Types of children's activities in kindergarten. Game as a leading activity

Types of activities in accordance with Federal state requirements

There are generally accepted requirements that all preschool institutions in the country must adhere to. Thus, the main types of children's activities in accordance with FGT include the gaming component, communicative, labor, cognitive and research, musical and artistic, productive, as well as reading.

The general education program in kindergarten should be carried out not only through the interaction of an adult and a child. The child must solve many problems independently. Such activities allow you not only to acquire new skills, but also to consolidate existing ones.

Federal and state requirements are developed taking into account the regime of children in accordance with their age. Based on this, the main types of children's activities must be planned, taking into account periods of sleep and wakefulness.

Organization of the educational process in senior groups in preschool educational institutions in the context of the implementation of the Federal State Educational Standard

Bibliographic description:

Sayapina, L. I. Organization of the educational process in senior groups in preschool educational institutions in the context of the implementation of the Federal State Educational Standard / L. I. Sayapina, D. S. Chilikova. — Text: direct // Questions of preschool pedagogy. — 2021. — No. 5 (15). — P. 1-5. — URL: https://moluch.ru/th/1/archive/100/3507/ (access date: 12/19/2021).

In 2013, a new law “On Education” came into force, which states that kindergarten is the first compulsory stage of the educational process [4]. Preschool education should not only be accessible, but also of high quality. Therefore, from January 1, 2014, all preschool educational institutions switched to the Federal State Educational Standard for Preschool Education (FSES).

The standard pursues the following goals: “increasing the social status of preschool education; ensuring by the state equal opportunities for every child to receive quality preschool education; ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs of preschool education, their structure and the results of their development; maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education" [3].

What is changing in the educational process of preschool educational institutions in connection with the introduction of the Federal State Educational Standard for Preschool Education?

The text of the Federal State Educational Standard does not use the word “class” as a specially organized educational activity. But the learning process remains. The standard involves training in the senior group through the organization of various types of children's activities: play, communication, work, cognitive-research, productive, musical and artistic, reading. During the educational process, they alternate: children can study sitting on chairs, on a carpet, standing, in groups, in pairs, etc. [1].

The way children's activities are organized has also changed. If previously the teacher was in charge and the child was in control, now both the child and the adult are subjects of interaction, equal in importance.

At the present stage, we are seeing the inclusion of effective forms of working with children in the educational process: ICT, project activities, gaming, problem-based learning situations as part of the integration of educational areas.

High-quality preparation of visual materials is also very important. They should be modern and accessible to every preschooler. The illustrations and paintings used must be of high quality and large in size. Multimedia presentations are encouraged [2].

For example, to consolidate your knowledge of fairy tales and their names, you can use a presentation with riddles.

The Federal State Educational Standard for Educational Education sets requirements for the organization and updating of the subject-development environment. The subject-development environment in an institution implementing a preschool education program is one of the important criteria for assessing the quality of education.

Also, with the introduction of the Federal State Educational Standard, the structure of the school education for older preschoolers is changing:

The introductory part involves creating a positive emotional mood for children’s activities. The child himself must become interested in the process, and for this motivation must be created. Motivation should unobtrusively, through play, encourage the child to take certain actions. Here everything depends on the literacy and competence of the teacher, because properly created motivation is the key to the success of the educational process.

Modern teachers have at their disposal a huge selection of ways to motivate students in the educational process, including theatrical activities with game characters, puppet performances and performances, multimedia equipment with which it is possible to create incredible stories and even reproduce direct interaction with children by recording voices and images.

Also important is the point of creating a problem situation (or a problem-search situation) for older preschoolers, the solution of which they will be engaged in throughout the entire educational activity. The problem should be understandable to preschoolers and not require unnecessary explanation. For example: Dunno came from Sunny City on an excursion to our city and got lost. Children help him get home, going through various obstacles and tasks. This technique develops mental activity in children, stimulates interest, and teaches interaction in a team or in pairs. Or: Children, I am Doctor Plyusheva. I invite you to a secret research laboratory, where you will get acquainted with the experiments carried out by scientists. But guess what you will explore.

The main part of educational activity is a disguised game that will lead to a specific goal. In the main part of the OOD, the teacher is not limited in the ways of conveying information to students; the main thing is not to oversaturate the OOD with information. Various interaction methods can be used here: visual (demonstration of materials using multimedia equipment, watching films, audio and video instructions), practical (experimental activities, construction, didactic games and games with rules) and verbal (stories, reading, conversations).

Methods of organizing OOD such as online excursions and quest games are gaining great popularity.

An online tour (or virtual tour) is a spectacular and accessible way of visualization. The main advantage of such an excursion is the complete safety of children, and the fact that it saves time and money is also important. Organizing such excursions does not take much time; you can use ready-made excursions on various video hosting sites such as YouTube or organize excursions yourself using Google Maps or Yandex Maps. Virtual excursions allow you to make exciting journeys and create a complete illusion of presence in the viewer. Voskobovich’s unconventional games also provide additional motivation. The advantage of the game is the internal nature of motivation. Children play because they enjoy the gameplay itself. (see Appendix 1)

Quest game is a set of tasks (quests) united by something (plot, theme, characters, etc.). The most important elements are exploring the world (plot) and solving problems. OD organized in the form of a quest game not only effectively solves the problem of motivation, but also helps with maintaining interest during the activity process, since activities in a quest game change quickly enough, and the child does not have time to get tired.

Analysis is an essential part of any activity. The teacher notes the positive aspects of each child’s work as a basis; the negative aspects are not clearly mentioned, but so that the child would pay attention to this and be able to improve his results in the future. It is also important to maintain the predominance of positive emotions and a friendly atmosphere in the children's team during analysis. The analysis is carried out in several ways:

Analysis on behalf of the teacher.
Analysis from the perspective of a game character participating in the OOD plot.
Self-analysis of children (with the help of a teacher).

A distinctive feature of educational activities according to the Federal State Educational Standard for Preschool Education is the speech activity of preschool children. Communication between teacher and student should be based on the principle that the child is the doer, and the teacher is the assistant. Most of the speech activity should fall on children; the teacher’s questions should encourage active speech activity, be of a problem-searching nature, and develop logical thinking. The teacher needs to structure his speech in such a way that all speech activity is transferred to the child, and he gives complete and detailed answers to questions.

