Municipal preschool educational institution kindergarten of a general developmental type with priority implementation of activities for the physical development of children "Forget-me-not" No. 133

Consultation

"Formation of educational activities among preschoolers in the context of the implementation of the GEF DO"

Prepared by: teacher

Kulinka Olga Yurievna

Komsomolsk - on the Amur

2015

The transition of a child from pre-school to primary education is a difficult life stage. It is very important that these changes take place as "softly" as possible and that all the conditions necessary for the successful development, education and upbringing of the child be created. Already at the stage of preschool education, equal “starting” conditions should be provided for children of preschool age entering the first grade. “The school should not make a drastic change in the lives of children. Let the new appear in their lives gradually and not overwhelm with an avalanche of impressions,” wrote V.A. Sukhomlinsky.

Preschool age, as A.N. Leontiev, is "the period of the initial actual warehouse of the personality." It is at this time that the formation of the main personal mechanisms and formations takes place. The cognitive and emotional-personal spheres of the child are closely related to each other.

For children of this age, in order to make the transition to the next level of education, it is necessary physical, psychological and intellectual preparation.

The most important task of the modern education system is the formation of a set of "universal educational activities". At the legislative level, universal educational activities were defined by the Federal State Educational Standard of Primary General Education. It includes requirements such as: "formation of the foundations of the ability to learn and the ability to organize one's activities - the ability to accept, maintain goals and follow them in educational activities, plan one's activities, monitor and evaluate them, interact with the teacher and peers in the educational process."

At the older preschool age, we can begin to lay the foundations for further successful schooling by starting to form universal learning activities already at the stage of preschool education.

The term "universal learning activities" was first introduced by A.G. Asmolov and another group of psychologists. Scientists give the following definition of this term: “in a broad sense, the term “universal learning activities” means the ability to learn

in a narrower sense(actually in the psychological sense) they can be defined as a set of methods of action that provide the ability to independently assimilate new knowledge and skills, including the organization of this process.

There is a basic classification of universal learning activities, in which the following blocks are distinguished, which correspond to the main goals of education: personal; regulatory; cognitive and communicative.

With regard to educational activities, the following types are distinguished personal universal learning activities : self-determination, meaning formation, moral and ethical orientation.

Personal UUDs make it possible to make the teaching meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations.

They are aimed at understanding, researching and accepting life values ​​and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people, yourself and your future.

Cself-determination / "I know..."; "I can..."; "I'm creating..."; "I aim to...".

Cthought formation/ Establishing a connection between the purpose of educational activity and its motive - the definition of "what is the meaning, the meaning of teaching for me."

Moral-ethical orientation

Highlighting the moral and ethical content of events and actions.

Building a system of moral values ​​as the basis of moral choice.

Moral and ethical evaluation of events and actions in terms of moral standards.

Orientation in a moral dilemma and the implementation of a personal moral choice.

Personal universal learning activities
1. Personal UUD, reflecting the attitude towards social values	- to identify yourself with belonging to a people, country, state; - exercise understanding and respect for the values ​​of other cultures, peoples; - exercise interest in the culture and history of their people, native, country; - making a difference basic moral and ethical concepts; - correlate an act with a moral norm; evaluate own and other people's actions (ashamed, honest, guilty, did the right thing, etc.); - analyze and characterize emotional states and feelings of others, build their relationships taking them into account; - evaluate situations in terms of rules of conduct and ethics; - motivate their actions; express readiness act in accordance with the rules of conduct in any situation; - exercise in specific situations, benevolence, trust, attentiveness, help, etc.
2. Personal UUD, reflecting the attitude to educational activities	- perceive the speech of the educator (other children), not directly addressed to the preschooler; - to express positive attitude to the process of cognition: show attention, surprise, desire to learn more; - evaluate own educational activity: own achievements, independence, initiative, responsibility, reasons for failures; - apply the rules business cooperation: compare different points of view; consider the opinion of another person; exercise patience and goodwill in the dispute (discussion), trust in the interlocutor (accomplice) of the activity.

Formation of personal universal educational activities contribute, for example: role-playing games in the "school" and "teacher-student" and others. In the process of drawing, you can ask children to draw a picture on a "school theme" and read them literature (poems, stories, proverbs) on this topic.

Regulatory universal learning activities include: goal setting, planning, forecasting, control, correction, evaluation, self-regulation.

The development of regulatory actions is associated with the formation of arbitrariness of behavior. Arbitrariness acts as a child's ability to build their behavior and activities in accordance with the proposed patterns and rules, to plan, control and correct actions performed using appropriate means.

With regard to the completion of the stage of pre-school education, the following indicators of the formation of regulatory universal educational activities can be distinguished:

The ability to carry out an action according to a model and a given rule;

The ability to maintain a given goal,

The ability to see the indicated error and correct it at the direction of an adult;

Ability to control one's own performance

Ability to adequately understand the assessment of an adult and a peer.

Structural analysis activity allows us to identify the following criteria for assessing the formation of regulative universal educational actions:

P acceptance of the task(adequacy of the acceptance of the task as a goal given in certain conditions, the preservation of the task and attitude towards it);

-execution plan, regulating operational

performing an action in accordance with certain conditions;

-control and correction(orientation aimed at comparing the plan and the real process, detecting errors and deviations, making appropriate corrections);

-grade ( a statement of the achievement of the goal or a measure of approach to it and the reasons for failure, attitude towards success and failure);

-measure of separation of action ( joint or shared);

-pace and rhythm of performance and individual characteristics.

arbitrariness in children at the stage of preschool education:

The organization of the child's awareness of the rules and his actions mediated by these rules increases the level of the child's arbitrariness;

Games with rules and productive activities give meaning to actions according to the model and the rule and lead to an increase in arbitrariness in children;

The introduction of rules requires the organization of additional stimulation of children's behavior and the creation of conditions for understanding their actions in a new context;

For the formation of arbitrariness, cooperation and joint activity of the child with an adult is necessary, which conveys to the child an interest in activity and contributes to the awareness of the goals and means of activity (Smirnova E.O., 1998).

For the formation of regulatory universal learning activities you can apply games: “what has changed?”, “find a pair”, “find the differences” and others.

ATcognitive universal learning activities includes: general education (goal formulation, information search, application of the search method, information structuring, speech utterance construction, choice of problem solving methods, control and evaluation, problem statement), brain teaser , problem posing and solving .

In a separate group of general educational activities A.G. Asmolov stand out: "sign-symbolic general educational universal actions:

- modeling- transformation of an object from a sensual form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or sign-symbolic);

- transformation models in order to identify the general laws that define a given subject area.

A) Cognitive logical actions at the stage of preschool education are characterized by the following:

The ability to highlight the parameters of an object that can be measured;

The operation of establishing a one-to-one correspondence;

The ability to highlight the essential features of contextual-sensory objects;

Ability to establish analogies on the subject material;

The operation of classification and seriation on concrete-sensory subject material;

The transition from egocentrism as a special mental position (absolutization of one's own cognitive perspective) to decentration (coordination of several points of view on an object).

B) Sign-symbolic actions. Modeling as a universal educational action.

At the stage of pre-school education The following universal learning activities should be formed:

Coding / substitution (use of signs and symbols as conditional substitutes for real objects and objects);

Decoding / reading information;

The ability to use visual models (diagrams, drawings, plans) that reflect the spatial arrangement of objects or relationships between objects or their parts to solve problems.

Cognitive universal learning activities are formed in the process of conversation according to a certain plan, when children in a game situation find similarities and differences between objects or drawings, put together a whole object from parts.

Communicative universal learning activities

In psychology and pedagogy, the development of speech and communication in preschool age, as well as communicative-speech side of children's readiness for school has traditionally received a lot of attention.

In the context of the concept of universal learning activities communication is considered not narrowly pragmatically - as an exchange of information, for example, educational - but in its full value, i.e. as semantic aspect communication and social interaction, beginning with establishing contacts up to complex types of cooperation (organization and implementation of joint activities), establishing interpersonal relationships, etc. .

The task of forming UUD assumes that when a child enters school, he reaches a certain level of development of communication. Part basic(i.e. absolutely necessary for the child to start school) preconditions includes the following components:

The child's need to communicate with adults and peers;

Possession of certain verbal and non-verbal means of communication;

Acceptable (i.e. not negative, but preferably emotionally positive) attitude towards the cooperation process;

Communication partner orientation

Ability to listen to the interlocutor.

By the end of preschool age, the communicative component of universal educational activities is characterized by the following:

Children can establish contact with peers and previously unfamiliar adults while showing a certain degree confidence and initiative(for example, asking questions and seeking support in case of difficulties);

They are able to listen and understand someone else's speech, as well as competently formulate their thoughts in grammatically simple expressions of oral speech.

They must be able to express their feelings (basic emotions) and understand the feelings of another, master elementary ways of emotional support for a peer, an adult.

To master such elements of the culture of communication as the ability to greet, say goodbye, express a request, gratitude, apology, etc.

