conditions, flexibly and independently using acquired knowledge in a variety of life situations. One of the reserves for optimizing the educational process in a preschool organization is the implementation of an individual approach to ensure maximum development of each student. Along with the concept of “individual approach”, the concept of “differentiated approach” is used. It involves dividing children into relatively identical groups based on similar typical characteristics, which allows the teacher to carry out training that varies in volume, complexity, methods and techniques of work. A differentiated approach is understood as a specific form of educational organization that provides optimal conditions for the implementation of this principle.

The implementation of a differentiated approach to the upbringing and education of preschool children is one of the conditions for ensuring equal starting opportunities for preschool children to study at school. The essence of the differentiated approach is to organize the educational process taking into account age-related characteristics, to create optimal conditions for the effective activities of all children, to adapt the content, methods, and forms of education, taking into account the individual characteristics of preschool children as much as possible. A differentiated approach to education is child-centered education, looking for ways to best satisfy the cognitive needs of a growing person, how to solve the problems of development and support of the child.

A differentiated approach involves helping a preschooler understand himself as an individual, identify and reveal his capabilities, develop self-awareness, self-determination regarding personally significant and socially acceptable goals, self-realization and self-affirmation.

Differentiation of preschool children by level of mental development will eliminate unjustified and inappropriate for society equalization and averaging of children. The teacher will have the opportunity to help the “weak,” pay attention to the “strong,” and work more effectively with children who have learning difficulties, including in mathematics.

The differentiated approach in the traditional training system organizationally consists of a combination of individual, group and frontal work. This approach is necessary at all stages of training. Children with learning disabilities require a special form of educational activity. A child who has unstable attention and insufficiently developed memory will not be able to complete many of the traditional tasks; in this case, a special form of presentation of the material is required. Children with learning disabilities also need special attention from the teacher to develop their abilities. This means that even with full academic performance, all preschool children require a differentiated approach.

The implementation of a differentiated approach in our work begins with identifying the level of development of children's knowledge, skills and abilities.

In our work, a differentiated approach allows us to divide a group of children into subgroups in which the content of education, teaching methods, and organizational forms differ, and we also change the composition of the subgroups depending on the task.

In the context of a purposeful learning process, we implement a differentiated approach to preschoolers in special educational conditions in a reasonable differentiation of tasks, we set tasks for children that correspond to the level of development of their knowledge, skills and abilities. For children who have the first level of knowledge, skills and abilities, the tasks are easy. For children who have higher rates of development of knowledge, skills and abilities, tasks that involve consistent complication.

A differentiated approach is an important principle of teaching and allows us to create a comprehensive understanding of our students, and it also assumes:

Studying the individual psychological characteristics of the child;
Regular diagnostics of the children's team.
Conducting individual, group, frontal work with children.

During the EUD on the formation of elementary mathematical concepts, options for differentiating tasks are offered:

- according to the level of complexity, for example, a didactic exercise with counting sticks, in which there were three options for execution: one group of children should compose and name a geometric figure consisting of 3 sticks; second group

– from 5 sticks; the third group - from 6 sticks. This exercise aroused interest and great activity among the children. One group tried to help others.

- according to the level of creativity, for example, tasks with geometric figures for the development of reconstructive and creative imagination, didactic games “Tangram”, etc. Also in our work we use tasks for comparison, for example, children are divided into three groups using geometric figures, they are given The task is to match a geometric figure with the corresponding card.

For inclusive children, we prepare larger handouts, as they have impaired vision.

To reinforce the learned material, we offer children entertaining games:

It is proposed to choose one from a variety of geometric shapes (square, triangle, circle, rectangle). Children with the first level are asked to pronounce the name of the figure.
Counting sticks are distributed. Children with the first level of development are asked to lay out a triangle (square, rectangle), with the second level - a quadrangle, with the third - a pentagon, hexagon. A certain sequence of geometric figures is given:

Offered:

for children with the first level - continue the series;
for children with the second level - continue the row, increasing the number of circles.
for children with the third level - continue the series and come up with
its sequence

At the OUD on the formation of elementary mathematical concepts, we use not only didactic games, but also a variety of visual aids. For example, children can be offered balls, dolls, nesting dolls, and pyramids. Properly selected visual aids increase the effectiveness of learning, arouse lively interest in children, and ensure assimilation and awareness of the material.

At the educational level, an interested, active, comfortable state of children is observed, since the difficulties that arise during the activity are overcome, and the set goal is ultimately achieved.

We provide knowledge in an entertaining way, in the form of a didactic game, which is quickly and easily absorbed by children. At the same time, it is important that we use games in such a way that the elements of cognitive, educational and gaming communication are preserved. Children show particular interest in games that contain an element of expectation or surprise, for example, in the games “What has changed?”, “Which is the count?”, “Wonderful bag”, etc.

With children who have the first level of development of knowledge, skills, abilities, we systematically carry out additional individual work, making extensive use of visual aids (small counting material, pictures, models of geometric shapes, etc.).

In the “Collect the Picture” games, I give the stronger children the task of collecting a picture cut into smaller parts, and the weaker children - a picture cut into several parts.

The technology of differentiated learning involves not episodic, but systematic work in this direction. For example, the entire group is given the same task, while strong children are given less time to complete it, while weak children are given auxiliary material (algorithm, diagrams, tables, etc.).