For example:

1) Children and foxes were walking and got lost. They really want to go home. How can I help them? (The child will independently offer options for help.)

2) I can’t see something well. Who can describe this picture to me? What's written on it? (The child will strive to describe the picture as accurately as possible using more words and more complex speech structures)

3) Who can name the most objects similar to a square? (Activation of the competitive effect. Thought and speech processes are activated in more productive activities. The child uses more words)

It is not unimportant for the teacher to formulate his phrases in such a way as to avoid imposing a plot or actions (“I want to invite...”). It would be more correct to say to the children this way: “Let's go on a trip...”

3. Final part. Part of the OOD, where students achieve their goals and find solutions to all problem and search situations. In this part of the educational activities, it is necessary to pay attention to the outcome of all actions taken and consolidate the acquired knowledge in the course of educational activities. Consolidation of knowledge can occur both in the format of a conversation and in the format of practical activities (draw a picture, make an application, etc.). The conclusion of the OOD is a general analysis of the activities carried out at the end of the educational process (3 methods). We cannot cancel such an important fact as incentives based on the results of the OOD; such incentives can be stickers with emoticons (laughter, smile, etc.), stars (3 - excellent, 2 - good, 1 - try) and much more that will motivate children to perform effectively or maintain their high level of activity in the future.

Thus, we can conclude that currently the requirements for conducting educational activities have changed, since there are pedagogical technologies (problem-based learning, research activities, project activities, health-saving technologies, etc.) that must be used in the implementation of the Federal State Educational Standard for Education.

Annex 1

Theatrical activities

"Miracle Tree"

Voskobovich games

Literature:

Denisova N. I. Practical advice for conducting classes on the Federal State Educational Standard of a Preschool Educational Institution [Electronic resource]. — Access mode: https://wwwukdou15.caduk.ru/DswMedia/praktsovetyipoprovedeniyuzanyatiypofgos.pdf.
Mayer A. A. Practical materials on mastering the content of the Federal State Educational Standard in a preschool educational organization [Text]: educational and practical guide / A. A. Mayer. — Moscow: Ped. island of Russia, 2014. - 93 p.
Federal State educational standard for preschool education [Text]: approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013, No. 1155 / Ministry of Education and Science of the Russian Federation. — Moscow: 2013
Federal Law on Education in the Russian Federation: adopted by the State Duma on December 12, 2012 // ConsultantPlus [Electronic resource]. –

Key terms
(automatically generated)
: preschool education, child, educational process, educational activity, teacher, multimedia equipment, main part, project activity, speech activity, Federal State Educational Standard.

Play activities in kindergarten

The game can rightfully be called the main activity in a preschool institution. Role-playing games help the development of personality, active ones contribute to the rapid physical development of the child. Any training is much more productive if it is interesting to the child. It is no coincidence that many educational programs are built in the form of a game.

The entire preschool age of a child can be divided into two groups. In early preschool age, games largely acquire an objective character. Children explore the world around them visually. They try to distinguish one object from another and taste it. In older preschool age, children already begin to interact with each other. Role-playing games are becoming popular. And if the teacher organizes the educational process correctly, it will be possible to teach children writing and reading in the form of a game. All types of children's activities in kindergarten should be related to it to one degree or another.

Types of children's activities and ways to support them

Svetlana Maltseva

Types of children's activities and ways to support them

1. The pedagogical dictionary notes that the concept of “initiative”

can be defined as an initiative,
“the first step”
towards the beginning of some action.

2. In the Constitution of the Russian Federation, in the “Concept for the modernization of Russian education”

, the Law of the Russian Federation
“On Education in the Russian Federation”
and other regulatory documents of the Russian Federation formulate the state’s social order for the education system: education of an initiative, responsible person, ready to make independent decisions in a situation of choice.

3. The Federal State Educational Standard states that one of the main principles of preschool education is to support children in various types of activities . Support for the initiative is also a condition necessary for creating a social situation for the development of children. At the stage of completion of preschool education, the targets defined by the Federal State Educational Standard include the following: • show initiative and independence in various types of activities ; • choose your occupation, participants in joint activities ; • demonstrate the ability to exercise volition ; • independently come up with explanations for natural phenomena and people’s actions; • demonstrate the ability to make your own decisions.

4. The development of children's initiative and independence is carried out:

IN DIFFERENT TYPES OF EDUCATIONAL ACTIVITIES . 1. gaming; communicative, cognitive-research, perception of fiction and folklore, productive, musical, motor, elementary labor; directly organized; in regime moments in independent; activities ; 5. Without independence, we will not get initiative. For a long time there was an opinion that a child is not yet a person. A small child is an inferior being who cannot think, act independently, or have desires that do not coincide with the desires of adults. The child must fulfill the requirements dictated by the adult without showing his own initiative and independence. “said and done” principle

.
And only recently have we adopted “positive”
approach to the development of a child: he has been recognized as having the right to be an individual. And independence is a faithful companion to personal development.

6.Development of independence:

The first stage is when the child acts in his usual conditions, in which basic habits were developed, without reminders and help from adults (we wash our hands before and after eating; we say “hello”

,
“goodbye”
,
“thank you”
,
“please”
; put toys back in place; clean up the room, etc.).

The second stage - the child independently uses familiar methods of action in new , unusual, but close and homogeneous situations (clean up order in the group; sweep the floor at grandma’s, etc.)

Third stage – long-distance transfer is possible. The rules have been mastered and the child uses them in any situation.

7.Characteristic features of developed independence:

a) the ability to perform work on one’s own initiative, to notice the need for certain actions (water flowers if the ground is dry; when you see a mess, eliminate it)

;

b) the ability to perform work without outside help, without the constant supervision of an adult;

c) consciousness of actions, the presence of basic planning (the ability to understand the purpose of the work, foresee its result)

;

d) the ability to give a fairly adequate assessment of one’s work and exercise basic self-control;

e) the ability to transfer known methods of action to new conditions.

8 The lag in the development of independence and initiative in preschool children is largely a consequence of improper organization of children’s activities and upbringing errors:

a) excessive regulation of activities ,

b) constant control and guardianship,

c) the predominance of direct methods of directing children’s actions,

d) teaching actions by directly imitating an adult’s display, etc.