Capable of coordinating efforts, active participation in the collective creation of an idea;

They are able to maintain a friendly attitude towards each other not only in case of common interest, but also in situations of conflict of interest.

They should be able to build statements that are understandable for the partner, be able to ask questions in order to use them to obtain the necessary information from the partner in the activity, to be sufficiently proficient in the planning and regulating functions of speech.

Form communicative universal learning activities can be in the classroom applique, fine arts and design. During the game, children learn to interact with each other and communicate. The formation of these actions can be assessed by applying methods for assessing the state of sound pronunciation, phonemic perception, speech understanding, lexico-grammatical structure and coherent speech, as well as others.

From the standpoint of the activity approach, the activity of the student is recognized as the basis for achieving the developmental goals of education - knowledge is not transferred in finished form, but is built by the student himself in the process of cognitive research activity.

Teaching acts as a collaboration - the joint work of the teacher and pupils in the course of mastering knowledge and solving problems.

A requirement is put forward for a close connection of the acquired knowledge with direct practice and real life problems of pupils.

In the education system, methods are beginning to prevail that ensure the formation of independent creative activity of children, aimed at solving real life problems.

For the successful formation of universal educational actions, it is necessary to single out their orienting basis, organize a phased development, from the joint performance of the action and co-regulation with an adult or peers to independent performance based on self-regulation.

It is necessary to organize various forms of joint activities and educational cooperation and, on this basis, the formation of communicative universal educational activities.

Using games with rules and role-playing games to develop arbitrariness; game "to school";

Friendly and respectful attitude of the teacher towards children;

Encouragement of children for activity, cognitive initiative, any efforts aimed at solving a problem, any answer, even an incorrect one;

Using the game form of classes, riddles, suggestions to come up with something, offer it yourself;

Adequate assessment - a detailed description of what the student managed to do, what he learned, what difficulties and mistakes there are, specific instructions on how to improve the results, what needs to be done for this;

The ban on direct assessments of the student's personality (lazy, irresponsible, stupid, sloppy, etc.).

The formation of the foundation of school readiness should be carried out naturally and naturally within the framework of "specifically children's activities" (Davydov, 1996).

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PS 2.docx

"Formation of UUD (universal training activities)
as a factor in improving the quality of education"
OBJECTIVE: increasing the professional competence of teachers, ensuring their readiness
to work on the formation of the prerequisites for educational activities in preschoolers in accordance with
federal state educational standard for preschool education (FSES
BEFORE).
Tasks:
1. to intensify the activities of educators and specialists in the formation of preschoolers
prerequisites for learning activities;
2. contribute to the expansion of their pedagogical horizons on this issue;
To reveal and comprehend the concept of UUD
Consider the types of UUD, their content, requirements for the results of formation
Gain practical experience in performing universal learning activities in the process of working with
information
I. Organizational moment.
I am glad to greet you with a kind smile and good mood. look
Each other. Smile. I'm glad to see your smiles.
V. Soloukhin wrote that in a person everything is intended for himself: eyes
to look and find, the mouth to absorb food. Everything you need for yourself
except for a smile. You don't need a smile for yourself, it is for other people,
to make them feel good with you.

May our today's meeting bring you the joy of communication.
“If we teach today as we taught yesterday,
we will steal from children tomorrow.”
Indeed, at present, the teacher solves very difficult tasks.
rethinking his pedagogical experience, looking for an answer to the question "How to teach and
educate in new conditions?
To answer this question, I suggest you go to the world of action, in
travel on an unknown route. To make the path interesting, and we could
master, we need to work as a team. Moreover, we have the same goal -
raise our children kind, honest, decent and independent
people.
II. Knowledge update
The topic that we are considering today is “Formation of UUD
(universal learning activities) as a quality improvement factor
education”
Task: in what sequence should we build our work as part of the increase
methodical culture.
Work plan:
To reveal and comprehend the concept of "universal learning activities".
Consider the types of UUD, their content, requirements for the results of formation.
Gain practical experience in performing UUD in the process of work
Get to know the techniques that help to form the UUD
What questions should we consider today?

 What is UUD? What are UUDs?
 What are the methods of forming UUD?
If you figure out what UUD is, what they are, what methods exist
formation of the UUD, it will be clear what methods are used to form the UUD and how
the formation of ULA in preschool children affects the quality of education.
Based on the questions that we have posed, we will formulate the goal of our
teachers' council.
Purpose: increasing the competence of teachers in mastering the methods of formation
UUD, increasing the professional competence of teachers providing them


standard of preschool education (FSES DO)
Tasks:
 Explain and comprehend the concept of

formation,

 To intensify the activities of educators and specialists in the formation of

 To contribute to the expansion of their pedagogical horizons on this issue;
 Gain practical experience in performing universal learning activities in
process of working with information
Let's try to answer what UUD is.
If we are at a loss, where can we find the answer? (in pedagogical literature,
directories, the Internet, etc.)
III. Self-determination to activity.
Look at these letters (UUD)
Show with signals what you know about them? (red know a lot, yellow
know little, blue know nothing).
UUD Generalized methods of action that allow you to navigate in the educational
activity, including awareness of its purpose, value-sense and operational
characteristics
UUD The set of ways of actions of pupils, providing it
the ability to independently master new knowledge and skills, including
organization of this process
UUD The ability to learn, the ability to self-development and self-improvement
UUD is self-determination, self-improvement through conscious and
active appropriation of new social experience
The term "universal learning activities" means the ability to learn, i.e.
the ability of the subject to self-development and self-improvement through conscious
and active appropriation of new social experience.
Universal learning activities are the ability of a child to self-develop
practical activities
through active assimilation and acquisition of knowledge through

through the ability to learn.

Name what legal documents determine the formation of
preschoolers of the prerequisites for educational activities, as one of the tasks of preschool
education?
1) Federal Law "On Education in the Russian Federation"
2) GEF DO
3) Professional standard of the Teacher (pedagogical activity in
preschool, primary general, basic general, secondary general education)
(educator, teacher)
All these documents require high professionalism from teachers of preschool educational institutions.
The prerequisites for educational activity are considered from various positions:
Structural components of a child's readiness for schooling;
The child's perception of goals and objectives, keeping them in memory throughout the task;
Manifestations of activity in self-promotion of goals;
The use of modeling, etc.
Name the prerequisites for learning activity
preschooler?
As prerequisites for mastering educational activities and normal
adaptation to school in domestic psychology are the following:
 the presence of cognitive and social motives for learning,
 the ability of the child to fantasize and imagine,
 the ability of the child to work according to the model,
 the ability of the child to work according to the rule,
 child's ability to generalize,
 the ability of the child to listen to an adult and follow his instructions,
 the child's proficiency in the language in which education is conducted in
 school,
 the ability of the child to communicate with adults and peers.
All UUDs are divided into personal, regulatory, cognitive and communicative
IV.
Practical work. Definition of actions related to
personal, regulatory, cognitive, communicative UUD
To talk about the formation of UUD (universal learning activities)
as a factor in improving the quality of education, it is necessary to understand which
there are UUD. We invite you to read the description of the prerequisites for UUD and
determine which action they belong to: personal, regulatory,
cognitive, communicative UUD.
Personal UUD
Self-determination is the internal position of the future student, personal, professional,
life definition. (What I am, what I want to be, what I will be, what I can, what I know to
what I strive for, etc.);
Meaning formation - the meaning and motivation of educational activity (what is the meaning of meaning for
me teaching);
Moral and ethical assessment - the ability to correlate their actions with generally accepted
ethical and moral standards, the ability to evaluate their behavior and actions, understanding
basic moral standards and rules.

The prerequisites for personal UUD are:
 the ability to realize one's capabilities, skills, qualities, experiences;
 the ability to correlate actions and events with accepted ethical principles and
moral standards;
 ability to navigate social roles and interpersonal relationships;
 formation of cognitive and social motivation;
 formation of adequate self-assessment;
 formation of the ability to come to the aid of a friend, a hero of a fairy tale, etc.;
 formation of the ability to take into account someone else's point of view;
 educate moral guidelines (love for relatives, small homeland, respect for
elders, respect for all living things, etc.)
Remember that the main thing is not the classes in which we teach, but the personality,
which we are forming. It is not classes that form a personality, but a teacher
activities related to learning new things.
Regulatory UUD
Goal setting - the ability to maintain a given goal;
Planning - the ability to plan one's action in accordance with a specific task;
Forecasting - the ability to see the result of their activities;
Control - the ability to control one's activities by the result of the activity and by the process;
Correction - the ability to see the indicated error and correct it at the direction of an adult;
Evaluation - the ability to evaluate the correctness of the chosen action or deed, to adequately understand
adult and peer assessment;
The prerequisites for regulatory ECMs are:
 the ability to carry out an action according to a model and a given rule;
 the ability to maintain a given goal;
 the ability to see the specified error and correct it at the direction of an adult;
 ability to plan one's action in accordance with a specific task;
 ability to control one's activity according to the result;
 the ability to adequately understand the assessment of an adult and a peer;
 ability to work according to the instructions of an adult;
 the ability to keep the task throughout the entire time of the task;

 the ability to hold attention while listening to a short text read by an adult,
or considering a reproduction;
 the ability to properly hold writing instruments and tools (pencil, pen, frame,
magnifying glass, etc.) - the formation of fine motor skills of the hands.
willingness to choose for themselves the type of occupation offered to choose from;
We must teach the child to control, to perform his actions according to a given
model and rule, adequately evaluate the work performed by him, correct mistakes.
Cognitive UUD


