We develop the child in different types of children's activities. Features of work in different types of children's activities. Game types of children's activities in the doe according to fgos
A visit by a child to a preschool institution is an obligatory component of the comprehensive development of the personality of a future adult. If parents themselves can teach reading and writing at home, then it is impossible without communication with peers and performing tasks in a team. Kindergarten contributes to the normal growth of the child, prepares him for adulthood.
Types of activities in accordance with federal state requirements
There are generally accepted requirements that all preschool institutions in the country must adhere to. So, the main types of children's activities in accordance with the FGT include the game component, communicative, labor, cognitive research, musical and artistic, productive, and reading.
The general educational program in kindergarten should be carried out not only through the interaction of an adult and a child. Many tasks the baby must solve on their own. Such activity allows not only to acquire new skills, but also to consolidate existing ones.
Federal-state requirements are developed taking into account regimen moments in children in accordance with age. Based on this, the main types of children's activities must be planned, taking into account the periods of sleep and wakefulness.
in kindergarten
The game can rightfully be called the main activity in a preschool institution. Role-playing games help the development of the personality, active ones contribute to the rapid physical development of the child. Any training is much more productive if it is interesting to the baby. It is no coincidence that many educational programs are built in the form of a game.
All can be divided into two groups. At the younger preschool age, games mostly acquire an objective character. Children explore the world around them visually. They try to distinguish one object from another, to taste it. At the senior preschool age, kids already begin to interact with each other. Role-playing games are becoming popular. And if the educator builds the educational process correctly, in the form of a game it will be possible to teach children to write and read. All types of children's activities in kindergarten, to one degree or another, should be associated with it.
Cognitive research activity
No less important activity can be considered cognitive research. This species is closely related to the game. After all, it is thanks to the latter that the child gets acquainted with the outside world. Cognitive activity is of great importance in any childhood. Depending on the goals that the teacher sets for the children, this type of activity may include experimentation, observation, excursions.
Special attention should be paid to targeted walks. In the warm season, thanks to trips to the park or out of town, the teacher helps children solve several problems at once. Active recreation can be combined with acquaintance with nature and animals of the native land. In addition, fresh air improves children's appetite and sleep. Too low air temperature or precipitation can become an obstacle for daily walks. In the summer, educators should ensure that children spend less time in the open sun and wear hats. Almost all types of children's activities in kindergarten in the summer can be carried out outdoors.
Communicative type of activity
The main task of preschool is to prepare the child for the future adult life. The little man must acquire many skills before he enters society. This is not only the ability to talk or use household items for their intended purpose, but also the correct communication with others.
Most children easily find a common language with both peers and adults. But in every preschool institution there is always a group of closed kids who find it difficult to socialize. This behavior may be due to personality traits or parental upbringing. Often, troubles in the family lead to the fact that the child withdraws into himself and does not want to communicate with his comrades. The main types of children's activities are aimed at helping such a baby. In a playful way, the teacher helps him open up and establish contact with his peers.
Properly organized in kindergarten, it also contributes to the development of the children's speech apparatus. Classes may include communication with children on certain topics, situational tasks, conversation, guessing riddles. Story games are very popular with kids. In the role of favorite fairy tale characters, children become more self-confident, reveal their creative potential.
in a preschool
In order to exist in a full-fledged society, a child needs not only to learn how to communicate correctly, but also to serve himself. All types of children's activities in kindergarten contribute to teaching kids independence. They must be able to dress properly and hold kitchen utensils without adult assistance.
Household work is also not in last place. The child must be familiar with the activities of adults. This is especially true for household tasks. Not only the teacher teaches the kids the culture of life, but also the parents at home. Even in preschool age, parents, together with educators, must teach the child to be careful. All toddlers should clean up toys and kitchen utensils. A preschooler must know that all things have their place.
The joint activity of an adult and a child also contributes to social development. The kid quickly learns to solve certain everyday tasks, begins to understand the degree of his significance in society.
productive activity
It is impossible to imagine without drawing, modeling and applications. All these are productive activities that contribute to mental development. In the classroom, kids learn to express their thoughts, to show imagination. It is in kindergarten that a love for art can be laid, and parents usually at this time reveal one or another talent in a child.
Praise is a very important moment of productive activity. In no case should you point out mistakes to a preschool child. The educator can only direct the child, suggest how it would be optimal to solve a specific problem. It is no coincidence that there is no grading system in preschool institutions. The child should not know that he draws or makes an application worse than others.
Productive activities in kindergarten help to acquaint the child with the natural environment, with the main colors and shapes. In addition, drawing and modeling contribute to the development of coordination of movements.
Musical and artistic activity
Musical activities for children in kindergarten include singing, singing along, playing instruments, as well as outdoor games with musical accompaniment. In such classes, the children develop creative abilities. Many children like classes with vocal improvisation. It is musical and artistic activity created to prepare kids for performances. Children learn to feel great in front of a large audience.
Reading in kindergarten
Despite the fact that children begin to read only at school age, educators should teach this skill long before that. The child must first learn to listen and understand the work. A very important skill is the ability to handle a book. The kid should know that you can not tear the pages, looking at the illustrations.
In the middle group, the teacher begins to introduce children to letters. First of all, children learn easy to pronounce letters. These are simple. Next, kids learn to put letters into syllables, and them into words.
The activity of a child in kindergarten must necessarily be associated with learning small poems. Classes of this kind contribute to mental development, train the memory of the child. Parents can also study short stories and jokes with their children at home.
Proper organization of leisure is also important.
Teaching the basic skills of a child in a preschool institution is in the first place. But properly organized cultural and leisure activities in kindergarten are also important. In order for children to be able to usefully spend their free time in a group, the space must be properly organized. Adults should pay special attention to toys. The corresponding zones in the form of a living corner, a kitchen or a pharmacy are of great benefit. Special toys make children's role play more intense.