9. Stages of development of a child’s independence of plans.

2-3 years - testing yourself in the external field (who I am)

;

3-5 years - the emergence of a conscious and verbally formulated plan and testing of my ideas in different areas (what I can do)

;

5-7 years - subordination of actions to a conscious sustainable plan, a clear subjective division of the spheres of initiative (where I can)

10 Initiative and independence in preschool children are formed gradually, one after another.

11 Ways and directions of supporting children's initiatives.

1. Joint activity between an adult and children , based on the search for solutions to a problem situation proposed by the child himself.

2. Project activities .

3. Joint cognitive and research activities of adults and children - experiments and experimentation

4. Observation and basic household work in the experimentation center.

5. Joint activity of adults and children to transform objects of the man-made world and living nature.

6. Creating conditions for independent activity of children in development centers

12. Children's initiative is manifested in the free activity of children according to their choice and interests. The opportunity to play, draw, design, compose, etc., in accordance with one’s own interests, is the most important source of a child’s emotional well-being in kindergarten . In the form of independent initiative activities in kindergarten, types of activities of the child can be carried out , since each activity has a unique impact on the development of different components of independence

13. Conditions necessary for the development of children's initiative.

1. Developmental subject-spatial environment.

2. The content of the developmental environment should take into account the individual characteristics and interests of children of a particular group.

3. The democratic style of communication between teachers and children should prevail in the group. 4. Educators and parents must develop children’s skills to choose activities and relationships in accordance with their interests.

5. Parents should be aware of everything that is happening in the child’s life: what he is doing, what new things he has learned, what he needs help with in his search.

14. Types and directions of children's initiative :

1. creative initiative - involves the child’s involvement in a story-based game as the main creative activity , where imagination and imaginative thinking develop;

2. initiative of productive activity - drawing , modeling, constructive modeling, where voluntariness and the planning function of speech develop;

3. communicative initiative - involves the child’s involvement in interaction with peers, where empathy and the communicative function of speech develop;

4. cognitive initiative - presupposes curiosity, involvement in experimentation, simple cognitive and research activities , where the ability to establish spatio-temporal, cause-and-effect and generic relationships develops.

15. Manifestations of children's initiative at different ages.

2-3 years

The priority area for the manifestation of children's initiative at this age is research activity with objects , materials, substances; enriching your own sensory experience of perceiving the world around you.

3-4 years

The priority area for the manifestation of children's initiative is play and productive activities .

4-5 years

The priority area for the manifestation of children's initiative at this age is cognitive activity , expanding their information horizons, and playing activities with peers .

5-6 years

The priority area for the manifestation of children's initiative in older preschool age is non-situational - personal communication with adults and peers, as well as information and cognitive initiative.

16. “Balance of adult and child initiative :

This is achieved not through a rigid separation of the spheres of domination of an adult and the freedom of a child, but through the flexible design of partnership activities , where both parties act as central figures in the educational process and where pedagogical interests and the interests of a specific group of preschoolers meet, and are not opposed.”

Recommendations for teachers to stimulate the initiative of children's creative activity.

1. Providing a favorable atmosphere. The goodwill on the part of the teacher, his refusal to express assessments and criticism of the child contribute to the free manifestation of divergent thinking (it is characterized by speed, flexibility, originality, accuracy)

2. Enriching the child’s environment with a wide variety of objects and stimuli that are new to him in order to develop his curiosity.

3. Encouraging the expression of original ideas.

4. Using a personal example of a creative approach to problem solving.

5. Provide opportunities for exercise and practice. Widespread use of divergent questions across a wide variety of areas.

6. Giving children the opportunity to actively ask questions.

7. Systematically enriching the life experience of children.

8. Collaborative (educational)

games between a teacher and children aimed at imparting gaming experience to them.

9. Timely changes in the subject-play environment, taking into account the enriching life and play experience of children.

10. Activating communication between an adult and children, aimed at encouraging them to independently apply new knowledge in the game, ways to solve game problems, facilitating children’s interaction with each other.

Cognitive and research activities

An equally important activity can be considered cognitive and research. This species is quite closely related to the game. After all, it is thanks to the latter that the child gets acquainted with the world around him. Cognitive activity is of great importance at any childhood age. Depending on the goals that the teacher sets for the children, this type of activity may include experimentation, observation, and excursions.

Special attention should be paid to targeted walks. In the warm season, thanks to trips to the park or out of town, the teacher helps children solve several problems at once. Active recreation can be combined with getting to know nature and animals of your native land. In addition, fresh air helps improve children's appetite and sleep. An obstacle to daily walks may be too low an air temperature or precipitation. In the summer, teachers should ensure that children spend less time in the open sun and wear hats. Almost all types of children's activities in kindergarten in summer can be carried out in the fresh air.

Communication type of activity

The main task of a preschool institution is to prepare the child for future adult life. A little person must acquire many skills before he enters society. This is not only the ability to speak or use household objects for their intended purpose, but also proper communication with others.

Most children easily find a common language with both peers and adults. But in every preschool institution there is always a group of withdrawn children who find it difficult to socialize. This behavior may be due to personality traits or parental upbringing. Often, troubles in the family lead to the child withdrawing into himself and not wanting to communicate with his friends. The main types of children's activities are aimed at helping such a child. In a playful way, the teacher helps him open up and establish contact with peers.

Properly organized communicative activities in kindergarten also contribute to the development of the children’s speech apparatus. Activities may include communication with children on certain topics, situational tasks, conversation, and solving riddles. Story-based games are extremely popular among children. In the role of their favorite fairy-tale characters, children become more self-confident and reveal their creative potential.

“Forms, methods, technologies of working with preschool children in accordance with the Federal State Educational Standard for Education”

The world of childhood is unique and inimitable; childhood impressions, good and bad, remain in people’s memory forever. Scientists have long discovered that the decisive factor in the development of certain characteristics of thinking is not the experience itself (knowledge, abilities, skills), but the methods of its assimilation. Creative activity is a reliable assistant in raising and teaching children.

Our OOD is structured in such a way that one type of activity is replaced by another. This allows us to make the children’s work less tiring and intense. Game forms allow you to activate the cognitive interests of preschoolers, surprise, and ignite the flame of curiosity. In play activities, children intensively develop their powers of observation, memory, and imagination.

