Algorithm for independent activity of children in preschool. Organization of various activities and communication of preschoolers

The need for the formation and development of independence is dictated by the needs of society for non-standard people who can think creatively and make discoveries for the benefit of mankind. And the solution to this issue is reflected in the process of developing independence, which allows a person to pose new problems, find new solutions.

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"Organization of independent activities of children in the light of the Federal State Educational Standard of DO" (

In GEF DO, the independent activity of children is highlighted less clearly than the joint activity of adults and children. However, in terms of targetsautonomy, the ability to choose one's occupationis paramount. The need for the formation and development of independence is dictated by the needs of society for non-standard people who can think creatively and make discoveries for the benefit of mankind. And the solution to this issue is reflected in the process of developing independence, which allows a person to pose new problems, find new solutions.

The standard states that one of the conditions for the social development of children is:

• support for the individuality and initiative of children through:

creation of conditions for the free choice of activities by children, participants in joint activities;

creating conditions for children to make decisions, express their feelings and thoughts;

non-directive assistance to children,support for children's initiative and independencein different types of activities (game, research, project, cognitive, etc.);

The development of independence is an important indicator of a child's readiness for school, especially emotional and volitional. The child develops the ability to act arbitrarily, regulating and subordinating his behavior to the achievement of a certain goal, which is set before him by an adult, a group of children, and then he himself. By the end of preschool age, a child of 6-7 years old sets a goal for himself, performs certain sequential actions to achieve it, and brings the work he has begun to the end.

What is in generalindependence"?

1. This is the ability not to be influenced by various factors, to act on the basis of one's views and beliefs.
2. This is a general characteristic of the regulation (management) of the personality of its activities, relationships and behavior.
3. This is a gradually developing quality, a high degree of which is characterized by the desire to solve the problems of activity without the help of other people, the ability to set the goal of the activity, carry out elementary planning, implement the plan and get a result that is adequate to the goal, as well as contribute to the manifestation of initiative and creativity in solving emerging problems.
Independence does not mean complete freedom of action and deeds, it is always enclosed within the framework of norms accepted in society, that is, there must be a rule for every need. We, adults, live by the rules, there are also certain rules for children (there are some in kindergarten, others in school). What are the rules for your groups? (what you took - put it in its place; do not shout and do not run in a group; do not interfere with others; neatly fold clothes in a locker, greet everyone who comes to the group, etc.)

A.A. Lublinskaya argues that independence does not arise suddenly, it develops from early childhood on the basis of strengthening the simplest skills and habits.Scientific studies show that under conditions of optimal upbringing and education, children can achieve a certain level of development of independence in various types of activities: play, communication, motor, cognitive-research, productive (drawing, modeling, art work), labor, music. Thus, these activities can and should become independent.

Independent activity of children- one of the main models of organizing the educational process of preschool children:

1) free activity of pupils in the conditions of the subject-developing educational environment created by teachers, ensuring the choice of each child's activities according to interests and allowing him to interact with peers or act individually;

2) the activities of pupils organized by the educator, aimed at solving problems related to the interests of other people (emotional well-being of other people, helping others in everyday life, etc.).

What place does independent activity occupy in the daily routine? (in the morning, between OOD and classes, on a walk, after sleep, in the evening).

What do you think should be taken into account when organizing independent activities for children?

True: age characteristics, individual characteristics of children, block (complex-thematic) planning, subject-developing environment of the group.

Since GEF DO impliescreation of conditions for the free choice of activities by children,then in this sense it is difficult to overestimate the importance of the subject-developing environment. Let's say again, what is a developing object-spatial environment? Educational object-spatial environmentis a set of conditions that have a direct and indirect impact on the comprehensive development of the child in kindergarten,on the state of his physical and mental health, on the success of his further education, as well as on the activities of allparticipants in the educational processin a preschool. (slide)

What should be the subject-developing environment in accordance with the Federal State Educational Standard?

Transformable, rich in content, multifunctional, variable, accessible and safe.

If we are talking about the saturation of the environment, then we assume the presence in the group of centers of activity (game, cognitive-research, creative, motor, etc.)

The transformability of the environment implies the possibility of changing it depending on the interests and desires of children.

The polyfunctionality of the environment implies the possibility of various use of objects, attributes, natural material.

The variability of the environment implies the presence of various spaces (for playing, designing, solitude, etc.), providing a free choice for children; changeability of game material, the emergence of new items that stimulate the activity of children.

Availability and security are well-known concepts for characterizing the environment that do not need to be deciphered.

The developing subject-spatial environment in kindergarten should:

• have an attractive appearance;
• act as a natural background for a child's life;
• relieve fatigue;
• positively affect the emotional state;
• help the child individually learn about the world around him;
• give the child the opportunity to engage in independent activities. (slide)

The space of the group should be organized in the form of well-delimited zones (“centers”, “corners”, “platforms”) equipped with a large number of developing materials (books, toys, creative materials, developing equipment, etc.). All items must be accessible to children.

Such an organization of space allows preschoolers to choose activities that are interesting for themselves, alternate them during the day, and the teacher makes it possible to effectively organize the educational process, taking into account the individual characteristics of children.

The equipment of the corners should change in accordance with the thematic planning of the educational process.

Development centers can be centers for:

• for role-playing and directing games;
• for cognitive activity;
• for independent activities of children;
• for motor activity;
• for desktop printed and educational games;
• for experimentation and observation of natural phenomena;
• for recreation (solitude, communication, etc.) (slides)

The free activity of children in development centers helps them independently search, be included in the research process, and not receive ready-made knowledge from the teacher.

• The centers can be demarcated (shelves, flooring, boxes, easels, tables and dais can be used to delimit the space), but at the same time, 1/3 of the group space is free for organizing games and activities for a large number of children.
• Furniture and equipment are arranged in such a way as to ensure the free and safe movement of children (there should not be too much open space that would provoke children to run with a danger to other children).
• “quiet” and “noisy” centers are separated enough so that children do not interfere with each other (the noise level affects the desire to move around, the level of anxiety and the creative abilities of children); the design of a "corner of solitude" is necessary for the child to relax;
• materials that stimulate cognitive and speech activity of children are included in all centers;
• materials that allow the child to develop independent activities are presented in sufficient quantities;
• centers allow both individual lessons for children and associations of children in small and large groups;
• centers are intended both for independent, joint activities of children and adults, and for conducting certain types of classes;
• for reading, listening to music, relaxing, there are enough soft “seats” (pillows, covered foam mattresses, armchairs, ottomans, etc.);
• there are enough tables and chairs in the room so that all the children can sit behind them at the same time (it is desirable that the tables are small and stand in different places in the group);
• the group room is organized so that educators can simultaneously observe what is happening in most centers;
• all materials, as well as children's drawings and crafts, are hung at the level of the child's eyes;
• each child has an individual place where he can put his things and objects.