The conditions for the implementation of activities for children in kindergarten also include theatrical events. Performances and fairy tales help children better consolidate the material they have learned. In addition, favorable conditions are created for the comprehensive development of the child within the walls of a preschool institution.
Nanny or kindergarten?
Today, more and more parents prefer raising children at home. Meanwhile, it is in a preschool institution that a child can acquire the skills of social role behavior. Children experience communication in a variety of forms. Even a negative experience that cannot be obtained within the walls of a home will benefit the baby. And the game as the leading type of children's activity will contribute to the comprehensive development of the baby in the team.
At the same time, raising a child at home also has advantages. A nanny with a pedagogical education will make every effort to educate a particular child, taking into account the characteristics of his character. This will make it possible to bring up the best qualities in him.
Support for children's initiative in various activities Completed by: teacher Krivchikova O.A. A preschooler is, first of all, an activist who seeks to independently learn and transform the world through various initiatives that arise in solving available problems. GEF DO puts the design of a social situation at the heart of the program, which helps to support the individuality and children's initiative of each child. Create conditions for children to freely choose various types of activities, forms of joint activities, as well as for them to make decisions, express their feelings and thoughts. GEF DO targets:
- the child shows initiative and independence in various activities;
- is able to choose his occupation, participants for joint activities;
- the child is capable of volitional efforts;
- tries to independently come up with explanations for natural phenomena and people's actions;
- capable of making their own decisions.
- creative
- goal setting and will power
- communicative
- Cognitive Each area of the initiative is assessed through a specific activity:
- create a positive psychological microclimate in the group, equally showing love and care for all children: express joy at a meeting, use affection and a warm word to express your attitude towards the child;
- respect the individual tastes and habits of children;
- Encourage the desire to create something according to one's own design;
- create conditions for independent creative activity of children;
- if necessary, help children in solving the problems of organizing the game;
- involve children in planning the life of the group for the day and for a longer period.
- create conditions and allocate time for independent creative, cognitive activities of children according to their interests.
- calmly respond to the failure of the child and offer several options for correcting the work: re-execution after a while, finishing, improving, details. Tell children about their difficulties experienced in learning new activities;
- create situations that allow the child to realize his achievements and teach him to achieve the same results of his peers;
- maintain a sense of pride in their work and satisfaction with its results;
- create conditions for various independent creative activities of children according to their interests and requests, provide children with a certain amount of time for this type of activity;
- if necessary, help children solve problems in the organization of the game;
- plan the life of the group for the day, week, month, taking into account the interests of children, try to implement their proposals;
- present products of children's creativity to other children, parents, teachers.
- 1. Make sure that the child discovers the unfortunate consequences of what he once was too lazy to do (if he finds that the felt-tip pens have dried up because he forgot to put caps on them, you should not rush to give him new ones. In the future, memories about this difficult period of creativity will motivate the child to monitor the state of their belongings, treat them with care, and most importantly, the understanding that they have to answer for each of their actions.
- 2. Requiring independence from the child, be guided by the principle of expediency. For example, you should not ask him to put the toys immediately after the game. The request to put everything in its place after the end of the game, so as not to trip over toys, will be more understandable to the child.
- 3. Try to formulate the scope and content of duties as specifically as possible. For example: "After dinner, you need to clear your glass from the table to help Natalya Vladimirovna," and "you don't need to clean up after yourself."
- 4. try to explain to the child the meaning and ultimate goal of the actions performed by him
- 5. if the child is lazy and categorically refuses to leave his cozy place, ask him to tell you about his future plans. This request will make the child think about what to do.
Forms of educational activity in SP No. 2 GBOU secondary school No. 170
| Educational area | Regime moments | Joint activities of the teacher with children | Independent activity of children | Joint activities with family | |
| Forms of organization of children | |||||
| Individual Subgroup | Individual | Individual Subgroup Group | |||
| Socio-communicative | Explanation, reminder Creative tasks, work with manuals. | Education, explanation, reminder, creative tasks, looking at illustrations, working with manuals, creating game problem situations, training elements. | Role-playing, director's games, didactic games. productive activity. | Inclusion of the child in family activities, personal example. Consideration of illustrations, participation in project activities, thematic leisure activities. Watching videos, cartoons, TV shows. Excursions. | |
| Physical development | Morning exercises, exercises, creative tasks, explanation, reminder. | Teaching, exercise, explanation, sample show, reminder. Creative tasks, games, low mobility, personal example. Organization of thematic leisure activities, creation of learning situations. | Games of high and low mobility, creation of game situations. | Personal example, participation in thematic leisure activities, competitions. | |
| Cognition | Explanation, reminder, creation of problem situations. Games. | Education, explanation, reminder, creative tasks. Examination of illustrations, work with manuals, collections. Creation of game problem situations. Participation in educational projects. | Role-playing, didactic, directing games. productive activity. | Examination of illustrations, excursions. Watching educational TV shows, videos. Studying encyclopedias. Participation in thematic leisure activities and competitions, project activities. | |
| Speech development | Maintaining a speech development environment, explanation, reminder, creation of problem situations, games. | Reminder, explanation, reading fiction, looking at illustrations. Creative tasks. | Role-playing, didactic, theatrical, directing games. | Personal example, the introduction of the tradition of family reading, participate in thematic leisure activities. | |
| Artistic and aesthetic development | Didactic games, exercises. Personal example, maintaining an aesthetic developmental environment. | Looking at illustrations, explaining, showing, teaching, reminding. productive activity. Exhibitions of works of arts and crafts, reproductions of paintings. Making jewelry, decorations, gifts, items for games. | productive activity. Story, directorial, theatrical game. Examination of aesthetically attractive objects of nature, everyday life, works of art. Decoration of personal items. | Creation of an appropriate subject-developing environment. Participation in thematic leisure activities and projects, performing creative tasks, joint productive activities with the child. Creation of family collections. Personal example, attendance at concerts, family musical evenings, participation in themed leisure activities. | |
In the preschool structural unit No. 2 of the GBOU secondary school No. 170, children from 2 months to 8 years old are brought up. Given the specifics of their individual needs and interests, teachers have identified various forms of activity.