People have been using games as a learning method for a long time. Gaming activities can be used in the following cases: a) as independent technologies for mastering a topic or section; b) as elements of a broader technology; c) as a lesson or part of it (explanation, reinforcement).

Communication games involve working in pairs, groups of large and small, and as a whole group, while participants must be able to move freely around the room. For such games, a subject-spatial environment or child development centers are created, with rich mobile, replaceable material.

The pedagogical process should not impose a template approach to solving tasks; it should respect and develop the uniqueness of the individual style of each preschooler.

The educational games that I use in my classes are based on the principle of organizing classes in small groups. This makes it possible to include all children in active work, organize competition between teams, and develop the ability to work in a team. Game situations help create a positive attitude towards learning and development, which is a necessary prerequisite for successful learning of the material. Education is based on the following types of activities: cognitive, playful, creative, communicative. As a result, preschoolers will have sufficiently developed

moral standards of behavior, culture of communication in a team, ability to cooperate. When using games in my work, I take into account that they must have two principles: educational and cognitive and entertaining. Of the wide range of methods and techniques for working with children, those play activities that allow them to comprehensively solve developmental, educational and educational tasks are primarily used.

I also use the project method in my work. The essence of this method is to stimulate children’s interest in certain problems that require mastery of a body of knowledge, and through project activities to show the practical application of the acquired knowledge. If we talk about the project method as a pedagogical technology, then it involves a combination of research, search, and creative methods. Preschool age is fertile ground for the education, upbringing and development of a child - this period in the life of children is characterized by sustained attention, observation, and a surge of cognitive interest. That is why the most effective method in teaching children is the project method. This method develops interest in various areas of knowledge, develops skills in collective and independent work, activity, and helps connect learning with life. Project activities make it possible to unite a teacher - a senior friend and mentor, children, parents and other teachers - into one team.

Labor activity in a preschool institution

In order to exist in a full-fledged society, a child needs not only to learn how to communicate correctly, but also to serve himself. All types of children's activities in kindergarten help children learn independence. They must be able to dress properly and hold kitchen utensils without adult assistance.

Household work is also not in last place. The child must be familiar with the activities of adults. This is especially true for household tasks. Not only the teacher teaches children the culture of life, but also the parents at home. Even in preschool age, parents together with educators must teach the child to be neat. All children must clean up toys and kitchen utensils after themselves. A preschooler must know that all things have their places.

Joint activity between an adult and a child also contributes to social development. The baby quickly learns to solve certain everyday problems and begins to understand the degree of his importance in society.

Specific children's activities, taking into account the age characteristics of children in the context of the Federal State Educational Standard for Education.

Olga Sergeevna Nazmutdinova, methodologist, Rybno-Slobodsky kindergarten “Mishutka”, Rybno-Slobodsky municipal district of the Republic of Tatarstan

Specific children's activities, taking into account the age characteristics of children in the context of the Federal State Educational Standard for Education.

Clause 2.7 of the Federal State Educational Standard for Preschool Education states that the content of preschool education is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development).

One of the main tasks of the Federal State Educational Standard is to support children's initiative and independence in various types of children's activities: gaming, communicative, creative, constructive, labor, cognitive, research, project.

The development of cognitive and research activity largely depends on the child’s living conditions. The more complete and varied the material provided to him for research activities, the more likely it will be to timely pass through the stages of development of perception, thinking, and speech. Below is a table of specifically children's activities, taking into account the age characteristics of children.

Infancy (2 months - 1 year)	Early age (1-3 years)	Preschool age (3-7 years)
Direct emotional communication with adults (situation of inextricable unity of child and adult)	Object activities and games with composite and dynamic toys	Game activities (role-playing games, games with rules)
Manipulating objects	Experimenting with materials and substances (sand, water, dough, etc.)	Communication activities (communication and interaction with adults and peers)
Cognitive and research activities	Communication with an adult and joint games with peers under the guidance of an adult	Cognitive and research activities (studying objects of the surrounding world and experimenting with them)
Perception of music, children's songs and poems	Self-care (washing, brushing teeth, combing your hair, undressing and dressing with partial assistance from an adult), and actions with household tools (spoon, scoop, spatula)	Perception of fiction and folklore (formation of a holistic picture of the world, including primary value ideas; development of literary speech)
Physical activity	Perceiving the meaning of music, fairy tales, poems, looking at pictures	Self-care (washing, brushing teeth, combing your hair, dressing and putting clothes away, tying shoelaces) and basic household work indoors and outdoors (hanging clothes in the closet, watering indoor plants, picking herbs in the garden, raking leaves)

Productive activity

It is impossible to imagine classes in kindergarten without drawing, modeling and applications. These are all productive activities that promote mental development. In classes, kids learn to express their thoughts and show imagination. It is in kindergarten that a love for art can begin, and parents usually identify one or another talent in the child at this time.

Praise is a very important aspect of productivity. Under no circumstances should you point out mistakes to a preschool child. The teacher can only guide the child, suggest how it would be optimal to solve a specific problem. It is no coincidence that there is no assessment system in preschool institutions. The child should not know that he is drawing or making appliqué worse than others.

Productive activities in kindergarten help introduce the child to the surrounding nature, basic colors and shapes. In addition, drawing and modeling contribute to the development of motor coordination.

Characteristics of the main types of activities of children and features of their organization in preschool educational institutions

Definition 1
Activity is a process (processes) of active interaction between a subject and an object, during which the subject satisfies any of its needs and achieves a goal.

The leading activity of a preschool child is play. It is in play that a child has the opportunity to “try on” various social roles; in the process of play, children develop speech, thinking, imagination, cognitive processes and form the necessary practical skills.

There are the following forms of organizing the game:

A role-playing game is a game that involves a certain plot and the distribution of roles between participants.
Theatrical games are a variety of role-playing dialogues, dramatizations, imitation games, improvisation games and dramatizations.
Director's games are games that use character toys or substitute objects.
Fantasy games are games that are mainly represented by TRIZ technologies.
Games using building materials (cubes, building sets, natural materials, etc.).
Experimentation games – games using a variety of materials (water, ice, light, paper, magnets, etc.)
Didactic games - represented by board-printed, word games and games with objects.
Intellectual development games are games that use puzzles, mazes, etc.
Outdoor games - represented by plot, plotless, folk, sports, etc. games.