 Ability to evaluate the result of activity with the help of an adult;
 Ability to work according to a given algorithm;

 Ability to recognize and name objects and phenomena of the surrounding reality.
Informational
 Ability to work according to the book;
 Ability to navigate by symbols in the book;
 Ability to work from illustrations.
 Ability to use school supplies (pen, pencil, eraser).
brain teaser
 Classification
 Analysis
 Synthesis
 Comparison
 Generalization
 Seriation
 Sernation
 Exclusion of redundant
 Choosing the right
 Establish cause-and-effect relationships, etc.
 Use of symbols
 Modeling
The prerequisites for cognitive UUD are:
 skills of formation of sensory standards;
 orientation in space and time;
 ability to apply rules and use instructions;
 the ability (with the help of an adult) to create algorithms of actions when solving
assigned tasks;
 ability to recognize, name and define objects and phenomena of the environment
reality.
 the ability to carry out classification and seriation on a specific subject
material;
 ability to identify essential features of objects;
 ability to establish analogies on the subject material;
 the ability to model (identify and generalize the essential features
objects in order to solve specific problems.);
 ability to perform sign-symbolic actions, coding, decoding
items;
 ability to analyze and synthesize objects;
 Ability to establish causal relationships.
 orientation in space and time;
 ability to apply rules and use instructions;
 ability to navigate in the book;
 the ability to flip a book back and forth with a specific goal;
 ability to find the right page;
 ability to navigate by the symbols in the book;
 ability to work on illustrations (examination of illustrations with different tasks:
evaluation of the meaning of the entire illustration or part of it, the search for the necessary parts of the illustration,
necessary heroes, items, etc.);
 Ability to use simple tools.

Remember that it is not the one who retells who knows, but the one who uses knowledge on
practice. You need to find a way to teach your child to apply their knowledge.
Communicative UUD
 Ability to establish contacts with peers and adults;
 Ability to interact and cooperate with peers and adults;

 Ability to organize joint activities in pairs, in a subgroup and in a team;
 Ability to conduct a monologue, answer questions;
 Possession of non-verbal means of communication;
The prerequisites for communicative UUD are:
the child's need to communicate with adults and peers;
possession of certain verbal and non-verbal means of communication;
build a monologue statement and dialogue speech;



 Emotionally positive attitude to the process of cooperation is desirable;





 to formulate own opinion and position;

build statements that are understandable for the partner;
orientation to a communication partner;
ability to listen to the interlocutor.
the ability to ask questions; ask for help;
offer help and cooperation;
agree on the distribution of functions and roles in joint activities.
Do not be afraid of "non-standard activities", try different types of games,
projects, dialogues and group work to master the material.
Personal actions make the teaching meaningful, provide significance
solving educational problems, linking them with real life goals and situations, they are aimed
on awareness, research and acceptance of life values ​​and meanings, allow
to orient oneself in moral norms, rules, assessments, develop one's life position in
in relation to the world around people? yourself and your future.
Regulatory actions provide the ability to manage cognitive and learning
activities through goal setting, planning, control, correction of their actions and
assessment of the success of assimilation. Consistent transition to self-management and self-regulation in
educational activities provides the basis for future professional education and
self-improvement.
cognitive actions
include the activities of research, search, selection and
structuring the necessary information, modeling the studied content, logical
actions and operations, ways of solving problems.
Communicative actions provide opportunities for cooperation: the ability to hear,
listen and understand the partner, plan and coordinate joint activities,
distribute roles, mutually control each other's actions, be able to negotiate, lead
discussion, express your thoughts correctly, support each other, effectively
Collaborate with both teacher and peers.
Personal UUD determine motivational orientation.
Communicative provide social competence.
Cognitive associated with problem solving
Regulators ensure the organization of their own activities.

At what age do you think development takes place?
prerequisites for learning activities?
The process of establishing the prerequisites for educational activity begins from the moment
the birth of a child and continues throughout the preschool period of his
growing up. Their formation and formation is influenced by many factors, ranging from
from natural inclinations and ending with the social situation of the development of the child. logical
suggest that in this connection there is an uneven development
prerequisites for learning activity both in an individual preschooler and in
group of preschool children. For this reason, the educator needs to
differentiated approach to the definition and implementation of the tasks of formation
prerequisites for learning activities for each of their pupils, otherwise
quality results will not be obtained.
Work in subgroups
I propose to divide into 4 subgroups. Each subgroup will receive a brief
characterization of the child. Necessary:
1) determine how the formation of the prerequisites for educational activities is going on
(successful; difficult for some reason; problematic (specify
causes));
2) what kind of help is required from the teacher;
3) the main ways of designing individual formation trajectories

Makar, 7 years old
Mobile, nimble, very active, independent, kind, open,
very inquisitive boy. Touchy: if an adult does not pay attention to him
attention, does not ask, then Makar may even cry. Can't stand
criticism, remarks, if he believes that they are not fair. In the nursery
team leader. He gets along with all the children, it is always interesting and interesting with him.
fascinatingly. He can provoke a conflict himself, but he also knows how to do it in time
to repay; If you're wrong, you'll always apologize. Likes to work, Self-critical.
Very good memory, remembers old events. Reasonable, logical
persistent, efficient. Accepts the learning task. Mistakes noticed more often
himself, corrects, does not get upset at the same time. If he is interested in the activity, then
will persevere to achieve results. In case of difficulty, brings the matter to
end with the help of a teacher. He loves to be praised. In activity
more focused on evaluation. Easily works according to the scheme, according to the verbal
instructions, quickly focuses, does not get distracted, quickly learns the essence
material, among the first to solve problems. Wants to go to school "to learn
a lot, learn something new.
Findings:

2) Adult support is required in solving the following tasks: to develop the ability
control your behavior, restrain your emotions if necessary,
overcome resentment. Stimulate the development of self-esteem.
3) The main ways: the active inclusion of Makar in games with rules (mobile,
desktop printed, verbal), development of ideas about oneself and one's capabilities
in the process of organized conversations with adults and peers, the reflection of these
representations in a variety of products (drawings, stories, collages,
designs, albums, etc.)
Alice, 7 years old
Calm, well-mannered, independent, kind, restrained, not pugnacious, not
bully. He takes orders with pleasure, tries to do his job well.
work, responsible, polite. Observant: sees all actions and
the behavior of other children. Often complains, slanders. At the same time with
friendly with peers, shows due respect, does not offend others,
non-conflict, confident, self-sufficient. Easily connects with
new children. Modest, does not show off her dignity. Correctly
responds to fair criticism, listens to advice, tries to
take them into account. He knows how to deal with his emotions. Sharp emotional
There are no outbreaks, balanced.
Inquisitive, she is attracted by everything new, unusual, asks questions. Easily
and quickly focuses his attention, listens carefully to explanations, does not
is distracted. Good memory. Understands material fairly quickly
offers solutions, completes tasks at a fast pace. Good
fine motor skills are developed, creative in productive activity.
All tasks are performed independently, if something does not work out -
gets upset, cries, but tries to finish it, painstaking. Wants to
school, “because there you can make new friends and play. There
interesting problems."
Findings:
1) The formation of the prerequisites for educational activities is successful,
it is enough to carry out the usual educational work.
2) However, it is necessary to pay more attention to the development of creativity, creativity
at the girl. This task is connected with the excessive orientation of the child to the rules, which
generates, among other things, snitching on children when they violate the rules. Cause
snitching may also be an unmet need for attention
adults, the implementation of which is difficult for children who show modesty.
3) The teacher needs to celebrate the achievements of the child in public more often,
advise parents to communicate more with their daughter, talking on various topics.
Nikita, 7 years old
Active, mobile, noisy, independent. Responsive, very
executive, responsible, disciplined, brings any business to
end. In labor activity, he will fulfill any assignment, he himself is looking for work, on
you can always rely on him and be sure of high-quality performance.