Features of the organization of the educational process in groups for children of primary preschool age
Tasks of education and development:
To promote favorable adaptation in kindergarten.
To ensure the physical development of children, the timely mastery of basic movements and elementary cultural and hygienic skills.
To promote the development of cognitive activity of children.
To promote the development of independence in children, mastering a variety of ways of acting, acquiring self-service skills, playing activities and communication.
To develop the relationship of children, the ability to act in concert, accept a common goal, experience the joy of the results of common efforts and joint activities.
To promote the development of children's interest in participating in play and artistic activities.
Approximate list of forms of educational activity (junior group)
| Quantity per week | |
| 1 to 2 weeks | |
| 1 to 2 weeks | |
| Creative activity | 1in 2 weeks |
| 1 to 2 weeks | |
| daily | |
| Labor assignments | 1 per week |
| motor activity | |
| 1 educational situation | |
| 2 educational situations | |
| 2 music lessons | |
| 1 educational situation in 2 weeks |
The organization of the educational process in groups for young children in GBOU secondary school No. 170 (structural unit No. 2) corresponds to the Federal State Educational Standard and the content of the exemplary basic general educational program of preschool education "Childhood" T.I. Babaeva et al. 2011, pp. 23-97 ).
Features of the organization of the educational process in groups for children of middle preschool age
Tasks of education and development of children:
Contribute to the formation of positive relationships with the teacher and children in the group, stable emotionally positive well-being and activity of each child.
Strengthen physical and mental health, improve basic movements, cultivate cultural and hygienic skills and habits, and harden the child's body.
To develop the cognitive activity of children, enrich the sensory experience of children, create conditions for the development of means and methods of cognition.
Enrich children's ideas about people, objects and phenomena of animate and inanimate nature, different aspects of the surrounding reality.
To create conditions for mastering a variety of skills and ways of activity and communication, to support manifestations of independence in various types of activities,
Strengthen friendly relations between children and friendly relations in joint affairs.
To bring up a benevolent attitude of children to the environment, emotional responsiveness to the condition of other people, good feelings for animals and plants.
To develop an emotional image for manifestations of beauty, to stimulate the desire to reflect impressions in artistic, communicative and gaming activities, experience success and joy from the realization of one's ideas.
The organization of the educational process in groups for children of middle preschool age in GBOU secondary school No. 170 (structural unit No. 2) corresponds to the Federal State Educational Standard and the content of the exemplary basic general educational program of preschool education "Childhood" T.I. Babaeva et al. 2011, p. 103- 196).
Approximate list of forms of educational activity (middle group)
| Forms of educational activity in regime moments | Quantity per week |
| Leisure of health and outdoor games | 1 to 2 weeks |
| Situations of communication between the educator and children and the accumulation of positive social and emotional experience | |
| Joint game of the educator and children (plot-role-playing, directing, building and constructive game-dramatization) | |
| Sensory gaming and intellectual training | 1 to 2 weeks |
| Musical-theatrical or literary living room | |
| Creative activity | |
| Experiments, experiments, observations of ecological orientation | 1 to 2 weeks |
| Reading literary works | daily |
| Collective labor | 1 to 2 weeks |
| motor activity | 3 physical education classes |
| Communicative activity (development of speech and development of a culture of communication, etiquette) | 1 educational situation, as well as in all educational situations |
| Cognitive-research activity: -knowledge of objects of animate and inanimate nature; -knowledge of the objective and social world (subject environment, the world of adults and children, people's activities, acquaintance with the family, the city), mastering the culture of communication, safe behavior; - sensory and mathematical development | |
| Productive activities: -drawing, modeling, applique and familiarization with the fine arts; -construction | 2 educational situations |
| Musical and artistic activity and familiarization with musical art | 2 music lessons |
| Reading and talking about what you read | 1 educational situation in 2 weeks |
Features of the organization of the educational process in groups for older children
In order to ensure the continuity of the goals, objectives and content of education implemented within the framework of educational programs of preschool and primary general education; in the structural unit No. 2, older groups function.
Tasks of education and development of children.
Protect and strengthen the physical and mental health of children.
To develop the humanistic orientation of children's attitude to the world, to promote the manifestation of children's independence in using the rules of the culture of communication, benevolence and emotional responsiveness, friendly relationships, the desire for cooperation, interaction with peers and close adults.
To develop cognitive activity, curiosity, the desire of children to explore and experiment with objects, materials, natural objects, the ability to observe, compare, analyze, use diagrams, models. Enrich the horizons of children, deepen and differentiate the idea of the world.
To develop the initiative and independence of children in activities, communication and cognition.
Enrich the aesthetic feelings and impression of children, interest in art, music, fiction.
To develop the desire for schooling, interest in school, in the future new social position of the student, to ensure the formation of the full readiness of children for schooling.
Develop children's self-awareness, educate children in confidence, self-esteem, the desire for socially approved actions and deeds, maintain the joy of growing up. Understanding the growth of opportunities and achievements.
Educators of senior and preparatory groups have a higher education, have completed advanced training courses for working with children aged 5-7 years.