Considering that the leading activity of preschool children is the game, the educator must create a varied playing environment that should provide the child with cognitive activity, should correspond to his interests and be of a developmental nature. At the same time, it should contribute to the development of creative abilities, awaken imagination, activity of actions, teach communication, vivid expression of one's feelings..

The environment should provide children with the opportunity to act individually or together with peers, without imposing a mandatory joint activity. The educator can connect to the activities of children in cases of conflict situations that require the intervention of an adult, or, if necessary, help a particular child enter a peer group.
The game in the kindergarten should be organized, firstly, as a joint game of the teacher with the children, where the adult acts as a playing partner and at the same time as a carrier of a specific "language" of the game.. The natural emotional behavior of the educator, who accepts any children's ideas, guarantees freedom and ease, the child's pleasure from the game, contributes to the emergence in children of the desire to master the game methods themselves.

Secondly, at all age stages, play should be preserved as a free independent activity of children, where they use all the play tools available to them, freely unite and interact with each other, where a world of childhood independent of adults is provided to a certain extent.
Along with play, a significant place in a child's life is occupied by the free productive activity of children (constructive, visual, etc.). Just as in play, the possibilities for the development of the child are enriched here.
The teacher can plan in advance the independent activities of children, taking into account the current topic for a given day (or week), the goals and objectives of educational work in the daily routine, that is, the principle of a complex - thematic construction of the educational process in a preschool educational institution should be implemented. The teacher "starts" from this topic when organizing independent activities of children.

Thus, the independent activity of children in a preschool educational institution is such an activity that is performed without the direct participation of the educator, on his instructions, at a time specially presented for this, while the child consciously seeks to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical actions.

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"Organization of independent activities of children in the light of the Federal State Educational Standard of Education"

Independent activity of children is one of the main models for organizing the educational process of preschool children.

The developing object-spatial environment is a set of conditions that have a direct and indirect impact on the comprehensive development of a child in kindergarten, on the state of his mental and physical health, on the success of his further education, as well as on the activities of all participants in the educational process in a preschool institution.

Requirements for the developing object-spatial environment Content-rich Transformable

Multifunctional Variable Available Safe

The developing subject-spatial environment in kindergarten should: Have an attractive appearance; Act as a natural background in the life of the child; Relieve fatigue; Positively affect the emotional state; Help the child to individually learn about the world around him; Give the child the opportunity to engage in independent activities.

Centers for development can be centers for: For plot-role-playing and directing games (theatrical activities, disguise, mastering social roles and professions, etc.)

For cognitive activity (experimenting with various materials, development of speech, elementary mathematical concepts, etc.) For independent activities of children (construction from various materials, artistic and productive activities, familiarization with literature, a center for patriotic education, etc.)

For motor activity (sports games, competitions)

For desktop printed and educational games (didactic games, board games, etc.) For experimentation and observation of natural phenomena (experimental laboratories, nature calendar, centers for organizing various projects, etc.)

For recreation (solitude, communication, etc.)

Svetlana Guro
Organization of a developing environment in a group for independent activities of children

1. In GEF DO children's independent activities are highlighted less brightly than joint activities of adults and children. However, in terms of targets independence, the ability to choose one's occupation is paramount. The need to form and development of independence dictated by the needs of society in non-standard people who can think creatively, make discoveries for the benefit of mankind. And the solution to this issue is reflected in the process development of independence which allows a person to pose new problems, find new solutions.

The standard states that one of the conditions for social child development is

support for individuality and initiative children through:

Creation of conditions for free choice by children activities, joint activities;

Creating conditions for children to make decisions, express their feelings and thoughts;

Non-directive assistance to children, support for children's initiative and autonomy in various activities(game, research, design, cognitive, etc.).

Development of independence contributes to the development of children's skills to set a goal (or accept it from the educator, think about the way to achieve it, implement their plan, evaluate the result from the position of the goal.

In this way, independent work of children in the preschool educational institution is such work that is performed without direct participation of the educator, on his instructions, at a time specially provided for this, while the child consciously strives to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical actions.

A. I. Zimnyaya emphasizes that the implementation of such independent work requires a fairly high level self-awareness, reflexivity, self-discipline, personal responsibility, gives the child satisfaction as a process self-improvement and self-knowledge.

Independent activity can be individual when the child plays, draws or constructs alone. Sometimes children unite two or three people and, having discussed their plan, they prepare a concert together, make elements of costumes, draw scenery, make attributes for the game, organize a theatrical game, they build a city from a building constructor, airplane. Signs independent activities are that baby on one's own transfers what he learned in the classroom, in communication with the teacher into his own new activity applied to solve new problems. This is especially true for older preschool age, when the child spends more and more time in independent activity.

Independent activity the child is carried out without coercion and is accompanied by positive emotions. The teacher, without violating the child's intention, can help him if the need arises.

2. So: under independent activity free children's activities in the conditions of the subject- developing environment. It is subject- development environment allows the child develop abilities, exercise independence, be approved as active doer and the transformer of the surrounding reality.

This Wednesday should be designed in such a way as to provide each child with a choice of an interesting activities, stimulate its active interaction with environment(both individually and in collaboration with other children and adults). At the same time, it is assumed that the child is an active subject interacting with the world.

To create a subject developing environment you need to adhere to certain program requirements, features of the psychophysical child development a certain age, material and architectural-spatial conditions and general principles for constructing a subject-spatial environments.

Creating subject- development environment must be remembered:

1. Wednesday should carry out educational, developing educating, organized, communicative function. But most the main thing is that it should work for development of independence and self-activity of the child.

2. Flexible and variable use of space is needed. Wednesday should serve to meet the needs and interests of the child.

3. The shape and design of the items are safety and age oriented children.

4. In each group it is necessary to provide a place for a children's experimental activities.

5. Organizing the subject environment in a group room, it is necessary to take into account the patterns of mental development, indicators of their health, psychophysiological and communicative features, the level of general and speech development, as well as indicators of the emotional-need sphere.

6. When creating developing space in the group room, it is necessary to take into account the leading role of the game activities.