Raised, in the family he is treated like an adult. Actively participates in
all activities, affairs, assignments.
Emotional, lively, but quickly and adequately responds to comments
adult. Polite with peers, rarely starts quarrels. If something is not
it turns out, turns to an adult for help, brings the matter to the end. Loves
praise, seeks to receive a positive evaluation. Broad vision, many
knows, talks about any topic, loves books, encyclopedias about technology. On the
does not always listen carefully in class, gets distracted, makes mistakes due to
inattention, but quickly corrects them. Material understands, instructional
accepts the task, complies with all the conditions, but does not perform the work qualitatively
strives. Performs tasks well according to verbal instructions, according to the scheme. Wants
go to school because “there are a lot of boys. They teach what we have not yet
know, solve examples, problems.
Findings:
Izza
1) The formation of the prerequisites for educational activity is difficult.
insufficient development of the arbitrariness of mental processes and inability
regulate your behavior.
2) The teacher's help is required in developing the ability to control one's behavior.
3) The main way - games with rules for containment, prohibition, patience, self-control.
Considering the boy's high need for movement, these will mainly
outdoor games. Otherwise, the current program work on the formation
prerequisites for learning activities.
Marina, 7 years old
Mobile, active, extraordinary, has an overestimated self-esteem. Lot
fantasizes, invents, a very creative person. unable to understand and
accept their mistakes and losses, gets upset, does not talk at the same time
with peers and adults. Can't get along with peers
offended. Her priority is to play alone. Does not communicate with adults
activity, suitable if she needs to ask something, clarify (business
communication).
Critical remarks, advice is inattentive, does not try
correct shortcomings. In the classroom, she is not interested, she prefers the game. Grade
adult is not important to her. Only material incentives matter. Finite
the result is not important, does not ask for help; if he sees what others can do,
worries, but not for long. Very good at sculpting, drawing, inventing stories,
fantasizes, fine motor skills are well developed. Wants to go to school because
that I was given an asterisk in the letter. There is drawing, chess,
workout".
Findings:
1) The formation of the prerequisites for educational activity is problematic due to
weakness of cognitive interests, insufficient development of the volitional sphere
(arbitrariness in the management of behavior), violations of interaction with
surrounding people.
2) Since there are many problems, everything cannot be solved at once, it is necessary to highlight
priorities in the organization of the child's individual development trajectory.

3) First of all, it is necessary to form interest in the school, cognitive motives,
communicative game motives, develop the ability to interact with
peers, first in a pair (for example, with Alice - a benevolent girl),
then in a small subgroup. It is also necessary by means of a variety of games with
rules to develop the volitional sphere: to learn to control one's behavior,
hold attention, hold back in situations of loss. In creative
assignments should offer a specific topic, developing a controlled
(arbitrary) imagination, and evaluate creative works from the position
relevance to the given topic. Communicate more often on personally significant for
girls of the topic, developing out of situational and personal communication with adults.

It is important to note the fact that the prerequisites for universal learning activities
preschoolers find their development at the primary level of education.
All of the above characteristics are required
prerequisites for the transition to the next level of primary education,
successful adaptation to the conditions of life at school and the requirements of the educational process.
Ensuring the continuity of pre-school and primary general
education in accordance with the GEF.
primary school teacher
Comparing the models of a graduate of a preschool educational institution and an elementary school, we can conclude that
that preschool teachers and elementary school teachers contribute to the formation of
the same personality traits, thereby ensuring continuity.
So, we can draw the following conclusions:
as grounds for the implementation of the continuity of preschool and
Primary school education is distinguished by:
1. The state of health and physical development of children.
2. The level of development of their cognitive activity as a necessary component
educational activity.
3. Mental and moral abilities of students.
4. Formation of their creative imagination as a direction of personal and
intellectual development.
5. Development of communication skills, i.e. ability to communicate with adults and
peers;
Now we have seen that the targets identified in the GEF DO
really suggest at the stage of completion of preschool education
formation of prerequisites for UUD. But will it help us to solve the existing
problems of the continuity of preschool and primary general education, which
we identified at the beginning of the workshop?)
Exercise. Suggest ways to solve the identified problems.
It must be remembered that the formation of the foundation of readiness for the transition to
education at the level of primary general education should be mandatory
carried out within the framework of specifically children's activities.

Thus, we believe that when forming UUD at the preschool
educational levels are required:
1. rely on the leading activity of preschoolers: games with rules and
role-playing games;
2. include preschoolers in active activities: design, plot
and schematic drawing, modeling, experimentation, perception of a fairy tale,
household work;
3. make the most of the encouragement method: encourage children for being active,
cognitive initiative, any effort aimed at solving a problem, any
an answer, even an incorrect one;
4. include preschoolers in the process of assessing educational achievements: detailed
describe what the child was able to do, what he learned, what difficulties and
errors, there should be specific instructions on how to improve the results, what for
this must be done, a ban on direct assessments of the student's personality (lazy,
irresponsible, stupid, sloppy, etc.) the formation of an adequate
self-esteem, etc.
The continuity of kindergarten and school, where "kindergarten at the stage of preschool age
carries out the personal, physical, intellectual development of the child, and also forms
prerequisites for educational activities, which will become the foundation for the formation of
schoolchildren of universal educational activities necessary for mastering the key
competencies that form the basis of the ability to learn.
Now we invite you to get acquainted with the techniques that you can
use to form UUD (Each participant of the seminar receives
handout - Pedagogical techniques, description of pedagogical techniques)
During the speech of the teacher, everyone should mark with a “+” sign the technique
which he already uses in his practice. Reception that will seem to you
interesting - circle. A technique you would like to learn and learn about
in more detail - put "!"
Pedagogical techniques for the formation of UUD.
Reception "I'm taking you with me"
Forms:
 the ability to unite objects according to the common value of the feature;
 the ability to determine the name of the attribute by which objects have a common meaning;
 ability to compare, compare a large number of objects;
 ability to compose a holistic image of an object from its individual features.
The teacher thinks of a sign by which many objects are collected and names the first one.
an object. Pupils try to guess this sign and take turns calling objects that have, according to
their opinion, the same sign value. The teacher answers whether he takes this object or not. A game
continues until one of the children determines on what basis is going
a bunch of.
Example.
W: I'm going on a trip. I pack my suitcase and take with me the objects that
something similar. Guess what attribute I collect objects on. For this

offer me objects similar to mine, and I will say if I can take
them with you. So, I take a carrot with me. What do you have?
D: I take cabbage with me.
W: I'm not taking you with me.
D: I take an orange.
W: I'm not taking you with me.
D: I'm taking a jellyfish.
W: I'm taking you with me.
D: And I take wood lice with me.
W: I'm taking you with me.
D: Do you take all items whose name begins with the letter "M"?
W: Yes! So, by what feature name did we collect objects? What question is everyone
do they answer the same?
D: Does it start with the letter "M"?
T: And who else will put the question so that it can be answered: “begins with
the letter "M"?
D: What letter does it begin with?
W: I agree. So, the name of the feature here is the first letter of the word denoting our
thing.
Conclusion: indeed, for knowledge to become a tool, not a deposit
unnecessary junk, the child must work with it. In general terms, this
means to apply it, expand and supplement it, find new connections and
relationships, be considered in different models and contexts.
Today, the learning process is not a ready-made summary, but a search and co-creation,
in which children learn to plan, draw conclusions, acquire new knowledge
through their own activities. The educator in modern conditions based on
well-known methods, it is necessary to develop your own style of work, forms of cooperation
effective use of methods of activation of cognitive activity.
The relevance of our teachers' council stems from the need for improvement
preschool education systems as the first stage of education. Besides,
insufficient amount of literature on the formation of universal educational
actions in children of older preschool age leads to a gap in learning:
younger students who came to primary school with a low level of readiness for
systematic learning, experience a number of difficulties in mastering the content
educational material, as they do not have time to master new methods at a given pace
obtaining knowledge.
In this regard, it is appropriate to talk about the use of interactive
technologies. The use of interactive educational technologies in educational
educational process in a preschool educational institution is one of the
the newest and most urgent problems in domestic preschool pedagogy.
information and communication
Usage
technologies for
formation of prerequisites for personal universal educational activities in
the process of correctional and pedagogical activities within the framework of the Federal State Educational Standard.

Thus, in order to implement universal technologies, the CAM teacher
must possess certain professional competencies. These
competencies should also be universal.
Firstly, in order to form UUD in children, you need to know “with what
they eat it”, i.e. learn in practice how UUDs “work” and how to track and
evaluate;
secondly, if the teacher himself owns universal actions, then he can
serve as a model of behavior for their students.
Thus, the problem of forming the preconditions for learning activity in
preschoolers is closely related to the task of increasing professional competence
teachers, the formation of a group of practical skills:
 Reasonably set goals for the upbringing, education and development of children;
 Set and adjust the tasks of organizing children's activities in
in accordance with the age and individual characteristics of children, their interests;
 Form the goals and objectives of children's work on the basis of program objectives
education, training and development; involve them in the process of setting goals and objectives
lessons;
 Involve children in the process of formulating a plan for future activities in
in accordance with its purpose, problem, task (educational, gaming, creative), into work
to determine the results of activities and ways to achieve them;
 Choose methods for organizing children's activities that are appropriate
goals and objectives of upbringing, education, development of children, allowing to establish
relations of cooperation with children, conduct a dialogue with them, organize joint
activities to achieve planned results.
V. Consolidation
I suggest working in pairs or threes. You need, relying on your
professional experience, put the actions recorded on the card in order.
1) to form the primary experience of performing an action while studying various
subjects and motivation;
2) based on existing experience, to form an understanding of the method
(algorithm) for the implementation of the corresponding UUD (or the structure of the educational
activity in general);
3) to form the ability to perform the studied UUD by including it in
the practice of teaching on the subject content of various academic disciplines, to organize
self-control of its implementation and, if necessary, correction;
4) organize control of the level of formation of this UUD.
What did we achieve as a result of our joint work?
(an algorithm for the formation of any UUD).
This algorithm will help you to form the preconditions for ELC in any organized
activities

.
VI. Summing up. Reflection
So, we practiced to determine the UUD, deduced the algorithm for their formation.