Educators and specialists working with children aged 5-7 regularly get acquainted with the peculiarities of the organization of the educational process at school No. 170, attend lessons in primary grades. Preschool structural unit No. 2 invites primary school teachers to GBOU, joint events are held as part of the implementation of the objectives of the continuity of preschool and primary general education (see the plan for the succession of the SP and the school)
The development of five educational areas by children is carried out in the process of educational activities for
organization of various types of children's activities, such as games, including a role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (study of objects of the surrounding world and experimentation with them), and also the perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from various materials, including constructors, modules, paper, natural and other materials, visual (drawing, modeling, appliqué), musical (perception and understanding the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity. In the process of psychological and pedagogical activities, educators and specialists of our structural unit use traditional and innovative forms of work with children: games, activities, excursions, entertainment, developmental situations, experimentation, etc.)
Approximate list of forms of educational activity (senior preschool age)
| Forms of educational activity in regime moments | Quantity per week |
| Leisure of health and outdoor games | 1 to 2 weeks |
| Situations of communication between the educator and children and the accumulation of positive social and emotional experience | |
| Joint game of the educator and children (plot-role-playing, directing, building and constructive, dramatization game) | |
| Intellectual and sensory training (“Eureka School”) | 1 to 2 weeks |
| Musical-theatrical activity or literary drawing room | |
| Creative activity | |
| Experiments, experiments, observations of ecological orientation | 1 to 2 weeks |
| Reading literary works | daily |
| Collective labor | 1 to 2 weeks |
| motor activity | 3 physical education classes, one of which is held outdoors |
| Communicative activity: -development of speech and development of a culture of communication, etiquette -literacy | 2 educational situations, and in all educational situations 1 educational situation |
| Cognitive-research activity: -knowledge of objects of animate and inanimate nature; -knowledge of the objective and social world (subject environment, the world of adults and children, people's activities, acquaintance with the family, the city), mastering the culture of communication, safe behavior; - mathematical and sensory development | 1 educational situation 1 educational situation 1 educational situation |
| Productive activities: -drawing, modeling, applique and familiarization with the fine arts; -construction | 3 educational situations |
| Musical and artistic activity and familiarization with musical art | 2 music lessons |
| Reading and talking about what you read | 1 educational situation in 2 weeks |
GROUPS OF SHORT STAY IN GBOU secondary school No. 170 (structural unit No. 2).
In order to ensure the comprehensive development of children who do not attend preschool educational institutions, to form the foundations for their readiness for schooling, in our structural unit No. due to various reasons (health problems, the desire of parents to raise a child at home, the special difficulties that children experience during the period of adaptation to a preschool organization).
There are 3 short stay groups in the kindergarten:
- "Adaptive" - uneven ages (from 1.5 to 4 years).
- “Playing, learning” - uneven-age (from 4 to 7 years old)
Short-stay group "Special child" - uneven-age (from 4 to 7 years)
Diagnosis:
Symptomatic and idiopathic generalized epilepsy;
ICP (infantile cerebral palsy) of varying degrees of complexity
RDA (early childhood autism);
Williams syndrome;
The working hours of short stay groups are 5 days, 3.5 hours each.
Children are not provided with meals at the request of their parents.
Shaping activities
Activity and development of the child
Development and formation of objective activity, elements of labor activity
Formation of game activity
Formation of productive activities
Bibliography
FORMATION OF ACTIVITIES
Activity and development of the child
The development of a child occurs under the influence of hereditary and congenital factors, is carried out against the background of the growth and maturation of the body, depends on the system of education, the level of development of the society in which he lives.
The driving cause of mental development is learning as a necessary way for the formation of generic, historical, characteristics of a person, as a way for a child to "appropriate" universal human abilities (L.S. Vygotsky). Further Vygotsky L.S. emphasized that training should focus on the “zone of proximal development”. A child's learning can occur both spontaneously and purposefully, both in cooperation (overt or covert) with another person, adult or peer, and as a result of observing the actions of other people.
However, no teaching influence of another person can be carried out without the real activity of the child himself. The content and methods of carrying out this activity determine the process of the mental development of the child, and the factors of heredity and the environment are only necessary conditions on which the individual uniqueness of his personality depends. It is in activity that the child builds his image of the world, expanding and deepening the possibilities of his orientation and successful action in the diverse conditions of solving the practical problems that everyday life sets before him.
Activity does not remain unchanged in the life of a child, it develops from age to age, its content and form change.
The development of the psyche depends on the leading activity. Leading activity is the activity in which mental processes are formed and rebuilt; on which psychological changes in personality depend; in which new types of it arise and within which are differentiated. Each stage in child development is characterized by its own type of leading activity. In infancy, it is communication, at an early age - tool-objective activity, in preschool - role-playing game.
At the same time, the development of the child also depends on other “specifically childish” types of activity (graphic, design, perception of a fairy tale, etc.), which are associated with the leading activity, interact with it and enrich it in content (A.V. Zaporozhets).
The transition from one type of leading activity to another is associated with a change and development of motivation. New motives are born in the depths of already formed activity, and then give rise to its new type. D.B. Elkonin discovered the law of alternation, periodicity of different types of activity: the activity of one type, which is characterized by the formation of the motivational-need sphere of the personality, is followed by the activity of another type, in which mastering of its new ways takes place. So, in the activity of communication in infancy, the predominant formation of the motivational-need sphere of the child's personality takes place; at an early age, in the process of objective actions, the child masters human ways of acting with objects.
At preschool age, in play activities, the child develops new motives and needs: awareness of his limited place in adult society, understanding that he still needs to learn. Therefore, at primary school age, the mastery of new modes of action, the mastery of sign-symbolic activity, and the development of cognitive abilities again come to the fore.
Thus, at each psychological age, certain specific developmental tasks, the genetic tasks of age, come to the fore.
The object, play, visual, constructive and labor activities of children with intellectual disabilities, just like those of normally developing preschoolers, form the basis for the development of mental processes and the formation of the child's personality.