7. Should be protected in every possible way children from the negative influence of toys that provoke the child to aggressive actions; cause a manifestation of cruelty towards the characters of the game - people and animals, the roles of which are played by the playing partners (peer and adult); cause a manifestation of cruelty towards the characters of the games, which are plot toys (dolls, bears, bunnies, etc.); provoke game plots associated with immorality and violence;

Role environment in children's development can be traced on the example of its main functions:

Organizing function, that is, to offer the child all kinds of material for his active participation in various types activities. In a sense, content and appearance developing environment serve as an impetus for the preschooler to choose that type independent activity that will meet his preferences, needs or shape interests.

When forming subject- development environment:

Get rid of the clutter of space with little-functional and incompatible objects;

Create three subject spaces for the child that correspond to the scale of the actions of his hands (the scale of "eye - hand", growth and the objective world of adults (G. N. Lyubimova, S. L. Novoselova);

Based on ergonomic requirements for vital activity: anthropometric, physiological and psychological characteristics of the inhabitant of this environments.

Educational function assumes that the content environment of each activity must correspond to the "zone of actual development" the most weak and is in the "zone of the nearest development" the strongest child in the group.

3. Object-spatial environment is organized on the principle of small semi-enclosed microspaces, in order to avoid crowding children and promote games subgroups of 3-5 people.

In accordance with GEF DO in group various centers should be established activity:

The Cognition Center provides a solution to the problems of cognitive research activities. There are two main options for older preschoolers; independent didactic and story-didactic games.

You can use didactic games developed by

FOR Mikhailova, L. V. Artsmova, LL. Vsngsrom, B. N. Nikitin

etc., or create them on one's own, taking into account the level of cognitive development of children in your group and requirements for independent didactic games:

The rules of the game should provide children with the opportunity to choose the knowledge and skills necessary for a given situation, which they have already mastered in the learning process;

The multivariance of each game is necessary, which complicates the game situation, which allows children to apply a variety of methods of action and newly acquired knowledge, retains a long-term interest. children to complete tasks;

Most games should involve mutual control and evaluation of actions, decisions by children, which leads them to cooperation, joint actions, discussion, exchange of experience, and also activates their knowledge and ways of applying it in each specific game situation.

More actively and creatively preschoolers play independent didactic games when in the classroom and in a joint activities they previously received the knowledge necessary to complete the game tasks, and also learned the basic rules of the game.

Another option organization of independent cognitive activity older preschoolers is a role-playing game, the content of which includes acquired by children in the classroom and in a joint cognitive activity knowledge and skills. Necessary conditions for the emergence of such a game are:

Sufficient level formed in children basic software knowledge and skills;

Equipping a role-playing game with attributes that activate the application of acquired knowledge and skills (numerical and digital cards, conditional measures, etc.);

Skill children use these attributes in the game (on the accounts set aside the amount "bought" v "store" items; "to settle" per "purchases" "money" in the form of numerical or digital cards, measure the desired "buyer" the number of measures of cereals, etc.). All of these special skills are formed in a joint block. activities in the organization educator of plot-didactic games.

Also contributed educational and logic games, rebuses, labyrinths, checkers, chess, sensory material, dominoes, lotto, puzzles. With the help of board-printed games, models of plants, animals, birds, children fix in independent activity of knowledge obtained about animate and inanimate nature, c. There must be a wall of intellectual development, where children can view maps, diagrams, tables in an accessible form, record observations.

In the center of experimentation, conditions are created for experimental activities of preschoolers. V "Children's laboratory" allocate:

A place for a permanent exhibition where children place various collections, exhibits, rare items (shells, stones, crystals, feathers, etc.).

Place for appliances.

Storage space for materials

Place for experiments.

Place for unstructured materials (table "Sand-water", containers for small stones, etc.)

4. - to the center of speech development speech games, albums, sets of letters, tables, books with large print, manuals, material for fine motor skills development, mosaics.

5. - the center of creativity provides a solution to the problems of activating creativity (director's and theatrical, musical games and improvisations, artistic speech and visual activity)

In addition to a wide range of materials enriching the pictorial children's activities it is necessary to make step-by-step cards for modeling and drawing, manual labor (senior preschool age, application samples for fixing children in independent activity visual skills activities received in organized educational activities. In senior and preparatory groups schemes for the safe handling of scissors, labor process ladders and organizations workplace during the pictorial activities.

Made for independent musical and gaming activities the space or interior should have an attractive appearance, an artistic and imaginative solution, be playful, entertaining in nature and be convenient for each type of musical activities. In addition to ready-made musical instruments, non-traditional musical instruments are brought in.

In every age group are organized area for literary and artistic activities and an area for theatrical games. Which are equipped with such equipment how: various screens and sets of puppets, different types of theaters (puppet, finger, table, shadow, B-ba-bo, etc., theatrical costumes, stage platform for table theater, board-printed games, portable diascopes and filmoscopes for seniors children. To act out the plots of the director's game, you can use a low large cardboard box (this is the scene for plot unfolding, a set of toys from your favorite treat children"Kinder Surprise", junk material, sample diagrams, photos of scenery and puppets.

A large place in the kindergarten is occupied by a book corner where books, children's encyclopedias, illustrated publications about the animal and plant world of the planet, about the life of people from different countries, prospectuses, pictures, books - homemade. Along with books, there should be several thematic folders with pictures, photographs, children's drawings, children's works on literary subjects. (8-10 each) and several albums for free viewing by children. In preschool group a section for children's magazines, newspapers is added (or a newspaper rack is equipped).

6. - game center provides organization of independent role-playing games. Materials that take into account the interests of boys and girls are needed here. For development creative design in the game, girls will need women's clothing, jewelry, lace capes, bows, handbags, umbrellas, etc.; for boys - details of military uniforms, items of uniforms and weapons of knights, Russian heroes, various technical toys. It is important to have a lot "helpers" materials (ropes, boxes, wires, wheels, ribbons, which are creatively used to solve various game problems, as well as a variety of substitute items that have the greatest developmental effect, allow the child to act actively and at his own discretion, enriching the plot of the game.

V groups older preschoolers need a variety of materials that reflect the school topic: pictures about the life of schoolchildren, school supplies, photos of schoolchildren-older brothers or sisters, attributes for school games.