Let's analyze the work of our pedagogical council.
How did our work begin and how was it built throughout the entire teachers' council?
What UUD did we form at each stage?
1. Organizational moment. Motivation for activity. At this stage, you need to create
conditions for the emergence of an internal need for inclusion in activities.
(Personal UUD)
2. Actualization of knowledge. Formulation of the problem. Self-esteem. At this stage
there is a formation of skills to navigate in the knowledge system, to distinguish new
from what is already known, evaluate their knowledge (Cognitive UUD, Regulatory UUD).
3. Formulation of the topic of the meeting, goals and objectives. (Regulatory UUD) On
At this stage, the formation of skills to determine and formulate the goal and
tasks (Regulatory UUD).
4. Work on the theme of the teachers' council. Reading and independent study of the proposed
material. (Cognitive UUD)
5. Performing practical work in groups to determine actions,
relating to personal, regulatory, cognitive, communicative UUD.
Distribution of tasks in accordance with UUD. Self-esteem. Reflection
(Communicative UUD, Cognitive UUD. Regulatory UUD. Personal
UUD)
6. Acquaintance with pedagogical methods of forming UUD
(Cognitive UUD)
7. Summing up. Reflection. Self-esteem
What tasks did we solve at the teachers' council?
 To reveal and comprehend the concept of “universal learning activities”
 Consider the types of UUD, their content, requirements for results
formation
 Get familiar with the techniques that help to form UUD
 Gain practical experience in the implementation of UUD in the process of working with
information
 to intensify the activities of educators and specialists in the formation of
preschoolers prerequisites for learning activities;
contribute to the expansion of their pedagogical horizons on this issue;

These tasks are completed
Goal: increasing the professional competence of teachers providing them
readiness to work on the formation of the prerequisites for educational
activities in accordance with the federal state educational
standard of preschool education (FSES DO), increasing competence
teachers in mastering the methods of pedagogical technique for the formation of UUD -
reached.
Assess the level of your knowledge on the topic of the teachers' council and the readiness to apply this knowledge
REFLECTION OF OWN ACTIVITIES:
"All in your hands".

And how you worked at the teachers' council, we will determine with the help of your palms. On the sheet
circle the left hand on paper. Each finger is some kind of position on which you need to
express your opinion by painting your fingers. If any position does not suit you
interested - do not paint.
Big - for me the topic was important and interesting - blue.
Forefinger - learned a lot of new things - yellow.
Medium - it was difficult for me - purple.
Nameless - I was comfortable - green.
Little finger - for me there was not enough information - red.
Personal UUD:
1. Remember that each child is an individual, with their own
views and beliefs, hobbies. Try to find it in it
individual personal characteristics.

2. In the life of a child, an adult is the person who helps him understand and
explore the real world, make your own discoveries. Help him find and uncover
strong and positive personal qualities and skills.
3. When organizing educational and cognitive activities, consider individually
psychological characteristics of each child. Use recommendations
teacher-psychologist.
4. Remember that the main thing is not the subject you teach, but the personality,
which you are creating. Not an object forms and develops the personality of the future
citizen of society, but a teacher who teaches his subject.

Cognitive UUD:
1.
If you want children to learn the material being studied in your subject,
teach them to think systematically (for example, the main concept (rule) - an example
- the value of the material (application in practice)).
2.
Try to help students master the most productive methods
learning activities, teach them to learn. Use the diagrams
plans, new technologies in training to ensure a solid assimilation of the system
knowledge.
Remember that it is not the one who retells the memorized text that knows, but the one who knows how to
3.
apply the acquired knowledge in practice. Find a way to teach a child
apply your knowledge.
4.
Develop creative thinking by comprehensive analysis of problems;
solve cognitive problems in a variety of ways, practice more often
creative tasks.
Communicative UUD:
1.
Teach your child to express his thoughts without fear of making a mistake. During his
answering the question, if the child finds it difficult to continue his story, ask
leading questions to him.
2.
Do not be afraid of "non-standard lessons", try different types of games, discussions
and group work to master new material.

Portrait of a graduate of a preschool educational institution
 Physically developed, having mastered the basic cultural and hygienic
skills (personal results).
The child has formed the basic physical qualities and the need for
motor activity.
Independently performs accessible to age
hygiene procedures, observes the elementary rules of a healthy lifestyle.
 Curious, active (personal results).
Interested in the new, unknown in the surrounding world (the world of objects and things,
world of relationships and your inner world). Asks questions to an adult, loves
experiment. Able to act independently (in everyday life, in
various types of children's activities). In case of difficulty, contact
help from an adult.
interest in
educational process.
Accepts the living

 Emotionally responsive (personal outcomes).
Responds to the emotions of loved ones and friends. Empathizes with the characters of fairy tales,
stories, stories. Emotionally reacts to works of art
arts, musical and artistic works, the natural world.
 Mastered the means of communication and ways of interacting with adults and
peers (communicative results).
The child adequately uses verbal and non-verbal means of communication, owns
dialogic speech and constructive ways of interacting with children and
adults (negotiates, exchanges objects, distributes actions when
cooperation). Able to change the style of communication with an adult or peer, in
depending on the situation.
 Able to manage their behavior and plan their actions based on
observing elementary
primary values,
generally accepted norms and rules of conduct (regulatory results).
The child's behavior is predominantly determined by non-momentary desires and
needs, but demands from adults and primary value
ideas about what is good and what is bad.
The child is able to plan his actions aimed at achieving
specific goal. Complies with the rules of conduct on the street (traffic rules), in
public places (transport, shop, clinic, theater, etc.).
 Able to solve intellectual and personal tasks (problems),
age-appropriate (cognitive results).
The child can apply independently acquired knowledge and methods of activity
to solve new tasks (problems) set both by adults and by themselves; in
Depending on the situation, it can transform the ways of solving problems (problems).
The child is able to offer his own idea and translate it into a drawing,
construction, storytelling, etc.
 Having primary ideas about himself, family, society (nearest
society), the state (country), the world and nature (personal results).
The child has an idea:
about oneself, one's own belonging and the belonging of other people to
certain gender;
on the composition of the family, kinship and relationships, the distribution of family
responsibilities,
about society (nearest society), its cultural values ​​and one's place in it;
about the state (including its symbols, "small" and "big" Motherland, its nature)
and accessories to it;
about the world (planet Earth, the diversity of countries and states, population, nature
planets).
traditions;
family

 Having mastered the universal prerequisites for educational
activities (regulatory results):
the ability to work according to the rule and according to the model, listen to an adult and follow it
instructions.
 Having mastered the necessary skills and abilities (substantive results).

The child has developed skills and abilities (verbal, visual, musical,
constructive, etc.), necessary for the implementation of various types of children's
activities.

Consultation

"Formation of universal educational activities in children of senior preschool age as a prerequisite for their further successful systematic education"

(for educators, parents (legal representatives))

MBDOU "Kindergarten of a combined type" pos. Ust-Omchug

April 2016

“School should not make a sharp change in life.

Having become a student, the child continues to do today what

what did you do yesterday. Let the new appear in his life

gradually and does not overwhelm with an avalanche of impressions "

(V. A. Sukhomlinsky)

These words are very relevant in our time. Completion of the preschool period and entering school is a critical and crucial stage in a child's life, when he needs to gradually become independent and responsible. At school, a first-grader is bombarded with everything at once: new rules of conduct, new information, and a new form of education. Therefore, it is necessary to prepare a preschooler for the coming changes in his usual conditions gradually, step by step, introducing new attitudes that meet new requirements.

Today, the Federal State Educational Standard has determined that a child, as a result of mastering the Program of preschool education and upbringing, can acquire such an integrative quality as Universal prerequisites for learning activities - the ability to work according to the rule and according to the model, listen to an adult and follow his instructions. By the time the child enters school, the following prerequisites for UUD can be distinguished: personal, regulatory, cognitive, communicative.

Communicative universal learning activities considered by preschoolers as an element of communication:

Interaction - communication, information exchange, knowledge acquisition;

Cooperation - the ability to negotiate, find a common solution, convince, yield, take the initiative;

The condition of internalization is the ability of the pupil to verbally display (describe, explain) the content of the actions performed in the form of speech meanings in order to orient the subject-practical or other activity - primarily in the form of loud socialized speech;

Moral and ethical qualities - the ability to maintain a friendly attitude towards each other in a situation of dispute and conflict of interests.