In children with intellectual disabilities at an early and preschool age, all activities are formed with a delay and deviations at all stages of development. None of the types of activity inherent in a given age arise in time for them, that leading activity is not formed, which is called upon to become the basis of all mental development in a given age period. Therefore, it cannot serve as a means of corrective influence on the development of a child with disabilities. Therefore, one of the essential tasks of correctional and educational work is the formation of prerequisites for the development of activities and targeted training in all its types. In this case, it is necessary to take into account the stages of development of all types of activity in a normal child.
Prerequisites for the development of all activities of the child is the emergence of certain needs, motives, interests.
The low level of perception in mentally retarded children of early and preschool age finds its expression in the fact that they are far from always able to independently orient themselves in the conditions of a task, they need a much more detailed explanation of it than normally developing children.
Perception does not have a decisive impact on such components of activity as motive, goal, i.e. to determine the task and motivating causes of action.
Children who have not mastered the means of carrying out objective activity are artificially transferred to the formal mastery of the means of intellectual activity, which in fact does not lead to the development of both the game itself and other types of activity. Meanwhile, there is another way - the maximum formation and encouragement of the development of the objective activity itself on the basis of the emergence of a corresponding need and the development of perception.
Although all types of activities have a common structure, each of them has its own specifics, its own laws of development and age opportunities.
Development and formation of objective activity, elements of labor activity
Without special training, objective activity in mentally retarded children leads only to older preschool age. At the same time, it is the initial one in the formation of its other types. Therefore, teaching object actions and its formation turns out to be one of the central tasks in the correctional work of a special kindergarten. Training in objective actions is carried out in self-service classes, in the development of the game, in getting to know the outside world, in all types of labor education classes and in the process of conducting all regime moments of the kindergarten. One should not think that with active corrective work it is possible to complete the formation of objective activity in the first or second years of study. This work must be carried out continuously during all four years of study.
Mastering the elements of labor activity is a direct continuation of the development of the child's objective activity, makes object actions themselves socially significant for the child, and requires a new level of mastery of objective and instrumental actions.
Mastering the elements of work activity is not an easy task for preschoolers with intellectual disabilities. Self-service already includes a number of highly complex skills that children must master. For the child, two difficulties may arise here: in determining and mastering the sequence of operations and in mastering each of them. The emergence of labor activity plays a large role in the assimilation of the experience of actions with objects by a mentally retarded child, and contributes to understanding the role of each individual action and its logical sequence.
The formation of the elements of labor activity is carried out in special classes and in everyday life, and is carried out in two directions. On the one hand, children are introduced to the work of adults, the role of work in the life of the whole society, and they are taught respect for the work of adults. On the other hand, labor education is carried out in the organization of practical activities of children - in the formation of self-service skills, in the classroom: in manual labor, in the process of household work and labor in nature.
A huge help in understanding the meaning of labor, in mastering knowledge about people of different professions can be provided by a game in which children, under the guidance of teachers and educators, will beat the impressions received during observations, alternately playing the roles of a driver, salesman, hairdresser, etc.
The formation of ideas about the work of adults is also carried out in the process of familiarizing children with works of art - with fairy tales, stories, poems, with illustrations for these works, and in older groups with special filmstrips telling about different professions. Representations are clarified with the help of didactic games.
Along with the formation of ideas about the work of adults, the organization of the labor activity of the children themselves is carried out. In the first years of study, a special place is given to instilling self-service skills and cultural and hygienic skills. These skills are formed in special classes and are fixed during all regime moments.
Labor training is also carried out in special manual labor classes, where children perform various handicrafts. In these classes, it is necessary, in addition to manual labor skills, to create in children interest and respect for the result of their work. To do this, the result of labor must be singled out and made meaningful for children. In the handicraft classes, children make crafts that can serve as attributes for a game, a means of decorating a group, a gift for younger children or adults, etc. Crafts should be not only individual, but also collective. In the process of creating collective crafts, children learn to work together, to correlate their actions with the actions of others, the result of their work with the results of the work of their peers, which is one of the main aspects of work culture.
Household work is introduced in a special preschool institution in the second year of study. At first, it is simple in nature - the children perform separate tasks (watering flowers, arranging benefits, handing out spoons before meals, etc.). Gradually, work assignments become more difficult.
The next type of labor activity of mentally retarded preschoolers is labor in nature. Children take care of plants and animals in a group, work on the site of a preschool institution.
Labor training plays a huge role in the entire mental development of the child, in his mental and moral education.
In the process of work tasks, children learn to act according to imitation, a model, and verbal instructions. Actions according to verbal instructions, at first very simple and short, and then more and more detailed, help children form verbal regulation of activity.
In work - we also find great opportunities to teach children to plan their actions - what will be done first, what then, to comprehend the meaning of the sequence of actions to achieve the final result, by the older preschool age this allows you to achieve the appearance of elements of self-control.
The need to work together leads to the fact that children begin to feel like members of a team, consider their work as part of a common work, and be proud of their contribution to the overall result. On this basis, not only respect for the result of one's own and common work, but also elements of self-esteem can be formed.
Collective work is an excellent basis for the education of mutual assistance and responsiveness and for the organization of children's behavior in general.
Formation of game activity
The initial task of the teaching staff is to create conditions for the development of gaming activities. Here, the arrangement of the play corner in the group room is important. Its equipment should take into account the age interests of children and meet the objectives of the development of gaming activities. Teaching the game is carried out in special classes and in the time specially allotted for free play, on walks.
In the program, the section "Game" includes three areas of teaching a role-playing game, mobile and didactic. Classes in the first direction are conducted by a teacher-defectologist and an educator, in the other two - mainly by an educator.
At the initial stage of learning, it is important to create in children an emotional attitude to the toy and this game situation through interaction with an adult, as well as to form the orientation activity of children. To this end, the first classes are held on playing out didactic and plot toys.
A special place in the teacher's guidance of children's play is given to the formation of skills of play behavior. It is necessary to teach them to exchange toys, to play side by side, to cultivate goodwill and compliance in them.