7. - sports center provides physical activity and organization of health-saving activities for children. Creating the conditions for independent motor activity of children, adults contribute, development of their initiative, independence, which ultimately leads to development of children's creativity. Along with factory manuals, it is advisable to use equipment made from waste material (various massagers, walking and jogging paths, devices for development of dexterity, coordination, etc.). This equipment is especially effective for shaping children interest in physical culture. Adults should make sure that the children have at their disposal toys, aids that stimulate motor activity and increase interest in movements.

At a younger age, toys, aids should be placed so that the kids, taking them out, make additional movements. Shelves with toys can be hung at different levels. To get a toy, children should bend down to one shelf, and on the contrary, stretch to the other, climb on their toes, etc. A straight path can lead to a garage with cars, and the next time a winding one, to the house - ladders 100 cm high etc.

Benefits and toys should be in group enough, but not too much. It diverts attention children and exhausts their nervous system. Benefits need to be changed periodically in order to children lost interest in them. When creating conditions for independent motor activity make good use of obstacle courses, which are most often used by educators in senior groups. However, experience shows that they can be successfully used in early age groups. What is an obstacle course? It consists of a set of sequentially arranged benefits. Benefits should be arranged so that the burden falls on various groups muscles and children could exercise in different movements.

For example, a solid track is placed, several items (4-5 pieces) height from 5 to 20 cm, arc, rack with a large ball suspended in a net.

Children walk along the board, then step over objects of different heights, crawl under an arc, straighten up, approach the net with the ball and push it away with both hands. An obstacle course can be built differently: in a row, semicircle, circle, zigzag or in the form of letters "P", "G", "L". If the obstacle course is used for a walk, then it is good to combine it with natural environment, for example, an earthen or snow shaft, a bush, under which you need to crawl or go around, a slide, a log, etc. Children perform movements on one's own, however, the teacher watches them, encourages with words.

Great opportunities for development of independent motor activity open for a walk. It is important that, in addition to stationary benefits, there are also portable benefits: balls, hoops, skittles, buckets, whisks, paddles, sleds, ice floes, tricycles, etc. In winter independent motor activity will be more meaningful if the site has snow the buildings: slides, snow shafts, snow paths, ice paths, multi-colored ice floes, a snowman with a hoop into which children can throw ice, snowballs, etc. At different times of the year, adults think through various motor tasks. For example, in summer - run to a birch, a bush, jump along a path to a certain landmark, crawl under a bush, jump to a rope stretched between trees and ring a bell or remove a tape, etc. In winter, you can walk along a snowy rampart, climb over him, walk along a path made of snow, follow a trail, throw a snowball or an ice floe over a snow shaft, move down a hill, climb a hill, etc.

In the doorways, you can strengthen the "Hit the Ring" simulator, make markings for playing "Classics" on the floor with bright electrical tape. Desirable organize space in such a way that there is an opportunity for multi-variant games. Besides, in group it is good to have a card file of various games, movements, exercises, consisting of cards on which the general educational games, the main types of movements, elements of gymnastics, fragments of relay races and outdoor games that older children use on one's own consolidating the skills acquired in joint activities.

Working with cards can help children use the accumulated motor experience in independent activity, teach them organize competition with peers, obey the rules.

Training criterion children to independent organization motor leisure is their ability to perform game movements, schematically indicated on the cards. So, by connecting cards, children, for example, make up a variant of a relay game and play it first mentally, psychologically preparing themselves for the upcoming competition.

To increase interest in movements, you can think of designations-icons ("silver", "bronze", "gold") and indicate the indicators of these standards (for example, to get a "silver" badge, you need to wring out 7-10 times, and for a "gold" one - 10-20 times). Standard cards are placed for each child on a typesetting canvas in group. After completing tasks on a walk, in a free game activities children, under the guidance of a teacher, children cut strips of the corresponding color and fix them on their card.

V group it is necessary to collect a library of books about sports, various magazines, postcards, split pictures depicting sports equipment. Necessary organize health corner where didactic and board-printed games are placed on the formation of ideas about a healthy lifestyle, simulators for breath development, prevention of myopia, schemes and posters of various corrective gymnastics, stadiometers and other benefits.

All of the above contribute to the formation of children knowledge about a healthy lifestyle and the need for movement.

8. Free activities of children in developing centers helps them independently search, to be included in the research process, and not to receive ready-made knowledge from the teacher.

Wednesday involves the replacement of game material, the emergence of new items that stimulate activity children. The equipment of the centers should change in accordance with the thematic planning of the educational process. The teacher must plan ahead independent activities of children taking into account the current (or a week) topics, goals and objectives of educational work in the daily routine, i.e., the principle of a comprehensive - thematic construction of the educational process in a preschool educational institution should be implemented.

So, for example, the theme of the week is planned "Birds flew in, they brought spring on wings".

Contribute coloring pages "Color the bird". After examining the nest, add natural material for making your own nest. After reading the story "Traveling Frog" expand ideas about geographical maps, together with children, make a layout from natural material with an image terrain: forests, fields, rivers, mountains, villages and make it for independent activity offering him small toys to play out various stories. Bring in bird masks, capes on the shoulders of different colors, feathers to create the image of birds and play scenes. Introduce paper folding algorithm by origami birds.

Books, albums about birds. Contribute material for the construction of a birdhouse made of paper. Sequence diagrams for drawing birds. playful exercise "Connect by dots".

9. As indicators correctly organized developing subject environment can be singled out the following:

Positive emotional attitude children, their cheerfulness, openness, desire to attend kindergarten;

Inclusion of all children in active independent activity, the ability to choose classes of interest in activity centers, which is ensured by a variety of subject content, accessibility and ease of placement of materials;

High productivity of the nursery activities, resulting in a wide variety of children's products activities executed during the day;

Lack of frequent conflicts between children;

Calm, quiet environment in which the teacher's voice does not dominate the voices children, but at the same time clearly distinguishable.

Correctly created subject - development environment enriches with new impressions and knowledge, encourages active creative activities, promotes intellectual child development preschool age, and also promotes development of independent activity in children preschool age.

Pedagogical assessment in its content is closely related to the upbringing and educational task that was solved in a particular lesson.

Children's drawings, crafts are necessarily evaluated in terms of solving visual problems - their expressiveness and originality should be noted. The teacher asks questions that help children see this in the craft.

When work is carried out in the system, children, at the suggestion of the teacher or on their own, find differences in their crafts and willingly talk about them. It is important for the teacher to show by his behavior, emotional speech that he is interested in the work of children. Then the children begin to strive for originality, expressiveness in work.