Personal universal learning activities - this is the development of educational and cognitive motives:

Creation of problem situations, activation of the creative attitude of students to learning;

Formation of motivation and reflective attitude of a student or pupil to learning;

Organization of forms of joint activity, educational cooperation;

The development of reflective self-esteem as the basis for the development of subjectivity in educational or cognitive activities (a comparison by the child of his achievements yesterday and today and the development on this basis of an extremely specific differentiated self-esteem; providing the child with the opportunity to make a large number of equally accessible choices in learning, differing in the aspect of evaluation, mode of action, the nature of the interaction and the creation of conditions for comparing assessments received today and in the recent past);

Ensuring success in learning due to the availability of scientific concepts;

Positive feedback and positive reinforcement of the efforts of the child being taught through an adequate system for evaluating the system of knowledge by the teacher;

Stimulation of activity and cognitive initiative of the child, lack of strict control in learning;

Formation of adequate reactions of students to failure and building efforts in overcoming difficulties.

Regulatory universal learning activities - it is the ability to learn and the ability to organize one's activities (planning, control, self-assessment); formation of purposefulness and perseverance in achieving goals, life optimism, readiness to overcome difficulties:

The ability to accept, maintain goals and follow them in educational activities;

Ability to act according to a plan and plan their activities;

Save the goal;

Act according to the model and the given rule;

See the indicated error and correct it;

control your activities; understands the assessment of an adult and a peer;

Ability to interact with adults and peers in educational activities;

Purposefulness and perseverance in achieving goals;

Willingness to overcome difficulties, the formation of an attitude to find ways to resolve difficulties (mastery strategy);

Formation of the foundations of an optimistic perception of the world.

Cognitive universal learning activities - this is the possession of subject knowledge: concepts, definitions of terms, rules, formulas, logical techniques and operations according to age requirements.

It can be concluded that the prerequisites for universal educational activities of a preschooler find their development at the initial stage of education as early as preschool age.

What is the main form of education, where the prerequisites for UUD are formed in children of senior preschool age? This is GCD - continuous educational activity. For the formation of UUD in senior preschool age, teachers use non-traditional methods, techniques and technologies to enhance cognitive activity.

1. ICT and digital educational resources (DER) when learning new material, consolidating it and controlling knowledge. For a student, DERs are sources of additional knowledge, allow them to formulate creative tasks, and can also serve as simulators. Interactive games.

2. Multimedia products today partially take on the functions of textbooks and teaching aids, where the teacher acts as a consultant on emerging issues, and the child is much more interested in perceiving information in this form than using outdated diagrams and tables (interactive whiteboards).

3. Intellectual warm-up games (questions, poems to activate attention and develop logic). For example, warm-up "Boys and Girls" (questions are asked on the topic "Who should do what?"

4. Attention games "Who is doing what?", "What did the artist mix up"

5. The method of mnemonics for learning poetry, compiling descriptive stories.

6. Collage method.

A collage is a teaching aid, the task of which is to connect all the pictures of a single topic with each other. A collage is a sheet of paper on which various pictures, objects, geometric shapes, numbers, letters, etc. are pasted or drawn. The child must link all the symbols depicted into a single story. In this technique, you can make an aesthetic textbook in the form of a photo album or a multimedia presentation.

Here is a story children can make using a collage about Africa. Africa, the hottest continent. There are many deserts there. The largest desert is the Sahara. She is called the "Queen of the Desert". And camels are the "ships of the desert." There are also oases in the desert. There are jungles on the African continent. Monkeys live there. Still on mainland Africa live hippos, rhinos, crocodiles, elephants and the tallest animal

7. Gyenysh Blocks aimed at the development of logic, thinking. These blocks can be made independently by replacing wooden blocks with cardboard geometric shapes.

8. TRIZ and RTV method

TRIZ-pedagogics is a theory of inventive problem solving.

RTV - the development of creative imagination.

Game "Teremok"

Purpose: We train analytical thinking, learn to highlight common features by comparison.

Props: surrounding household items, or toys, or cards with the image of objects. Those items are allowed to live in the house if the player answers the question (how are they similar, how are they different, what is the use, what can you do?)

"Magic Chamomile"

A game that contributes to the expansion and activation of the vocabulary of children, the field is divided into several subject areas: birds, dishes, clothes, etc. An arrow spins and a certain area is located, the children take turns calling words related to this area. The one who scores the most points wins.

"Cloud"

Purpose of the game: to exercise children in an accurate description of the desired object of the natural and man-made world according to its features, properties and quality; location, origin, habitat, characteristic features of behavior, habits, actions, occupation, etc.

game action: a group of children sits at a table, the host (one of the children) says: “The cloud in the sky is sad

And the children asked:

"Play with me, I'm very bored alone."

Children:“Cloud, cloud, don’t yawn, who do you want to play with, tell us what object you want to play with, what is it?”.

for example, cloud (an approximate description of objects with the help of droplets - names-signs) My object is cold, melts in the sun, lies on houses, can be molded. My object is liquid, butter, sour cream, kefir are made from it. My subject lives in Africa, he has a long neck, spotted color, horns on his head, eats foliage.

Learning to identify and find UUD or what a cartoon can tell

cartoon name	What UUDs can we find	What useful "broadcasts" the cartoon
White Bim Black Ear	personal universal (cooperation in finding the right information, tracking the actions of a partner), communicative universal (the ability to make a moral choice and give a moral assessment, developed reflection)	Loyalty, friendship, caring, development and empathy.
	personal universal (positive moral qualities, adequate assessment of others, constructive interaction skills), communicative universal (cooperate with other people in search of the necessary information, the ability to enter into a dialogue, make a moral choice)	Friendship. Caring for others, developing and showing empathy.
How did the monkeys eat?	personal universal (adaptation to a changing situation, responsibility for the behavior and actions of others and oneself, the ability to make adjustments to the plan and method of action if necessary), cognitive universal (use of advanced technologies, awareness and application of what is learned and to be learned, problem solving during group activities), communicative universal (integration into a group of peers)	The need for planning actions, the development of the regulatory function in children, the importance of using different methods of education.

Personal UUD:

1. Remember that every child is an individual, with their own views and beliefs, hobbies. Try to find in him his individual personal characteristics.

2. In the life of a child, an adult is the person who helps him understand and explore the real world, make his discoveries. Help him find and unleash his strong and positive personal qualities and skills.

3. When organizing educational and cognitive activities, take into account the individual psychological characteristics of each child. Use the recommendations of a teacher-psychologist.

4. Remember that the main thing is not the subject you teach, but the personality you form. It is not the subject that forms and develops the personality of the future citizen of society, but the teacher who teaches his subject.

Cognitive UUD:

1. If you want children to learn the material being studied in your subject, teach them to think systematically (for example, the main concept (rule) - an example - the meaning of the material (application in practice)).
2. Try to help students master the most productive methods of educational and cognitive activity, teach them to learn. Use schemes, plans, new technologies in training to ensure a solid assimilation of the knowledge system.
3. Remember that it is not the one who retells the memorized text that knows, but the one who knows how to apply the knowledge gained in practice. Find a way to teach your child to apply their knowledge.
4. Develop creative thinking by comprehensive analysis of problems; solve cognitive problems in a variety of ways, practice creative tasks more often.

Communicative UUD:

1. Teach your child to express his thoughts without fear of making a mistake. During his answer to the question, if the child finds it difficult to continue his story, ask him leading questions.
2. Don't be afraid of "non-standard lessons", try different types of games, discussions and group work to master new material.

Master Class

Formation of personal and cognitive prerequisites

universal learning activitiesin older preschoolers using TRIZ technologies

in the EP under the conditions of the Federal State Educational Standard

“The school should not make a sharp change in life.

Having become a student, the child continues to do today what he did yesterday.

Let the new appear in his life gradually and

does not overwhelm with an avalanche of impressions "

(V. A. Sukhomlinsky).

These words of V. A. Sukhomlinsky are very relevant at the present time. Completion preschool period and admission to school is a difficult and responsible stage in a child's life.

Entering school is the beginning of a child's long journey, the transition to the next age stage of life. The beginning of school education radically changes the way of life of the child, and sometimes the whole family.

Studying at school requires the child to be ready for a new type of activity - educational.

The ability to learn is the desire and ability to independently implement learning activities. Therefore, it is important to educate preschoolers cognitive interests because it is they who activate the abilities of children. Term « prerequisites for universal learning activities» - this is the child's ability to self-development through active assimilation and acquisition of skills through practical activities and personal experience.

AT preschool age distinguish 4 blocks of UUD:

1) personal;

2) regulatory;

3) informative;

4) communicative.

We will consider 2 blocks - personal and cognitive UUD.

Formation of personal prerequisites for UUD in older preschoolers within the framework of the targets of GEF DO.