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Regardless of the type and form of organization, all games are aimed at the personal development of the child and meeting his age-related needs.

Definition 2

Educational activity is a specially organized or independent process, during which a child acquires certain knowledge and skills, expands his own horizons and acquires practical skills.

There are the following types of organization of educational activities:

Organized partnership (joint) activity between the teacher and children implies the inclusion of the teacher in organized activities on an equal basis with the children. The inclusion of children in joint activities is based on the voluntary desire of the children; any coercion to participate is not allowed.
Organization of educational activities at different scheduled moments is an educational activity that the teacher organizes and conducts during a walk, in the morning and evening hours and at other scheduled moments during the day. This type of activity can be organized in the form of outdoor games with rules, conversations, hardening, analysis of various problem situations, etc.
Organized educational activity that involves direct interaction between the teacher and one child, with a subgroup of children or with the entire group. The choice of a pupil or pupils depends on their age, individual characteristics and the type of activity being organized.
Independent activity of children is carried out at regular moments of the day, lasting at least 3-4 hours a day. Independent activity does not mean that children are left to their own devices. The teacher’s task is to create the necessary conditions for them and organize a subject-spatial environment for productive and interesting independent activity.

Finished works on a similar topic

Course work Organization of various types of activities and communication of children 440 ₽ Abstract Organization of various types of activities and communication of children 280 ₽ Examination Organization of various types of activities and communication of children 240 ₽

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Definition 3

Labor activity is a purposeful activity, the main task of which is to develop in children a respectful attitude towards work, as well as the development of the necessary labor skills.

The labor activity of children can be organized in the form of:

Self-care is an activity aimed at the child serving himself during hygiene procedures, eating, dressing and undressing, etc.
Duty - organized in the dining room, in a corner of nature and joint educational activities, when 2-3 children assist the junior teacher or teacher.
Household work - represented by organized cleaning of the group room, toys, repair of books, clothes, toys, etc., under the guidance of a teacher.
Work in nature - organized cleaning of the site, procurement of natural materials, snow removal, making bird feeders, work in the summer area (watering flower beds, weeding, etc.).
Manual labor is the organized activity of making crafts from waste and natural materials, making various attributes for games, etc.

Musical and artistic activities

Musical activities for children in kindergarten include singing, humming along, playing instruments, as well as outdoor games with musical accompaniment. In such classes, children develop their creative abilities. Many children enjoy classes with vocal improvisation. It is musical and artistic activities that were created to prepare children for performances. Children learn to feel great in front of a large audience.

Reading in kindergarten

Despite the fact that children begin to read only at school age, educators should teach this skill long before that. The child must first learn to listen and understand the work. A very important skill is the ability to handle a book. The child should know not to tear the pages while looking at the illustrations.

In the middle group, the teacher begins to introduce children to letters. First of all, children learn easy to pronounce letters. These are simple vowels and consonants. Next, kids learn to put letters into syllables, and them into words.

A child’s activities in kindergarten must necessarily involve learning short poems. Activities of this kind promote mental development and train the child’s memory. Parents can also learn short stories and jokes with their children at home.

Types of activities in kindergarten according to Federal State Educational Standards methodological development

Types of activities in kindergarten according to Federal State Educational Standards

The preschool stage of childhood in children is associated with an active period of learning about the world around them, awareness of their own “I,” as well as dynamic socialization. Children become familiar with the cultural heritage and universal moral and ethical standards. All this determines the main goal of the educational process in kindergarten, namely the creation of conditions conducive to the formation of the child’s personality. And an effective way to implement it is to involve children in different types of activities.

1.1 Table: types of activities and forms of interaction with children in preschool educational institutions
1.2 Table: goals and objectives of activities by age groups

How to motivate children to do different activities

2.1 Table: motivational techniques for different types of activities in kindergarten

Five stages of development of any type of activity in a child

3.1 Table: Melnikova O.I., summary of joint educational activity with children of the middle group within the framework of the topic “My friend the robot” of educational and research activities (fragments)

Unregulated and extracurricular activities in preschool educational institutions

4.1 Table: types and forms of unregulated activities

The essence of the concept of “activity”

Activities in the literature of a psychological and pedagogical orientation are determined by a specific type of manifestation of a person’s initiative, which presupposes knowledge, creative understanding of the world around and understanding of oneself in this world.

The Federal State Educational Standard (FSES) defines five vectors of the educational process (cognitive development, speech development, social and communicative development, physical, artistic and aesthetic), which are implemented by combinations of forms of activities practiced in a preschool educational institution (DOU), fulfilling a specific mission in depending on the age of the pupils.

Table: types of activities and forms of interaction with children in preschool educational institutions

Kind of activity	The essence	Forms of working with children
Gaming	The main type of activity of preschoolers, aimed at the work process and characterized by the fact that the child accepts a conditional situation.	Creative games (theatrical): director's - based on the plot proposed by adults; role-playing games, in which children play social roles based on their own experience; games with construction materials (construction sets, natural materials); improvisation.
Gaming		Games with set conditions: didactic, that is, aimed at mastering, practicing and consolidating knowledge, skills and abilities; developing (for example, on Nikitin’s, Voskobovich’s cubes); mobile to fulfill the children's need for movement; interactive (strategies, educational), aimed at developing thinking and logic; you can learn about the methodology for their creation from the article by A. Firsova.
Research-cognitive (intellectual-cognitive)	A type of activity for children that promotes the establishment of connections between phenomena and objects of the surrounding world, as well as the development of cognitive techniques.	mental activity (a set of mental operations aimed at solving a question, for example, searching for an answer to a problematic question: “Why did the Fox get caught with Kolobok?”); perceptual-sensory activity (the basis of cognition in children, who rely on the unity of visual and manual actions, for example, a child in the younger group first sees how the teacher uses a noise box, and then shakes it himself and guesses what its contents are); experimental activities; observation modeling counting activities, aimed, among other things, at the development of elementary mathematical concepts.
Communicative	A type of activity aimed at establishing contact with other people through communication in any oral form.
Fine	An activity that involves the creation of a material product of creative understanding of reality.	drawing; applique; modeling; design activity that involves the creation of objects for the design of a subject-development environment.
Self-care and household work activities	Directed efforts designed to realize ideas about ways to satisfy physiological and moral needs.	self-service as a basis independent activity; manual labor; work in the natural environment.
Construction	An activity that forms the child’s spatial thinking and the ability to predict the final result of the activity.	Construction from: building material; natural material; paper; waste material. You can get acquainted with the theoretical foundations of organizing design classes and find interesting types of work in the card index of design games
Musical	A type of activity that gives the child the opportunity to be in the position of a creator, performer or listener.	performance, that is, playing musical instruments, singing; creativity, that is, involvement in the process of creating music.
Perception of literature and folklore	A type of work that does not imply passivity, but the activity of studying the plot, that is, creating the effect of presence.	reading; learning by heart; discussion, reasoning; conversation.
Motor	Helps children realize motor function and thereby solve motor problems.	gymnastics (running, walking, drill tasks, exercises with blocks of sports movements, choreographic movements); games (moving, round dancing, tourist, that is, hiking, excursions); finger games aimed at developing fine motor skills; rhythmoplasty; sledding, skiing, scootering, etc.