It is important to think over questions that help children realize what they have learned, what mistakes they made (“did not learn very well”), what needs to be taken into account in order to avoid these mistakes in the future. And immediately it is proposed to make possible corrections.

It is important to encourage children to take actions that help them to detect an error, an inaccuracy in their work. Even a younger preschooler can do it. For example, the teacher offers to close the made postcard by folding its pages and see if the sides match. Children themselves will see the result if the teacher gave them paper with one colored side. “You can see the white one,” they say, if the sides do not match.

The educator has the opportunity to once again establish a connection between the method of action and the result obtained. If the results are analyzed in this way, then children begin early to independently use control and corrective actions to improve their work.

At an older age, the teacher directs the children to analyze the methods of action used and asks questions: “Do all sides of the cube fit snugly on the table? Why?" Children put the cube (each one) first on the hollow side. If the cuts are made exactly along the line and to the point of intersection of the lines, then all four sides touch the table. Then the children put the cube on the closed sides. If the sides (folds) are ironed clearly, then the corners and sides fit snugly against the table. By doing such controlling actions, children find shortcomings where possible, correct them.

Every child can thus. to establish what mistakes he made, and draw a conclusion for subsequent work, namely: the child opens up ways to further improve his activities, self-esteem and self-control are formed, which is very important for independent activity.

It is very important to comply with the following evaluation requirements:

Evaluation should be structured in such a way that children are as active as possible in it, starting from a young age.

Verbal methods and teaching techniques in the process of directing visual activity are inseparable from visual and game ones.

In those cases when children have ideas about the depicted object, the phenomenon, formed in advance, preschoolers have the appropriate skills, verbal methods in the classroom take a greater place. For example, teachers often use questions, explanations in order to form a pictorial representation.

15. List the requirements for evaluating the results of children's activities in the classroom for fine arts. Reveal the need to view and analyze children's work. Describe the methodology for analyzing the results of children's activities in the classroom in different age groups.

In pedagogical practice, students had a chance to see several versions of the same lesson on the application on the topic "Winter Landscape".

In one case, the results of children's work were evaluated as follows: the teacher posted all the work on a common stand, and the children compared who had the best work.

In another group, the children’s work was also posted for general viewing, and the teacher assessed the result of each child something like this: “Today, Alyosha, you tried very hard, you already cut out different shapes better and arranged them beautifully on the sheet.” And Sveta, the teacher said: “Something I didn’t notice today was the same diligence as the last time you pasted the forms on the sheet.”

Another option for summarizing the results was as follows: the children hung out the work in the form of an exhibition, admired the landscapes, and during the summary time the teacher talked with individual children, discussing whether they themselves were satisfied with the results obtained.

Analyze the given situation. Design your actions to evaluate the results of children's activities in the application lesson on the topic "Winter Landscape".

Pedagogical assessment and analysis of children's work - verbal description of the results of activity, developing analytical thinking, as a result of which a critical attitude towards the perceived result appears. Allows you to teach children to objectively evaluate their own work, and the work done by other people (for a preschooler by the age of 5).

V junior age, the child cannot fully control and evaluate his actions and their results. If the process of work gave him pleasure, he will be satisfied with the result, expecting approval from the educator. In "Kids" the teacher at the end of the lesson shows some well-done work, without analyzing them. The purpose of the show is to draw the attention of children to the results of their activities. The teacher also approves the work of other children. A positive assessment of them contributes to maintaining interest in visual activity.

V middle and senior In groups, the educator uses the display and analysis of children's work as a technique to help children understand the achievements and errors in the image. The ability to see how correctly an object is depicted helps to develop a conscious attitude to the choice of means and methods of work to intensify all creative activity.

Consider a mistake in the work of one child with all children should not be, since awareness of it will only matter for this child. The causes of the error and ways to eliminate it are best analyzed in an individual conversation.

V senior The group should include all children in the analysis. However, sometimes the teacher himself gives an assessment. For example, wanting to encourage a child who draws poorly and anticipating criticism of his work by other children, the educator is the first to point out the positive aspects of the drawing.

Analysis of children's work can be carried out in various plans, but it is necessary note how the tasks set at the beginning of the lesson were solved - what was done correctly. Most often, to save time, the teacher selectively takes several works for analysis. Showing the work of the same child in each class should be avoided, even if they really stand out from the others. As a result of constant praise, he may develop unjustified self-confidence, a sense of superiority over other children. Individual work should be carried out with gifted children, taking into account their abilities and visual skills.

Sometimes the teacher instructs the children to choose work for analysis. In these cases, all the works are laid out on one table (or attached to the stand) and the children are invited to choose the ones they like the most. Then the teacher analyzes the selected works with the children in detail.

Discussion of the work of each child is possible in the preparatory group, the children are already interested in the results of the work of their comrades. But such an analysis should be carried out in your free time, since 2-3 minutes at the end of the lesson is not enough.

Children 6 years old can be offered to analyze their work, comparing them with nature, a model. This instills in children a critical attitude not only to the work of their comrades, but also to their own.

It is very important to observe the following evaluation requirements:

Only the result that is achieved by the efforts of the child himself is evaluated;

As the child develops, the assessment becomes more and more differentiated;

It is impossible to compare the result of the child's activity with the successes of other children, it is necessary to evaluate his achievements;

Evaluation should be structured in such a way that children are as active as possible in it, starting from a young age.

The third part of the lesson.Analysis of the results of children's activities or pedagogical assessment of children's work . The analysis of children's work is included in the methodology of conducting a lesson as one of its most important components and is necessary in various forms at every lesson. Viewing images created by children is of great educational and educational value. For a correct analysis, it is necessary to exhibit all works on a stand for drawing and application or on a stand for modeling. Modeled figurines are installed on a special board-stand, divided into cells for each product. In this case, the children examine the stand, gathered around it. If the group has shelves with cells near the board for viewing work, then the children can remain in their places at the table.

The organization of the discussion may be different, but the main form is as follows: staying in their places, the children examine the works posted on the stand. caregiver thanks children for doing the work and again reminds tasks, which were placed before the lesson. Based on these tasks, he builds his analysis. As a result of the analysis, children should understand how to do the job and what mistakes did they make. critical remarks are kind, v advisory form. You should be very careful with the creative plan of the child, even in the case when he did not succeed at all.