The next task of teaching the game is the assimilation by children of the logic of the development of the everyday plot, so that the children understand the pattern of development of the game action, which consists in the fact that one of the actions is preparatory in relation to the other.
Only with the development of object-play actions can a genuine, meaningful plot play arise, which is a great achievement in the development of the game of a mentally retarded child, its necessary stage.
In the future, role-playing games are taught.
It is this type of games that embodies the most significant and essential features of the game as an activity. In them, the child transforms into various characters, roles, acts in an imaginary situation, operates with a variety of toys of their deputies. The main point of the role-playing game is the reproduction of the activities of adults, their relationships. Through the game, the preschooler learns various spheres of human activity, masters various ways of communicating people with each other.
The formation of play activity in mentally retarded children should take place in close connection with the expansion of their ideas about the phenomena of social life. At this stage, classes are aimed at accumulating, generalizing and consolidating the social and emotional experience gained, with moral standards and human feelings. The process of familiarizing mentally retarded children with social phenomena is carried out by various methods: excursions, observations of the relationship of people in labor activity, reading fiction, viewing filmstrips and films, conversations.
It is very important to prepare the children themselves for the depiction of characters, for the correct reproduction and understanding of speech material, to create in them an emotional attitude to what is happening. For dramatization games, fairy tales are selected, the content of which contains dialogues between characters.
One of the important points in guiding children's play at this stage is leading them to an awareness of the role they play in the game, and thereby leading to a genuine role-playing game.
In the process of conducting a dramatization game, children should be given the opportunity to try themselves in various roles, encouraging them to act as much as possible in an imaginary situation. This is greatly facilitated by the use of costumes and various attributes.
When conducting the game, the teacher must clearly understand his role. At the beginning of each game, it is necessary to create a game mood in children, to arouse in them an emotional attitude to the role. At the same time, the teacher himself tunes in to the game mode. It is important to make learning entertaining, to keep the children themselves active.
After each game, it is necessary to conduct a conversation with the children offering to answer a series of questions. What were they playing? Who was who? What have you been doing? etc. Such a debriefing enables children to consolidate their behavior in collective activities with peers.
Teaching preschoolers a role-playing game should include the following steps:
purposeful formation of children's ideas about the profession;
preparation of attributes for the upcoming role-playing game;
conducting a game where an adult takes on the main role;
development and deepening of the plot of the game, in which its modification and addition is possible.
The main goal of teaching the game is to develop an interest in role-playing games, including an imaginary situation, actions with substitute objects, and role-playing behavior.
During the game in children with intellectual disabilities, the arbitrariness of mental processes is formed: arbitrary attention and memory. The game situation and actions in it activate the mental activity of the pupils. In the game, children learn to act with substitute objects, they give them a new game name, they learn to act adequately in an imaginary situation. Gradually, play actions are reduced, the child learns to think about objects and act with them mentally. Consequently, the game to a large extent contributes to the gradual transition of the child to thinking in terms of representations. The game acts as an activity in which the formation of prerequisites for the transition of mental actions to a higher stage takes place - the stage of mental actions based on speech.
Formation of productive activities
The first productive activity of a child, as you know, is visual and constructive activity. Their emergence is closely connected in a child with the perception of objects and phenomena of the surrounding world, since what is not perceived cannot be reflected. On the other hand, visual activity is closely connected with other activities of the child.
The development of the child's visual activity is connected with the development of his objective activity and presupposes a sufficiently high level of development of the latter.
At a younger preschool age, design, modeling, drawing and appliqué are closely intertwined with the game.
The development of productive activity is associated with the development of perception, speech, thinking, imagination, i.e. with the entire mental development of the child.
By the beginning of preschool age, normally developing children have already accumulated a certain graphic experience, a certain stock of graphic images, although still very primitive. However, at the same time, the image is actively associated with the appearance of familiar objects, the “objectification” of scribbles through the word occurs. Visual actions are accompanied by play and speech. In children with intellectual disabilities, with whom corrective work is not carried out on the formation of visual activity, very often monotonous, short-term, chaotic actions with pencils remain even before entering school. These actions do not have a visual orientation, they are devoid of game moments, images are not called children in any way, i.e. do not interact with surrounding objects.
In the drawings of older children, whose education is carried out without taking into account their mental development, there is almost no game and speech accompaniment, images of people, animals, i.e. those objects that constitute the main content of children's fine arts.
Difficulties in mastering the subject image in the development of the content side of drawing in preschoolers with intellectual disabilities are closely related to the underdevelopment of perception, figurative thinking, subject and game activity, speech, i.e. those aspects of the psyche that form the basis of visual activity.
All this draws attention to the need to teach the visual activity of children with intellectual disabilities throughout preschool childhood.
One of the main tasks of the initial period is the formation of a motivational-need activity plan. They make children want to draw, sculpt, cut, stick, etc.
The next task of teaching the visual activity of children is the formation of examination methods: feeling before sculpting volumetric objects, using visual-motor modeling of the form; tracing-highlighting a flat shape before drawing. This task is realized when teaching children object drawing and modeling by nature.
In the course of object drawing and modeling, children get acquainted with the space of a sheet of paper, learn to perceive an image on a plane as a reflection of real space.
Mastering the methods of visual-motor modeling of the form allows the child to use them in the future in the image, which have not yet been in his graphic experience.
In the course of training, the teacher also solves the problems of ensuring the operational and technical side of the activities of his pupils. This work is connected, on the one hand, with the assimilation of techniques and skills of visual activity by children, and, on the other hand, with the development of their ability to independently select the means necessary for constructing various images.
Classes in fine arts are essential in terms of the aesthetic education of the child. Children perceive beautiful, bright objects specially selected by the educator as nature, experience joy. They learn to compare their work with nature and thereby correctly evaluate them, listen to the opinions of their peers about the work done.