The child masters the main cultural ways

activity, shows initiative and independence in

different types of activities - playing, communicating, designing,

and etc. ; is able to choose his occupation and methods of solution, partners in joint activities;

The child has a positive attitude towards

to the world, to other people and to oneself, has a sense of

own dignity; actively interacts with

peers and adults, participates in joint games;

The child has a developed imagination, which

implemented in various activities, and, above all, in

game; the child owns different forms and types of play

Formation of cognitive prerequisites for UUD in older preschoolers within the framework of the targets of GEF DO

The child is curious and asks questions

relating to near and far objects and phenomena,

interested in cause and effect relationships

come up with explanations for natural phenomena

the actions of people; inclined to observe, experiment;

The child is capable of making his own decisions.

What is the main form of education, where the prerequisites for UUD are formed in children of senior preschool age?

This is GCD - continuous educational activity. For formation of UUD in senior preschool age, teachers use non-traditional methods, techniques and technologies to activate cognitive activity.

TRIZ technology in kindergarten contributes to the development, on the one hand, of such qualities as thinking, flexibility, mobility, consistency, dialectics, and, on the other hand, search activity, the desire for novelty, the development of speech and creative imagination.

The main task of using TRIZ technology is to instill in the child the joy of creative discoveries.

With a teacher who uses TRIZ, children study with enthusiasm and master new knowledge without overload, develop speech and thinking.

Application of TRIZ in education preschoolers allows you to grow real inventors from children, who in adulthood become inventors, generators of new ideas.

If we compare the main tasks cognitive development according to the Federal State Educational Standard and the tasks of TRIZ-RTV, they are surprisingly similar...

Table 1

Tasks cognitive

development preschoolers according to GEF DO

The development of curiosity and cognitive motivation;

- formation of ideas about the whole and parts;

- formation of representations about space and time, causes and effects of events, movement and rest;

Organize Solution cognitive tasks, which are especially well seen in working with problems and contradictions;

- formation of cognitive interests, actions and skills

GEF involves the solution of cognitive tasks in all educational areas and in all types of children's activities.

TRIZ-RTV tasks in cognitive development of preschoolers

- formation the foundations of systemic thinking, establishing the relationship between parts of the system, its changes over time, interaction with other systems;

Teaching children to identify, formulating and the resolution of the simplest problems, contradictions, cause-and-effect relationships of events that manifest themselves in the process of getting acquainted with the outside world;

- formation ability to use tricks "strong mind" facilitating rapid systematization and classification, as well as memorizing a large amount information;

- formation of the ability to identify resources, basic and additional functions of the object.

TRIZ - technology is aimed at intellectual, creative development personalities in any kind of activity.

TRIZ program for preschoolers is a system of collective games

and activities with children.

"Guess what I guessed."

"Teremok."

"Fairy tale inside out."

"What was - what became"

"Something is part of something."

"What does it look like?"

"What of what?"

"Bad Good"

TRIZ learning stages

To teach to find and distinguish between the contradictions that surround children everywhere. (What is common between a flower and a tree).

Teach children to fantasize, to invent.

Solving fairy-tale problems and inventing different fairy tales using special TRIZ methods. (Baba Yaga caught you and wants to eat you. What to do).

The child applies the acquired knowledge and using non-standard, original solutions to problems, learns to find a way out of any difficult situation.

Principles of construction of GCD according to TRIZ.

Message minimum information, maximum reasoning.

Optimal the form organization of discussion of problematic situations brainstorming.

System approach (everything in the world is interconnected, and any phenomenon should be considered in development).

Turn on in progress knowledge all mental operations and means of perception available to the child

Mandatory activation of creative imagination.

Give yourself a chance to express yourself.

Eagerness to get new information about the environment.

develop the need for cognitive activity.

Give the opportunity to create, create.

Contribute to the development of analytical skills.

- form the ability to develop and prove one's point of view.

Thus, TRIZ, on the one hand, is an entertaining game, on the other hand, the development of a child's mental activity through creativity.

What gives creativity to a child?

Gives you the opportunity to express yourself.

When conducting a NOD, you can use the following forms of work with children:

Role-playing and didactic games,

Listening to music,

Staging and modeling situations,

Implementation of practical work.

An important role is played by diagrams, tables, symbols and other ways of presenting information.

Fairy tales, riddles, proverbs, works of children's writers are used as illustrative material.

A large place is occupied by poems chosen in such a way that morality, as well as the conclusion contained in them, does not "bulging out" to the fore and "hiding" within a situation, often mixed. Mastery teacher is to let the children see this morality for themselves and make

Relevant conclusion.

Methods and techniques of TRIZ technology

brainstorming method

Trial and error method

Comparison of living and non-living objects

Fantastic analogy

empathy method

Method of contradictions

Direct analogy

Changing the plot of a fairy tale

contradiction method.

Activation of interest

Systematization of knowledge,

. Concept formation

relativity.

(RainWhy is it good, why is it bad?

Method "empathy"

Purpose: development of ability introduce yourself in the place of another person or subject

(What does the Fox feel when he wants to eat a kolobok.

Imagine that you are a bush. It's raining. What do you feel)

Method "Comparison of living and non-living objects"

Purpose: to see the common and the difference; develop memory, thinking, imagination

(The hare is drawn and alive. The hare and the table, etc.)

A special stage in the work of a teacher - a Trizovian - is working with fairy tales, solving fairy-tale problems and inventing new fairy tales using special techniques.

System Operator

System Operator forms in the child

"systems analysis skills, systems thinking, or multiscreen thinking"

Who lives in a teremochka?

Purpose: to teach the child the elements of analysis, to encourage him to notice common signs by comparing them.

You will need: colorful images of different items, for example: pear, pen, house, backpack, pot, flower and so on.

Introduction: remember with the children the fairy tale "Teremok" and suggest playing it like this, as they do in the country of Changelings.

Game progress: each child, with his eyes closed, draws out his drawing and plays for the drawn thing. The host chooses the owner of the tower - the king of the Changelings, who called his friends to a feast. The characters take turns approaching the tower. The first invitee asks the question:

Knock, knock, who lives in the little house?

I -. (calls himself, for example, a flower). And who are you?

And I -. (calls himself, for example, pear). Will you let me into the teremok?

I'll let you in if you tell me how you look like me. The guest carefully compares the two drawings and

names the found common moments.

For example, he can say that both the flower and the

pears have a twig. After that the first

the participant enters the teremok, and to the owner

The next guest is already knocking. Important

If he cannot answer, the rest of the children help.

Good-bad game.

Purpose: to teach children to distinguish in subjects and objects of the surrounding world, positive and negative sides. Rules of the game: Any object or in senior preschool age system, a phenomenon in which determined positive and negative properties. Game progress. 1 option:

B: Eating candy is good. Why?

D: Because she's sweet.

Q: Eating candy is bad. Why?

D: Teeth can hurt.

That is, questions are asked according to the principle: "something is good - why?",

"something bad - why?".

Working with fairy tales

Solving fairy-tale problems and inventing new fairy tales using special techniques

Collage of fairy tales

This method develops imagination, breaks habitual stereotypes in children,

creates conditions under which the main characters remain, but

enter new circumstances that may be

fantastic and incredible.

This method serves premise to write all sorts of plots and endings. In addition to the ability to compose, the child learns to find a way out of difficult circumstances.

Fairy tales in a new way.

This method helps to take a fresh look at familiar stories.

Collage of fairy tales

Inventing a new fairy tale based on fairy tales already known to children.

"That's what happened to our book of fairy tales. Everything in it

the pages got mixed up and Pinocchio, Little Red Riding Hood and

The evil wizard turned the gingerbread man into mice. They were burning

grieved and decided to seek salvation. met old man

Hottabych, but he forgot the spell...”

Rescue situations in fairy tales

“Once a kitten decided to swim. He swam very far from the shore. Suddenly a storm began, and he began to sink ...”

Offer your options for rescuing a kitten.

Fairy tales in a new way.

Old fairy tale"Tiny-Havroshechka"

Come up with:

A fairy tale in a new way - "Khavroshechka is evil and lazy."

Dear teachers!

if you want to go to work like a holiday;

if you like it when children's eyes sparkle;

if you want to get the most out of every lesson;

if you want to communicate with smart, thinking children;

if you want to get the keys to creativity,

writing, take up TRIZ!

Thank you for your attention!

Creative success to you!

View document content
"Master class Formation of personal and cognitive prerequisites for universal learning activities in older preschoolers when using TRIZ technologies in EP under the conditions of the Federal State Educational Standard"

Master Class

Formation

personal and cognitive prerequisites for universal learning activities

among older preschoolers when using TRIZ technologies in EP

under the conditions of the Federal State Educational Standard

Rusanova Olga Ivanovna Educator of the MK preschool educational institution Pavlovsky kindergarten No. 10

2016-2017

“The school should not make a sharp change in life.

Having become a student, the child continues to do today what he did yesterday. Let the new appear in his life gradually and not overwhelm him with an avalanche of impressions.

(V.A. Sukhomlinsky).

School enrollment- this is the beginning of a child's long journey, the transition to the next age stage of life. The beginning of school education radically changes the way of life of the child, and sometimes the whole family.

Studying at school requires the child to be ready for a new type of activity - educational.