From a very young age, you need to attract to the analysis of the children themselves. The teacher asks, children should draw their own conclusions - the knowledge gained is consolidated. When analyzing, you can use game situation: for example, an ambulance arrives and takes Serezha's bear cub to the hospital to Aibolit to treat his paw. One of the children in a medical hat and glasses sits at a table in the "hospital" and treats a bear cub in front of all the children. This is also a consolidation of knowledge, but in a playful way.

If the lesson lasted longer than usual, the children are tired, it’s time for a walk, the teacher is limited to a general approving assessment: “Today everyone worked well, many got very interesting drawings, later (before lunch, after sleep) we will consider them in detail.”

Before lunch or after a nap, the children's work is hung on a stand and discussed by the whole group. In younger groups, it is not recommended to postpone evaluation for a long time, because. children will lose interest in the results of their work, and the purpose of the analysis is to teach children to objectively evaluate the results of their work, to work creatively on solving the topic.

Forms of analysis may be different:

The teacher shows the drawing and offers to evaluate whether everything is correct in it, how the task was completed, what the child came up with interesting things;

one of the children is instructed to choose the best, in his opinion, work and justify his choice;

The child analyzes the drawing, comparing it with nature, a model, evaluates it;

The children, together with the teacher, consider one work after another and give them an assessment.

Sometimes, in order to develop the ability to objectively evaluate their work, he invites children to place the most successful in the first row of the stand, in the second - those where minor mistakes were made, and in the third row - less successful.

After the lesson, students are given the opportunity to once again look at the work, talk about them. The educator, on the other hand, addresses those who are not very active during the analysis, who, in his opinion, need an individual discussion of the drawing, application, etc.

After the lesson, it is advisable to arrange all the completed drawings, crafts and toys beautifully and demonstrate to parents in the locker room. The teacher draws their attention to achievements all children, not just your child. This weekly exhibition for parents stimulates the desire of children to do their job beautifully. The exhibition of children's works is valid until the next lesson, and then the drawings are replaced with new ones.

The design of the work may be different, but aesthetically thoughtful. On a small stand for 6-8 works exhibit the most interesting drawings, applications. The rest of the works (1-2 last classes) are stored in a folder in files or others. Works at the exhibition can be arranged in a gray passe-partout with large margins to make the work look more attractive. On a separate label on the right, indicate the title of the work and the name of the author.

On the back of the work, be sure to indicate the date of the lesson, the topic, the author of the work.

Where it is not possible to organize exhibitions, children's drawings, applications are made out in an album. For each child, a file is assigned, in which a drawing is inserted. The name of the author is indicated. After the lesson, the teacher takes out the previous work and puts in a new one.

The best work of each child is exhibited on permanent exhibition of works. These works are preserved for a long time, they are constantly replenished, replaced, striving for all children to be participants in this exhibition.

Personal exhibition- one of the forms of encouragement for children with extraordinary imagination. On a separate shelf, you need to collect all the works of one child, arrange them beautifully, write his name and surname, and show his parents.

The organization of exhibitions gives great results: it attracts children to visual activity, increases the aesthetic level of their work, and activates creativity. Each exhibition must have its own title- figurative, artistic.

Analysis of children's work

The development of analytical thinking, which results in a critical attitude to what is perceived, allows children to objectively evaluate the work done by their comrades and their own work. But a child reaches this level of development by the age of five.

At a younger age, the child cannot fully control and evaluate his actions and their results. If the process of work gave him pleasure, he will be satisfied with the result, expecting approval from the educator.

In the younger group, the teacher at the end of the lesson shows several well-done works without analyzing them. The purpose of the show is to draw the attention of children to the results of their activities. The teacher also approves the work of other children. A positive assessment of them contributes to maintaining interest in visual activity.

In the middle and senior groups, the teacher uses the display and analysis of children's work as a technique to help children understand the achievements and errors in the image. The ability to see how correctly an object is depicted helps to develop a conscious attitude to the choice of means and methods of work to intensify all creative activity.

After completing the task, the teacher shows one of the works and notes its positive aspects: “How well, the house is neatly painted”, “How beautifully the colors in the pattern are chosen - dark and light side by side, they can be seen well”, “How interestingly the skier is fashioned”, etc. d.

If there are similar errors in many works, then you should pay attention to them, ask: How can they be corrected?

It is not necessary to consider a mistake in the work of one child with all children, since the realization of it will be of significance only for this child. The causes of the error and ways to eliminate it are best analyzed in an individual conversation.

In the older group, all children should be involved in the analysis. However, sometimes the teacher himself gives an assessment. For example, wanting to encourage a child who draws poorly and anticipating criticism of his work by other children, the educator is the first to point out the positive aspects of the drawing.

16. What is the purpose of using gaming techniques in teaching preschoolers visual activities. Expand the features of the use of gaming techniques depending on the age of children. Describe the groups of game techniques used in the management of the visual activities of preschoolers.

Solve the pedagogical problem:

With children of the middle group, the teacher conducts a lesson on designing from building material. Mishutka brought cubs with him from the forest, but they cannot get over to the children, because rivers of different widths spilled on the way. Inviting the kids to think about how the cubs can cross the rivers, the teacher leads them to the need to build bridges of different lengths. Children choose the desired length of boards, cubes, build bridges with steps, along which it will be convenient for the cubs to walk. After that, each child takes his bear cub to the other side, plays with him, and when Mishutka calls his sons home, the children again carefully guide the toy along the bridge. Then, at the direction of the teacher, the children fold the boards according to their size - long with long, short with short, put the cubes in a box and, having said goodbye to Mishka, go for a walk.

Predict the effectiveness of the use of gaming techniques by the educator in the proposed situation. Suggest your own version of the game situation on the proposed topic of the lesson.

Game techniques used in the management of visual activity efficient and

an invisible way for a child to learn art, which contributes to the careful preservation of children's feelings and moods.

Game techniques are chosen by the teacher, taking into account

features children's games, the logic of its development,

features visual activity.

All game techniques can be conditionally divided into two large groups:

plot-game situations by type directorial games

story-play situations with role-playing behavior of children and adults.