The system of individual work with children in the process of their physical education also includes taking into account the characteristics of the child’s physical fitness.

Work with children is based on the individual characteristics of their motor development. Thus, a group of children with high levels of physical fitness benefit from tasks aimed at improving their motor skills. This is facilitated by performing familiar movements in new combinations (exercises in pairs), from unusual starting positions.

This material is also used in working with children who have the second level of physical fitness, but along with improving the technique of basic types of movements, they are offered special tasks aimed at developing volitional and physical qualities.

Preschoolers with the first level of physical fitness are offered accessible tasks that contribute to their overall physical development. This can be achieved through physical exercises familiar to children, outdoor and sports games recommended by the education program. Games are held more often, during which all children perform the same movements with the goal of performing them well.

In sedentary children, we cultivate an interest in movements, the need for active types of activities, special attention is paid to the development of all basic movements, but especially intense ones.

In our work, we unite children of different mobility in games, giving one toy, an allowance for two, for example, children are given tasks:

lead the doll, holding it by the hands, along the path (bench, etc.),
play together with horses (car, train) using a hoop, jump rope, ribbon;
roll (throw) the ball to each other,
take turns climbing into the hoop (one holds it, the other climbs through),
Rotate the rope together, etc.

This determines an individually differentiated approach to children at the level of their physical fitness.

Also, in our work, we are guided by the individual characteristics of children when seating them in an educational setting, when assigning each a place at the table. At the same time, we take into account the peculiarities of their physical development, and the uniqueness of mental development and behavior. If a child has reduced hearing or vision, then we make sure to sit him closer to us. Very active and restless children also require constant attention. They should also be planted closer. Quiet, passive, silent children sit not far from the teacher. When seating, we also take into account the friendly relationships between children, but still, first of all, we are guided by pedagogical values, we select table neighbors based on the possibilities of their beneficial influence on each other. Thus, the implementation of a differentiated approach in the learning process in kindergarten helps to ensure equal starting opportunities for preschoolers at the stage of preschool education and prepares them for school, and also makes it possible not only to help children learn program material, but also to develop interest in acquiring new knowledge, skills and abilities. The use of an individually differentiated approach in teaching preschool children has a qualitative effect on children’s positive attitude to the learning process, on increasing the level of performance in the educational classroom, on the depth and quality of assimilation of program material by each child and the group as a whole.

Individualization in kindergarten

The problem of individualization of preschool education has remained relevant in pedagogical science and practice for decades. In the context of modernization of the education system of the Russian Federation, one of the main tasks of state educational policy is to ensure the modern quality of preschool education, the goal of which is to create a favorable space for socialization, individual development of the child, and the acquisition of key competencies in the conditions of a preschool educational institution.

What is individualization? The content of this term is quite ambiguous and is often confused with the concept of “individual approach”. Some associate it with the formation and understanding of individuality, while others associate it with the organization of an educational process that would take into account the individual characteristics of pupils and pupils.

S. M. Yusfin and N. N. Mikhailova define individualization as follows: “Individualization is the process of generation and reflection by a person of his own experience, in which he recognizes himself as a subject, freely defining and realizing his own goals, voluntarily taking responsibility for the results as a consequence of one’s purposeful activity.” [1]

Today, the activities of preschool educational organizations are regulated by federal state standards, in which the fundamental provision is the construction of educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education [2]. In other words, the Program in this standard is defined for the first time as “a program of psychological and pedagogical support for positive socialization and individualization of children’s development,” and not a training program. [3]

When they talk about individualization in kindergarten, they first of all mean the creation of a subject-spatial developmental environment that would effectively develop the individuality of each child, taking into account age and physiological characteristics, inclinations, and interests. Let me give an example of the environment of one kindergarten. In group rooms there are activity centers (center for mathematics, art, literature, etc.), each of which contains a sufficient number of different materials for exploration and games. The booths are decorated with a colorful joint creation of parents and teachers - a mini-portfolio about each child. Particular attention is paid to children's names, which are marked on beds, chairs, cubicles and other personal items, and also serve as a means of announcing their arrival and readiness to interact with the world. The presence of exhibitions of children's creativity, stands, pictures exhibited on a lexical topic and the achievement of children in the form of medals and diplomas on the walls also contribute to the individualization of the educational environment. The project method and three-question model used in kindergarten stimulate children's interest in learning by organizing independent activities, setting before them problems and goals, the solution of which leads to the emergence of new skills, knowledge and abilities.

This enrichment of the environment is not limited to this. Every day more and more new tools, techniques, technologies and various materials appear, ranging from toys, books and ending with furniture. Each kindergarten, adhering to the requirements of the Federal State Educational Standard, brings something of its own to the environment that surrounds the children.

Don't forget the importance of family. The interaction of teachers with parents, their complete coordination, effectively affects the entire pedagogical process and the development of the child as a whole. These are not only formal meetings and stands, but a bringing together of the souls and minds of people involved in the life of a child. A competent teacher will be able to construct a conversation in such a way as not only to inform parents, but to form a positive attitude towards their actions, with the understanding that each of them affects the development of the child. The task of kindergarten leaders is to facilitate all this, to create conditions for unleashing the creative potential of all participants in the individualization process.