The activities of organizing the activity of preschool children are the same for all groups; the differences lie only in the tasks that are set for children of one or another age.

Table: goals and objectives of activities by age groups

Kind of activity	Goals	Tasks
Gaming	development of gaming activity; cultivating a positive attitude towards people around; development of initiative; fostering respect and acceptance of adult rules regarding establishing contacts with other people.	First junior group: learn to play nearby without disturbing other kids; learn to manipulate one object, as well as transfer actions from one object to another (for example, a child drives a passenger car, imitating the sound of a motor, he does the same with a truck); enrich sensory experience.
		Second junior group: stimulate the development of game plots taken from personal experience (“Hospital”, “Mothers and Daughters”, etc.); develop the ability to choose a role for yourself; develop the ability to work in short contact with friends; learn to imitate the movements and behavior of other people; develop the ability to classify objects according to any criteria (for example, select all the red balls from the “Magic Bag”).
		Middle group: expand the range of plots for games; to develop the ability to unite in a game to perform a game action and distribute responsibilities (for example, one plays the role of a child, the second - a teacher); learn to select the right props for games; learn to compare objects; encourage the desire to master the rules of games (for example, one of my 4-5 year old students walked with his tail for a long time so that I could explain to him the rules of playing chess); continue to develop tactile sensations.
		Senior group: encourage the initiative to play with the plots of familiar works of art; learn to distribute roles; train the skill of coordinating your actions with the actions of your partner; learn to compare objects, highlighting their distinctive features; learn the rules in group games; develop a fair attitude towards competition.
		Preparatory group: encourage the initiative to take toys into games, assigning new “roles” to them (for example, a flat acorn can “play the role” of a mushroom); learn to discuss the rules of games, defining your characters; learn to treat things with care; get involved in the process of making character dolls and decorations.
Research and educational	development of sensory concepts; encouraging productive activity; formation of primary mathematical concepts; broadening one's horizons; formation of general ideas about the world around.	In the younger groups, these tasks will be unified, since the work in the second continues the directions that were started in the first: develop imagination by using one attribute in different functions (for example, a garage made from a construction set turns into a house for a bear); form ideas about the world of flora and fauna; give basic knowledge about natural phenomena (rain, snow, dew, etc.); introduce the concepts of geometric standards (shape, size); develop fine motor skills; encourage active use of speech; encourage curiosity; cultivate respect for order, as well as instill respect for the natural environment.
		In the middle group: encourage activity in learning new things; develop the ability to examine, highlight the main thing, compare, group (for example, kids combine cards with pictures of animals into two groups - domestic and wild, or select birds from a set of pictures, based on the external differences of fauna representatives); form primary ideas about the Fatherland; join the cultural heritage of the people; master counting to 10 forward and backward.
		In the senior group: master the procedure for planning research work; learn to perform simple arithmetic operations (add, subtract within 20), determine which number in a pair is “more”, “less”; replenish the dictionary with special terms (barometer, phonendoscope, etc.); practice skills of comparing, generalizing, drawing conclusions; create motivation for experimental activities; cultivate the ability to develop a task together (for example, two or three at a time to watch the sprouting of beans).
		In the preparatory group: enrich knowledge about planet Earth, about the Motherland, your city, as well as the culture of your country; master the skills necessary for a future student (for example, use reference books); consolidate the arithmetic operations mastered last year; involve children in project work, the implementation of which requires the distribution of roles in the group - the one who finds the material, the one who designs, etc.; expanding the range of interests of children - professions, technological progress, etc.
Communicative	practice of unprepared communication with friends and adults; development of oral speech; mastering speech norms.	In the first junior group: to form a sound culture of speech (kids master the pronunciation of sounds a, o, e, p, m, b); develop passive vocabulary; train the skills of calm communication with each other, without screaming and tears; cultivate the habit of sharing toys with a friend.
		In the second youngest: stimulate games with each other; expand the mastery of the scale to s, y, f, v, t, d, n, k, g, x, th; train the articulatory apparatus; replenish active vocabulary; develop the skill of politely addressing others, regardless of their age.
		In the middle group: develop speaking and listening skills; practice intonation pattern of speech; train fine motor skills; develop self-control skills.
		In the senior group: learn to logically build monologues and dialogues; to cultivate the moral and moral-ethical qualities of the child’s personality; develop the ability to objectively evaluate your own actions and the actions of your comrades (at the level: helping a friend put away toys is good, pushing a neighbor at the table during a meal or activity is bad); develop a friendly and respectful attitude towards people around you; promote gender and civic identity through the cultivation of respect for the opposite sex, traditions and customs of one’s country.
		In the preparatory group: stimulate the development of the ability to compose an oral statement on a given topic; expand your vocabulary by selecting synonyms, antonyms, comparisons; practice the skill of correct word use (coordinating words in phrases and sentences in gender, number, case); enrich the intonation expressiveness of speech; to cultivate interest in folk art (including through participation in round dance games).