Classes in fine arts help to educate positive personality traits: perseverance, attention, the ability to complete the work begun.
Subject drawing and modeling from nature are followed by subject drawing and modeling according to the presentation. Based on the images of perception obtained during classes using nature, the teacher teaches children to depict objects according to the description.
As a result of purposeful work on teaching children to draw and sculpt from life and from imagination, it becomes possible to start working according to the plan. The work on the formation of the idea closely echoes the work on teaching subject, and then plot drawing and modeling.
All these types of activities contribute to the development of the child's memory, in particular, arbitrary memorization, which is extremely important for all subsequent learning, not only in kindergarten, but also at school.
Application classes are closely intertwined with all these activities, which help children explain how a three-dimensional form is depicted in a plane, they provide an opportunity to draw children's attention to the ratios of magnitudes, and allow solving problems of sensory education.
In the process of designing classes in children, it is necessary to form an interest in this type of productive activity, a desire to create buildings for the game themselves. To this end, the teacher builds various objects in front of the children, which are immediately included in the joint game. Speech accompaniment includes all types of communicative statements: questions, promptings, messages.
To create the prerequisites for independent design, children are also shown that objects of the same functional purpose (for example, a kindergarten building) can have different designs, that is, they are built differently, but at the same time meet common requirements (have a small height, many entrances and etc.).
At the initial stages, one of the main teaching methods is to imitate the actions of an adult. Imitation actions involve the child literally following an adult, reproducing his actions without delay.
In the future, children are taught to follow the pattern. Pattern design is based on the independent actions of children and on the implementation of those ideas that are formed as a result of a directed examination, sample analysis under the guidance of a teacher. At the beginning of training, only simple volumetric samples with visible constituent elements are used. The study of the sample under the guidance of an adult is carried out in a certain sequence. Sample analysis is a specially organized examination of it, carried out under the guidance of a teacher.
Sample analysis begins with a holistic perception of the object. Children name it, then proceed to highlight the main supporting parts.
In the future, children learn to design according to a graphic model. To this end, they are offered various designers, collapsible toys.
The experience of teaching children with intellectual disabilities to design has shown that they are able, with the correct organization of corrective work, to master the initial actions with all types of models.
Thus, with a special organization and remedial orientation of education, children with intellectual disabilities are able to perform objective images, as well as reflect simple content related to their life experience.
Bibliography
- Gavrilushkina O P. Teaching visual activity to mentally retarded preschoolers (2nd year of study). / Sat. Correctional and educational work in special preschool institutions // Ed. N.G. Morozova. - M., 1976. - S. 34-40.
- Gavrilushkina O.P. Organization of the preparatory period for the training of mentally retarded preschool children in fine arts. // Defectology. - 1975. - No. 3. - S. 79-85.
- Gavrilushkina O.P. Development of visual activity of mentally retarded children of preschool age. / Sat. Features of the development and education of preschool children with hearing and intelligence deficiencies. // Ed. L.P. Noskovoy. - M., 1984. - S. 47-64.
- Gavrilushkina O.P., Sokolova N.D. Education and training of mentally retarded preschoolers. - M., 1987.
- Gavrilushkina O.P. Teaching design in preschools for mentally retarded children. - M., 1991.
- Kulesha Eva. Mastering objective actions by mentally retarded children. // Defectology. - 1989. - No. 3. - From 65-68.
- Sokolova N.D. On the content and methods of labor education in the senior groups of a special kindergarten for mentally retarded children. / Sat. Questions of education and training of abnormal children of preschool age. // Ed. L.P. Noskovoy. - M., 1980. - S. 3-13.
- Sokolova N.D. Development of game activity of mentally retarded preschoolers in the process of purposeful learning. / In Sat. Features of the development and education of preschool children with hearing and intelligence deficiencies. // Ed. L.P. Noskovoy. - M., 1984. - S. 30-46.
| Game activity | |
| Specific tasks | - development of children's play activities; - the formation of a positive attitude towards oneself, towards others; - introduction to the elementary generally accepted norms and rules of relationships with peers and adults. |
| Role-playing games: domestic, industrial, public. Theatrical games: imitation games (including etude games), role-playing dialogues based on text, dramatization, staging, improvisation games. Directing games: with toys-characters, substitute objects. Games with building materials (building kits, constructors) and natural materials Games-experiments with different materials: water, ice, snow, light, sounds, magnets, paper, etc. Outdoor games: story games, plotless games, games with competition elements, amusement games, games using objects Games with sports elements Leisure games: fun games, entertainment games, intellectual Project activities | |
| Communicative activity | |
| Specific tasks | - development of free communication with adults and children; - development of all components of oral speech of children in various types of children's activities; - practical mastering by pupils of the norms of speech. |
| Types of educational activities | Speech development classes Free communication on various topics Communication games Theatrical, director's games, fantasy games based on literary works Outdoor games with speech accompaniment Didactic word games Quizzes Project activities |
| Labor activity | |
| Specific tasks | - development of labor activity; - education of a value attitude to one's own work, the work of other people and its results; - the formation of primary ideas about the work of adults, its role in society and the life of each person. |
| Types of educational activities | Self-service Duty Household work: assistance in cleaning the group, rearrangement in the subject-developing environment of the group, etc. Labor in nature: procurement of natural material for handicrafts; production of bird feeders, their feeding; making colored ice; participation in planting and watering plants Manual labor (crafts made from natural and waste materials, paper, cardboard, etc.): making attributes for the game, etc. Project activities |
| Cognitive research activity | |
| Specific tasks | - development of sensory culture; -development of cognitive-research, productive activities; - formation of elementary mathematical representations; - the formation of a holistic picture of the world, expanding the horizons of children. |
| Types of educational activities | Classes of cognitive content Experiments, research, experimentation Examination, examination, observation Solving entertaining tasks, problem situations Viewing educational cartoons, children's TV shows, followed by discussion Examining illustrations, photographs in educational books and children's illustrated encyclopedias Creation of thematic albums, collages, wall newspapers Design of thematic exhibitions Creation collections Didactic games, intellectual educational games Role-playing games, travel games, etc. Search and research projects |