The ability to learn is the desire and ability to independently carry out learning activities. Therefore, it is important to educate preschoolers with cognitive interests, since it is they that activate the abilities of children.

Term "prerequisites for universal learning activities" is the ability of the child to self-development through active assimilation and acquisition of skills through practical activities and personal experience.

Formation of prerequisites for UUD in older preschoolers according to GEF DO

4 blocks of prerequisites

universal learning activities

personal

cognitive

regulatory

communicative

Formation of personal prerequisites for UUD in older preschoolers within the framework of the targets of the GEF DO

Child masters the main cultural ways of activity, Shows initiative and independence different types of activities– game, communication, construction, etc.; is able to choose his occupation and methods of solution, partners in joint activities; The child has a positive attitude towards to the world, to other people and to oneself, has a sense of dignity; actively interacts with peers and adults, participates in joint games; The child has a developed imagination, which implemented in various activities, and, above all, in game; the child masters different forms and types of play

Formation of cognitive prerequisites for UUD in older preschoolers within the framework of the targets of the GEF DO

The child is curious, asks questions concerning near and distant objects and phenomena, is interested in cause-and-effect relationships, trying make up your own explanation the phenomena of nature to the actions of people; inclined to observe, experiment; The child is capable of making his own decisions.

TRIZ technology in kindergarten contributes to the development, on the one hand, of such qualities as thinking, flexibility, mobility, consistency, dialectics, and, on the other hand, search activity, the desire for novelty, the development of speech and creative imagination. The main task of using TRIZ technology is to instill in the child the joy of creative discoveries. With a teacher who uses TRIZ, children study with enthusiasm and master new knowledge without overload, develop speech and thinking.

The use of TRIZ in teaching preschoolers makes it possible to grow real inventors out of children, who in adulthood become inventors, generators of new ideas.

Tasks cognitive development preschoolers by GEF BEFORE

Tasks TRIZ - RTV in cognitive development of preschoolers

• - development of curiosity and cognitive motivation;
• - formation of ideas about the whole and parts;
• - formation of ideas about space and time, causes and consequences of events, movement and rest;
• - pay special attention to research and design activities;
• - organize the solution of cognitive tasks, which are especially well seen in working with problems and contradictions;
• - formation of cognitive interests, actions and skills
• - GEF involves the solution of cognitive tasks in all educational areas and in all types of children's activities

• - formation of the foundations of systemic thinking, establishing the relationship between parts of the system, its changes over time, interaction with other systems;
• - teaching children to identify, formulate and resolve the simplest problems, contradictions, cause-and-effect relationships of events that manifest themselves in the process of getting to know the world around them;
• - the formation of the ability to use the techniques of "strong thinking", which contribute to the rapid systematization and classification, as well as the memorization of a large amount of information;
• - teaching children the organization of independent research, design, creative activities on the model of working with an adult and at their own request.
• - formation of the ability to determine the resources, basic and additional functions of the object.
• TRIZ - technology is aimed at the intellectual, creative development of the individual in any kind of activity .

The TRIZ program for preschoolers is a system of collective games and activities with children.

"Guess what I guessed"

"What was - what became"

"Fairy Tale Inside Out"

"What does it look like?"

"Something is part of something"

"Bad-good"

"What of what?"

"Find Friends"

"Fantasy"

"Chain"

"Teremok"

Games with

elements

TRIZ

"Shifters"

TRIZ learning stages

• To teach to find and distinguish between the contradictions that surround children everywhere. (What is common between a flower and a tree?).
• Teach children to fantasize, to invent.
• Solving fairy-tale problems and inventing different fairy tales using special TRIZ methods. (Baba Yaga caught you and wants to eat you. What to do?).
• The child applies the acquired knowledge and using non-standard, original solutions to problems, learns to find a way out of any difficult situation.

Principles of construction of GCD according to TRIZ.

- Minimum communication of information, maximum reasoning.

- The optimal form of organizing the discussion of problematic situations is brainstorming.

- A systematic approach (everything in the world is interconnected, and any phenomenon should be considered in development).

- Inclusion in the process of cognition of all mental operations and means of perception available to the child

- Mandatory activation of creative imagination.

- Give yourself the opportunity to express yourself.

- The desire to receive new information about the environment.

- To develop the need for cognitive activity.

- To give the opportunity to create, to create.

- Promote the development of analytical skills.

- To form the ability to develop and prove their point of view.

Forms of work with children

When conducting GCD, the following forms of work with children can be used:

• conversation
• role-playing and didactic games,
• Listening to music,
• staging and modeling situations,
• performing practical work.
• An important role is played by diagrams, tables, symbols and other ways of presenting information.
• Fairy tales, riddles, proverbs, works of children's writers are used as illustrative material.
• A large place is occupied by poems chosen in such a way that morality, as well as the conclusion contained in them, do not “stick out” to the fore, but “hide” inside the situation, often mixed. The skill of the teacher is to let the children see this morality for themselves and draw the appropriate conclusion.

contradiction method.

Target:

Activation of interest

Systematization of knowledge,

Concept formation

relativity.

(Rain: why good, why bad?)

The empathy method

Purpose: development of the ability to imagine yourself in the place of another person or object

(What does the Fox feel when he wants to eat a kolobok.

Imagine that you are a bush. It's raining. What do you feel?)

Method "Comparison of living and non-living objects"

Purpose: to see the common and the difference; develop memory, thinking, imagination

(The hare is drawn and alive. The hare and the table, etc.)

System operator

The system operator forms in the child

"systems analysis skills, systems thinking, or multiscreen thinking"

What was the subject in the past

What will the object look like in the future?

Games and trainings for the formation of systemic thinking in children .

Who lives in a teremochka?

Target : to teach the child the elements of analysis, to encourage him to notice common signs by comparing them.

You will need: colorful images of different objects, for example: a pear, a pen, a house, a backpack, a saucepan, a flower, and so on.

Introduction: recall the fairy tale "Teremok" with the children and offer to play it the way they do in the country of Changelings.

Game progress: each child draws out his drawing with his eyes closed and plays for the drawn object. The host chooses the owner of the tower - the king of the Changelings, who called his friends to a feast. The characters take turns approaching the tower. The first invitee asks the question:

- Knock, knock, who lives in the little house?

- I - ... (calls himself, for example, a flower). And who are you?

- And I - ... (calls himself, for example, a pear). Will you let me into the teremok?

• I'll let you in if you tell me how you look like me. The guest carefully compares the two drawings and

names the found common moments.

For example, he can say that both the flower and the

pears have a twig. After that the first

the participant enters the teremok, and to the owner

The next guest is already knocking. Important

If he cannot answer, the rest of the children help.

Good-bad game.

Target: to teach children to distinguish positive and negative aspects in objects and objects of the world around them. Rules of the game: The leader is any object or system, phenomenon in which positive and negative properties are determined. Game progress. 1 option:

B: Eating candy is good. Why?

D: Because she's sweet.

Q: Eating candy is bad. Why?

D: Teeth can hurt.

That is, questions are asked according to the principle: "something is good - why?",

"something bad - why?".

Working with fairy tales

Solving fairy-tale problems and inventing new fairy tales using special techniques .

Collage of fairy tales

Inventing a new fairy tale based on fairy tales already known to children.

This method develops imagination, breaks habitual stereotypes in children,

creates conditions under which the main characters remain, but

enter new circumstances that may be

fantastic and incredible.

"That's what happened to our book of fairy tales. Everything in it

the pages got mixed up and Pinocchio, Little Red Riding Hood and

The evil wizard turned the gingerbread man into mice. They were burning

grieved and decided to seek salvation. Met an old man

Hottabych, and he forgot the spell. . .”

Rescue situations in fairy tales

This method serves as a prerequisite for composing all sorts of plots and endings. In addition to the ability to compose, the child learns to find a way out of difficult circumstances.

“Once a kitten decided to swim. He swam very far from the shore. Suddenly a storm began, and he began to sink. . .”

Offer your options for rescuing a kitten.

Fairy tales in a new way.

This method helps to take a fresh look at familiar stories.

An old fairy tale - "Tiny-Havroshechka"

Come up with:

A fairy tale in a new way - "Khavroshechka is evil and lazy."

Dear teachers! if you want to go to work like a holiday; if you like it when children's eyes sparkle;

if you want to get the most out of every lesson;

if you want to communicate with smart, thinking children;

if you want to get the keys to creativity, writing, study TRIZ!

Thank you for your attention!

Creative success to you!

List of sources used

• Belousova L.E. Merry meetings. St. Petersburg: Detstvo-Press, 2009

2. Gin S.I. Fantasy world. Part 1 and 2. Gomel, 1995

3. Gin S.I. TRIZ classes in kindergarten. Mn., 2008

4. Dybina O.V. What was before. M.: Creative Center SPHERE, 2004

5. Zhikhar O.P. OTSM - TRIZ in preschool education Mozyr, 2006

6. Korzun A.V. Fun didactics. Elements of TRIZ and RTV in work with preschoolers. Mn, 2010