Fine	development of creative activity; acquaintance with works of art; encouraging independence.	In the first junior group: learn to draw with a pencil and brushes; get acquainted with different means of creating pictures - pencils, felt-tip pens, paints, fingers, palms, stamps, etc.; train the skill of orientation on a sheet of paper.
		In the second youngest: encourage the desire to depict what they see in the surrounding reality; learn to work with clay; to form ideas about sculpting basic figures from plasticine (“pancake”, “ball”, “sausage”); train the skill of allocating space on a landscape sheet.
		In the middle group: practice the skill of mentally decomposing one or another image into two; give basic ideas about the symmetry of a drawing; learn to obtain the necessary colors by mixing paints; train the skill of joining plasticine parts in modeling using the “smoothing” method, when the seams between the parts are invisible.
		In older groups: train the skill of transferring the image you see into a drawing or sculpting figure; learns to compare his work with a model, which, in turn, develops the ability to give an objective assessment to others and himself.
Self-care and household work activities	education of cultural and hygienic skills; the formation of a value attitude towards what has been done by other people and with one’s own hands; development of ideas about the work of adults, as well as its role in the life of every member of society.	In the first junior group: train the skills of dressing and undressing, washing yourself, eating with minimal assistance from an adult; forming the habit of washing hands before eating and using the potty.
		In the second youngest: continue to practice self-care skills; learn to notice the disorder in your clothes (an undone button on a jacket, for example); get involved in work by providing all possible assistance to an adult.
		In the middle group: encourage the desire to finish what you start; not to hinder initiative in any work activity; develop self-regulation, that is, the ability to determine the energy expenditure to complete a particular task.
		In older preschool age: continue the work begun in the middle group on initiative in work, as well as self-regulation; learn to lay out materials for classes that were prepared by the teacher on tables; develop the skill of putting away your things and accessories during filming. In the preparatory group, shoe care is added, which the kids wash, wipe, and clean with cream after appropriate weather.
Construction	development of logic and thinking; formation of a structural approach to the analysis of the surrounding world; education of patience and endurance.	In younger groups: learn to make buildings from cubes, construction sets; practice highlighting parts of a building; train the skill of building with free space inside; learn to change structures by building on, rebuilding; develop ideas about shape and size.
		In the middle group: learn to build buildings according to the verbal instructions of the teacher; practice creating buildings according to a simple plan; encourage them to team up in working with the constructor for joint gaming activities.
		In older preschool age: practice construction according to the theme, design; encourage initiative in the design solution of a particular problem (for example, making a two-tier roof for a garage); learn to read and follow instructions.
Musical	introduction to the world of music; development of musical abilities.	Musical activities pose the following tasks for preschool students, regardless of age: cultivate interest in music of different genres and eras; introduce the means of expression used in musical works (lowering or raising the tone, speeding up or slowing down the tempo, etc.); introduce to playing musical instruments; develop a sense of rhythm and voice; encourage initiative (in the senior, sometimes in the middle group) in singing and dancing.
Perception of literature and folklore	enriching ideas about the world; stimulation of the literary form of speech; instilling respect for verbal art.	The tasks of this type of activity will also be generalized, the only difference is in the material with which the kids work. For example, in the younger groups these are fairy tales (“Turnip”, “Teremok”, etc.), in the middle and older groups these are texts in which there are more heroes and plot twists. So, the tasks of implementing this type of activity are: get acquainted with folk and original creativity; learn to highlight the moral (draw a conclusion) from the plot; develop critical thinking by explaining the actions of the characters, including from the point of view of the motives of the characters.
Motor	expanding children's movement experience; nurturing the need for physical activity; development and improvement of physical qualities.	In younger groups: master jumping on the spot, pushing off with both legs at the same time; learn to run for 30–40 seconds without stopping; take part in outdoor games; develop the skill of climbing 2–3 slats of a wall bars; develop the skill of playing with the ball (rolling, throwing); developing the skill to perform imitation exercises (jumping like a grasshopper, crawling like a caterpillar, etc.).
		In the middle group: practice different running techniques (for example, backwards); practice maintaining balance while moving or not moving; learn to perform movements smoothly and gracefully; join a healthy lifestyle.
		In the senior group: learn to combine different types of movements; develop the image of a tolerant athlete - do not shout or get upset if you lose; participate in the creative process of preparing leisure activities; implement some principles of a healthy lifestyle (for example, perform hardening procedures for the head).
		In the preparatory group: learn to combine several movements, for example, running with your back; practice the plasticity of movements, for example, in round dancing games; train the ability to maintain balance; practice transitioning from performing a task at a fast pace to a slow one; take an active part in the preparation and conduct of leisure activities in physical education.