| Introduction to fiction | |
| Specific tasks | - formation of a holistic picture of the world, including primary holistic ideas; - development of literary speech; - introduction to verbal art, including the development of artistic perception and aesthetic taste. |
| Types of educational activities | Reading and discussion of works of different genres Perception of literary works with the following: free communication on the topic of a literary work, solving problem situations, didactic games on a literary work, art and speech activities, viewing illustrations by artists, watching cartoons, theatrical games, designing thematic exhibitions Project activities |
| productive activity | |
| Specific tasks | - development of productive activity; - development of children's creativity; - introduction to the fine arts. |
| Types of educational activities | Classes in drawing, modeling - thematic, according to the plan Artistic work (crafts made from paper, cardboard, natural, waste material, etc.): decorations for the holidays, crafts for exhibitions of children's art, etc. Constructive modeling from building material and designer parts ( according to the model - model, according to the plan), from natural material Creative productive activity using non-traditional techniques of visual activity Creative productive activity for the development of imagination and fantasy Various integrative activities: creating collages, panels, compositions using different types of productive activities, etc. Organization and design of exhibitions Project activities |
| Musical and artistic activity | |
| Specific tasks | - development of musical and artistic activities; - introduction to the art of music. |
| Types of educational activities | Music lessons Listening to folk, classical, children's music. Playing children's musical instruments Noise orchestra Experimenting with sounds. Movement, plastic, dance studies, dances, round dances, dances Singing, chants, joint and individual performance of songs Dramatization of songs Musical and musical didactic games Improvisation concerts Exercises for the development of the vocal apparatus, articulation, singing voice Conversations on the content of the song |
| motor activity | |
| Specific tasks | - accumulation and enrichment of motor experience of children; - formation of pupils' need for motor activity and physical improvement; - development of physical qualities |
| Types of educational activities | Physical education classes: game, plot, thematic, complex, educational and training character Physical culture minutes and dynamic pauses Gymnastics Outdoor games, games with elements of sports, competition games Imitation games, round dance games Folk outdoor games Finger games Sports exercises Various motor activities in physical culture corner Games and exercises for the texts of poems, nursery rhymes |
The Program is implemented daily:
In the process of organized educational activities with children (classes),
During the regime moments,
In the process of independent activity of children in various types of children's activities,
In the process of interaction with the families of children on the implementation of the Program.
Organized educational activities with children (classes)
The duration of educational activities, the maximum allowable volume of educational workload, the duration of breaks between periods of continuous educational activities, as well as the time period (first or second half of the day) in which organized educational activities are carried out, are determined by SanPiN 2.4.1.3049-13.
The duration of continuous educational activities for children from 2 to 3 years does not exceed 10 minutes. Educational activities are carried out in the first and second half of the day.
In the middle of continuous educational activity, a physical culture minute is held. Breaks between periods of continuous educational activity - at least 10 minutes.
Educational activities that require increased cognitive activity and mental stress of children are organized in the first half of the day. To prevent fatigue in children, educational activities are combined with physical development classes and musical activities.
With children of the third year of life, physical development classes are carried out by a teacher in subgroups - 3 times a week: 2 times in a group room and in a gym, 1 on the street.
Planning of educational activities when working on a five-day week is presented in Appendix No. 1.
The organization of the educational process is carried out on the basis of the leading type of activity - the game, taking into account the individual abilities, capabilities and interests of each child.
When working with children, a variety of didactic, educational games, entertaining exercises, experimenting games, game and problem situations, elements of modeling and design are widely used.
Organized educational activities are aimed at:
To systematize, deepen and generalize the personal experience of the child;
To master new complex ways of cognitive activity;
To the awareness of connections and dependencies that are hidden from children in everyday affairs and require special conditions and management by the teacher for mastering.
When organizing organized educational activities, an activity approach is used: knowledge is not given in finished form, but is comprehended through analysis, comparison of essential features. The child acts as a researcher, "discovering" fundamental properties and relationships. The teacher leads the children to this "discovery" by organizing and directing their learning activities. Education is built as an exciting problem-play activity that provides the subjective position of the child and the constant growth of his independence and creativity. For this purpose, elements of a problematic presentation of educational material, conversations are introduced into training, a collective or individual independent search, experimental and project activities are organized.
An effective technique is the mutual "permeation" of various educational areas in different types of children's activities. Between the various areas of activity of children, internal integration is carried out: the development of mathematical representations in the process of drawing; artistic creativity in the process of perception of music; acquiring counting skills in the process of playing in a store or in a hospital, etc. The teacher himself causes the activity of children, involving them in this or that activity, demonstrating his own enthusiasm. In this context, the child acts as a subject of activity.
Educational activities with children are built on the basis of thematic planning, which is convenient not only when planning classes, but when planning individual work and the activities of the educator to develop the cognitive abilities of children in free activities.
It is important to ensure the relationship of the content of educational activities with everyday life, holidays, games. During the day, children are given the opportunity to return to their work - designs, drawings, and also make the necessary attributes for games. To do this, small "workshops" are created in the group - a place where paper, glue, paints, and various waste materials for crafts are located.
Such training has a personality-oriented character, since in its process conditions are formed for the formation of not only knowledge, but also the main basic characteristics of a person that are meaningfully age-appropriate: independence, initiative, competence (intellectual, linguistic, social), creative attitude to work, arbitrariness , freedom of conduct, self-esteem.
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