How to motivate children to do different activities

Setting up a child for one type of activity or another, switching from another activity, is a difficult task that a teacher faces several times a day. And in this sense, the methodological baggage of techniques that simplify this very transition acquires special significance. It should be said that the methodology does not have a strict framework regarding which technique motivates which type of activity. It all depends on the appropriateness of using each of them: relevance to the topic, effectiveness in relation to a specific group of children, as well as the content of the material of this technique.

Table: motivational techniques for different types of activities in kindergarten

Reception	What type of activity motivates	Example
Conversation	research and educational; communicative; labor and self-care; design; musical activity; perception of literature and folklore.	Can be used to motivate activities on any topic. Conversation files for: first junior group; middle group "A"; middle group "B"; senior group; preparatory group "A" Preparatory group "B"
Puzzles	figurative; work and self-service; design; music; perception of literature and folklore.	A universal technique that has great methodological potential and does not require much time. You can start a music lesson with middle school children, where the children are expected to play instruments, with the following riddles: It’s easy to go on a hike with me, It’s fun with me on the road, And I’m a screamer, and I’m a brawler, I’m loud, round... (drum); Carved in the forest, Smoothly hewn, Sings and pours out. What is the name of? (Pipe); At lunch they eat soup, By the evening the wooden girls and the musical sisters will start talking. Play a little on beautiful bright... (spoons).
Poems	gaming; research and educational; communicative; figurative; labor and self-care; musical activity; perception of literature and folklore.	For those on duty who, as part of unregulated activities, begin duty, the following lines will be motivating: Don’t disturb us now - Our laundry is urgent: Mom and I, the two of us are handling the laundry. Our rule is: Don’t let your laundry rest! Let’s turn it this way and that, soap it, and rub it. We need to add clean water to the trough more often... Everything is ready, washed - So, we’ll squeeze it out! I hung up Kuklino’s and Mishkin’s laundry, Mom is hanging mine and my brother’s. Mishka's shirt - White as sugar! The doll's outfit is drying... I'll dress up my kids!
Fairy tales	gaming; research and educational; communicative; figurative; labor and self-care; design; musical activity; perception of literature and folklore.	At a design lesson, before making frames from newspaper tubes, I tell my senior group students a story about a miraculous transformation. “Once upon a time there was one newspaper in the world. It was very interesting, so all family members read and re-read it. But the newspaper has aged and become uninteresting. One day she lay down on the windowsill, where she began to think about what would happen to her next. These thoughts were very sad, since several times she saw the owner throwing old newspapers into the trash can. And suddenly the Paper Fairy flew in. She felt sorry for the Newspaper, and the sorceress turned her into a beautiful rose, which began to decorate the windowsill.
Reading	gaming; research and educational; communicative; figurative; labor and self-care; musical activity; perception of literature and folklore.	In the preparatory group, before playing lotto by type of fish, the children of the preparatory group themselves read out short information about the amazing features of the inhabitants of the depths.
Looking at pictures	gaming; research and educational; communicative; design; musical activity; perception of literature and folklore.	So, before making a house for a toy from a Lego constructor, children in the older group carefully examine the assembly diagram.
Watching a video (multimedia presentation)	gaming; research and educational communicative; labor and self-care; figurative; musical activity; perception of literature and folklore.	A discussion on the content and main idea of the fairy tale “Porridge from an Ax” in an older group can begin by watching a cartoon.
A game	All	In the second younger group, before starting to construct a “dog house,” the teacher invites the kids to play the didactic board game “Help the baby find its mother,” in which the children connect two parts of the picture: an adult and a baby. To make it more difficult, you can ask children to classify animals into two categories: domestic and wild.

Five stages of development of any type of activity in a child

Regardless of the type of activity, children go through five stages of its development. Let us dwell on each, using as an example the mastery of modeling by children of the first and second junior groups as an element of visual activity:

independent or free activity of the child (kids of the first junior group try to crush plasticine, warm it in their hands, increasing the plasticity of the material);
difficulties (children cannot give the desired shape to plasticine);
activity together with an adult (the teacher shows how to tear off a piece of plasticine, roll it between your palms, giving it the shape of a ball, and then, if necessary, flatten this “ball” to make a “pancake”);
activities next to or together with friends (I gave my pupils in the second junior group the task of using “pancakes” to pave the path of the Kolobok “ball” from a cardboard house to a paper forest, where each kid lays his part of the “pancake” path);
amateur activities (for example, my kids made a “family of balls” and used them to act out the plot of a fairy tale - invented, seen in a cartoon, or based on the well-known fairy tale “Turnip”).

Each level of mastering an activity is, of course, important, but the “turning point”, that is, providing the possibility of further evolution of a particular type of activity, is the stage of joint work with an adult. At this stage of mastering activities, children enrich their personal experience and also realize the mistakes of the difficulty stage. As a result, they successfully move to the level of activity next to or together with friends and amateur activities. Thus, the third level of activity development requires special methodological precision in development.

Unregulated and extracurricular activities in preschool educational institutions

The educational process in kindergarten is a combination of direct educational, regulated activities (DEA), that is, classes, and unregulated activity - activity based on voluntary principles and carried out outside of GED: when performing routine moments, during organization and participation in leisure activities , in the work of circles and sections.

This is interesting. Extracurricular activities of preschool children in the methodological literature are often used as a synonym for unregulated. However, there is one important nuance in this combination of terms: when we talk about extracurricular activities, we usually mean the work of clubs and sections, but the concept of unregulated activity of children includes all (!) types of interaction, with the exception of non-curricular activity (activities). That is, it turns out that when they talk about extracurricular activities, they rather mean the form of organizing work with children, and when they talk about unregulated activities, they mean specific ways of interacting with students.

Leisure is one of the most favorite formats of unregulated activity for children

The educational process in kindergarten is based on a combination of different types of activities of preschool children in one form or another. For the most effective implementation of educational tasks, the teacher needs to methodically combine these forms and types using suitable motivational techniques. Then preschoolers will have a comprehensive knowledge of the world around them, which is the key to the formation of a harmonious personality of each child.

Table: types and forms of unregulated activities

Communication	A game	Cognitive practical	Artistic	Elementary labor
situational dialogues; conversations; communication situations; articulation exercises; reading with discussion; stories; sketches; exercises to develop communication skills; games-tasks that put the child in conditions of moral choice; problematic situations.	role-playing games; director's and theatrical games; didactic games; educational games; Mind games; experimentation games; outdoor games; playing with natural materials; dramatization games; sensorimotor games; experimentation games;	observations; examination; actions with measuring equipment; problematic situations; experimentation; walks; excursions; modeling; viewing filmstrips and educational videos.	reading literary works; holidays; leisure; entertainment; cultural education, in particular visiting museums as part of the implementation of the principles of museum pedagogy, which puts the teacher in the position of an intermediary between the child and the museum object, as well as theaters and exhibitions; perception of works of art; reading literary works; artistic creativity of the child (drawing, modeling, etc., playing music); viewing illustrations, paintings, artistic photographs, dramatization).	labor in nature; household work; collective work; manual labor.

Proper organization of leisure time is also important

Teaching a child's basic skills in a preschool comes first. But properly organized cultural and leisure activities in kindergarten are also important. In order for children to be able to usefully spend their free time in a group, the space must be properly organized. Adults should pay special attention to toys. Appropriate areas in the form of a living corner, kitchen or pharmacy are of great benefit. Special toys make children's role-playing games more intense.

The conditions for the implementation of children's activities in kindergarten also include theatrical events. Performances and fairy tales help children better consolidate the material they have covered. In addition, favorable conditions are created for the comprehensive development of the child within the preschool walls.

Nanny or kindergarten?

Today, more and more parents prefer raising children at home. Meanwhile, it is in a preschool institution that a child can acquire skills in social-role behavior. Children experience communication in a wide variety of forms. Even a negative experience that cannot be gained within the walls of one’s own home will benefit the child. And play, as the leading type of children’s activity, will contribute to the comprehensive development of the child in a team.

At the same time, raising a child at home also has advantages. A nanny with a pedagogical education will make every effort to raise a particular child, taking into account the characteristics of his character. This will provide an opportunity to cultivate the best qualities in him.