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1 Organization of independent activity of children in the conditions of preschool education One of the main forms in the process of education and upbringing of children in kindergarten is the independent activity of children. What is meant by independence? In the scientific pedagogical literature, there are different points of view on the definition of the concept of "independence" 1. This is the ability not to be influenced by various factors, to act on the basis of one's views and beliefs. 2. This is a general characteristic of the regulation (management) of the personality of its activities, relationships and behavior. 3. This is a gradually developing quality, a high degree of which is characterized by the desire to solve the problems of activity without the help of other people, the ability to set the goal of the activity, carry out elementary planning, implement the plan and get a result that is adequate to the goal, as well as contribute to the manifestation of initiative and creativity in solving emerging problems. Scientific studies show that under conditions of optimal upbringing and education, children can achieve a certain level of development of independence in various types of activities: gaming, communicative, motor, cognitive research, productive (drawing, modeling, art work), labor, musical and artistic, reading . The development of independence is facilitated by the development of children's skills to set a goal (or accept it from the educator), think about the way to achieve it, implement their plan, evaluate the result from the position of the goal. Thus, the independent work of children in a preschool educational institution is such work that is performed without the direct participation of the educator, on his instructions, at a time specially provided for this, while the child consciously seeks to achieve the goal, using his efforts and expressing the result in one form or another. mental or physical actions. AI Zimnyaya emphasizes that the performance of such independent work requires a sufficiently high level of self-awareness, reflexivity, self-discipline, personal responsibility, and gives the child satisfaction as a process of self-improvement and self-knowledge. So: the independent activity of children is one of the main models for organizing the educational process of preschool children: 1) the free activity of pupils in the conditions of a subject-developing educational environment created by teachers, which ensures that each child chooses activities according to interests and allows him to interact with peers or act individually; 2) the activities of pupils organized by the educator, aimed at solving problems related to the interests of other people (emotional well-being of other people, helping others in everyday life, etc.). ). On the role of the educator in the organization of independent activities of children

2 The teacher must create a varied playing environment (we are talking about a subject-developing environment in a preschool educational institution), which should provide the child with cognitive activity, should correspond to his interests and be of a developmental nature. The environment should provide children with the opportunity to act individually or together with peers, without imposing a mandatory joint activity. The educator can connect to the activities of children in cases of conflict situations that require the intervention of an adult or, if necessary, help a particular child enter a peer group. The subject-developing environment should be organized in such a way that every child has the opportunity to do what they love. Such an environment should meet the individual and age characteristics of children, their leading form of activity is the game. It is the simulation of the game at the choice of the child, his scenario that contributes to the development of creative abilities, awakens imagination, activity of actions, teaches communication, vivid expression of one's feelings. The game in the kindergarten should be organized, firstly, as a joint game of the teacher with the children, where the adult acts as a playing partner and at the same time as a carrier of a specific "language" of the game. The natural emotional behavior of the educator, who accepts any children's ideas, guarantees freedom and ease, the child's pleasure from the game, contributes to the emergence in children of the desire to master the game methods themselves. Secondly, at all age stages, play should be preserved as a free independent activity of children, where they use all the play tools available to them, freely unite and interact with each other, where the world of childhood is provided to a certain extent independent of adults. Along with the game, a significant place in the life of the child is occupied by the free productive activity of children (constructive, visual, etc.). Just like in the game, the possibilities for the development of the child are enriched here. The teacher can plan in advance the independent activities of children, taking into account the current topic for the day (or week), the goals and objectives of educational work in the daily routine, that is, the principle of a complex thematic construction of the educational process in the preschool educational institution should be implemented. The teacher "starts" from this topic when organizing independent activities of children. So, for example, in the senior group, the topic of the week is “Dear Maslenitsa is coming.” How can teachers organize independent activities for children? one. On the eve of the group, organize the exhibition "Maslenitsa Doll" using demonstration material: paintings, children's drawings, newspaper clippings, children's books, rag dolls. 2. An introductory conversation between the teacher and the children on the topic. Purpose and exhibitions and conversations: motivation of children for independent study, consideration of demonstration material. 3. Bring in material of various properties for artistic creativity (pencils, brushes, paints, wax crayons, paper for applications). Using the pedagogical method of advance payment (i.e., praise the child in advance, force

3 to believe in his strength), the teacher motivates children for independent artistic creativity (applications "Sun", drawings "Maslenitsa Doll", etc.) : a goat went through the forest, a freckle is spring, cold is hot. And invite them to play them on their own, as well as tell other children about the games and play together. 5. Children, if they wish, take pre-made crafts "Sun" and through these crafts the teacher can encourage round dance games. (The role of the educator is to guide, the children do the rest themselves) 6. In the “Hostess” corner, invite the children to bake pancakes (after reading fiction, invocations and poems about pancakes), s.r.i. "Cooks" Thus, the organization of independent activities of children in a preschool educational institution should allocate a large amount of time during the day. And if in joint activities with children the teacher is an equal partner, then in independent activities the teacher is only an observer. Thanks to the transition to a new form of scheduling, the organization of independent activities is clearly reflected and intersects (integrates) with other forms of work during the day (walk, regime moments, group - subgroup, joint activities). But in the complex thematic planning of the preschool educational institution, no emphasis is placed on the independent activities of pupils, this activity is not prescribed separately, but only implied. Therefore, the following question remains open: the inclusion of a section on the organization of independent activities in the complex thematic planning of a preschool educational institution. In childhood, features of character and temperament, abilities and interests of the child's personality clearly appear. There are no children with the same habits and behavior, knowledge and skills. All preschoolers of the same age have different levels of development. Some are active and fast, others are passive and slow. Some are self-confident and some are shy. Children, so different, need to be educated and taught, but how? In this case, an individual approach to children is simply necessary. It is needed in all activities and throughout the day. But he is especially good in the classroom, since it mainly takes place in organized learning and development. The essence of the individual approach lies in the selection of means of pedagogical influence on each child individually, taking into account all its characteristics. This approach helps to reveal the individuality of each child. So silent, closed, shy, indecisive, slow children in the classroom become different if you follow some rules: - give them simpler tasks; - ask them not first or on repetition of the answer; - ask a leading question; -use a reminder; -Give time for a response. The teacher should remember about active and highly developed children:

4 - do not always ask only them; - involve them in correcting the answers of other children; -Give them more difficult tasks. And the general requirements that the teacher can apply to all children in the lesson: - think over the landing of children (taking into account the developmental features); - generously encourage; - develop initiative and independence; - teach children to control themselves; - interrupt children's attempts to make fun of the answers of others; - learn to evaluate actions and results correctly; - attract children to enjoy the success of their peers; - to carry out individual work outside of classes; -Give parents homework. An individual approach has a positive impact on the formation of the personality of each child, provided that it is carried out in a certain sequence and system, as a continuous, well-organized process. Techniques and methods of individual approach are not specific, they are general pedagogical. The creative task of the teacher is to select from the general arsenal of means those that are most effective in a particular situation and meet the individual characteristics of the child. When conducting individual work in the process of various children's activities, the teacher must rely on the team, on the collective connections of children within the group. The team is the force that strengthens social principles in the child. It is impossible to bring up such qualities as benevolence, a sense of mutual assistance, responsibility for a common cause outside of communication with the team. For an individual approach in the process of gaming activity, it is important to find out their attitude, interest in the game and the nature of participation in various games. Carrying out an individual approach to children in the game, the teacher should develop in them such qualities as goodwill, the desire to benefit the game team. Knowing the individual characteristics of children, their abilities and skills, you should always use this in the game. Some children expressively read poetry, others sing and dance well. There are guys who know how to build well, decorate their buildings. In the general game, everyone can find something to do. In the process of didactic games, the degree of mental development of the child, their ingenuity, ingenuity, as well as determination, fast or slow switching from one action to another, is clarified. Didactic games contribute to the expansion of ideas about the environment, about animate and inanimate nature, about space and time, about the quality and shape of objects, etc. didactic games develop visual perception, observation, ability to generalize. In the process of conducting them, the individual characteristics of children are clearly revealed; these games help to cultivate concentration, attention, and perseverance. This is especially important for children with hyperexcitability.

5 Thus, in play activities there are great opportunities for effective individual work with children. And the educator must constantly use them for the comprehensive development of each child. Individual work on physical education is built on the basis of age and individual-typological characteristics of children. The individual characteristics of the child affect the assimilation of motor skills and abilities, and the attitude towards others. An important role in individual work with a child is played by medical and pedagogical observations, which allow taking into account indicators of strength, balance and mobility of nervous processes. An indicator of the balance of nervous processes is the even calm mood of the child, his friendly attitude towards children and adults, calm behavior in conflict situations. When drawing up a plan of individual work, the educator takes into account the motor interests of the child. Offers him a variety of tasks: remember and perform exercises, organize familiar outdoor games, etc. an important role is given to the development of manual skill, hand motor skills. The effective result of an individual teacher with children should be: uniform readiness of all children according to the program, a healthy state of the body, possession of motor skills, education of physical qualities, development of individual inclinations, emerging abilities, positive emotions. Individual work on the development of movements is planned daily, during a walk. Thus, the systematic implementation of individual work with a child or with small groups of children provides good physical preparation for schooling, as well as the development of the intellectual and personal qualities of the child.

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Organization of independent activities of preschool children in accordance with the Federal State Educational Standard.

(Speech at the district MO of educators, prepared by educator Yurova L.I.)

In accordance with the FGT and GEF, educational tasks must be solved

During the regime moments,

in joint activities of children with a teacher (including in the classroom),

in independent activities of children

in joint activities with the family.

One of the main forms in the process of education and upbringing of children in kindergarten is the independent activity of children. Before turning to the issue of organizing this independent activity in the conditions of a preschool educational institution, I will talk about what should be understood by independence.

About the concept of "independence" in the scientific literature

In the scientific pedagogical literature, there are different points of view on the definition of the concept of "independence"

1. This is the ability not to be influenced by various factors, to act on the basis of one's views and beliefs.

2. This is a general characteristic of the regulation (management) of the personality of its activities, relationships and behavior.

3. This is a gradually developing quality, a high degree of which is characterized by the desire to solve the problems of activity without the help of other people, the ability to set the goal of the activity, carry out elementary planning, implement the plan and get a result that is adequate to the goal, as well as contribute to the manifestation of initiative and creativity in solving emerging problems.

Scientific studies show that under conditions of optimal upbringing and education, children can achieve a certain level of development of independence in various types of activities: play, communication, motor, cognitive-research, productive (drawing, modeling, art work), labor, music. WITH independent activities of children- one of the main models of organizing the educational process of preschool children:

1) free activity of pupils in the conditions of the subject-developing educational environment created by teachers, ensuring the choice of each child's activities according to interests and allowing him to interact with peers or act individually;

2) the activities of pupils organized by the educator, aimed at solving problems related to the interests of other people (emotional well-being of other people, helping others in everyday life, etc.).

The scheme for the development of any type of activity in accordance with the concept of L. S. Vygodsky is as follows: first, it is carried out in joint activities with adults, then in joint activities with peers, and, finally, it becomes an independent activity of the child. In this case, a special role is assigned to the educator.

The teacher must create a diverse gaming environment (we are talking about a subject-developing environment in a preschool educational institution), which should provide the child with cognitive activity, should correspond to his interests and be of a developmental nature. The environment should provide children with the opportunity to act individually or together with peers, without imposing a mandatory joint activity.

The educator can connect to the activities of children in cases of conflict situations that require the intervention of an adult, or, if necessary, help a particular child enter a peer group.

The subject - developing environment should be organized in such a way that every child has the opportunity to do what they love. Such an environment should meet the individual and age characteristics of children, their leading activity - the game.

At the same time, it should contribute to the development of creative abilities, awakens imagination, activity of actions, teaches communication, vivid expression of one's feelings.

Play in kindergarten should be organized, firstly, as a joint game between a teacher and children, where an adult acts as a playing partner and at the same time as a bearer of a specific "language" of the game. The natural emotional behavior of the educator, who accepts any children's ideas, guarantees freedom and ease, the child's pleasure from the game, contributes to the emergence in children of the desire to master the game methods themselves. Secondly, at all age stages, play should be preserved as a free independent activity of children, where they use all the play tools available to them, freely unite and interact with each other, where the world of childhood is provided to a certain extent independent of adults.

Along with play, a significant place in a child's life is occupied by the free productive activity of children (constructive, visual, etc.). Just as in play, the possibilities for the development of the child are enriched here.

To organize independent artistic activity, the child must haveartistic experience that the child acquires in the classroom. Systematic learning allows you to gradually accumulate and increase the volume of skills and abilities, and already on their own initiative, children can manifest themselves in various types of artistic activities: musical, artistic and speech, visual, theatrical and gaming.

First of all, I build art classes in such a way that children act not only on direct instructions and my show, but also without help. If a child learns to independently perform educational tasks, then he will be able to act outside of class in the same way: organize dramatization games, sing, draw at his own request.

In the classroom, the teacher shows how a fairy tale can be presented in different ways. First, the children listen to it, then they look at the illustrations and compose a fairy tale based on them, then they stage it in a table theater or sketch the characters and use the figures to show them on the flannelgraph. Subsequently, they use these techniques completely independently - in their free time, they look at illustrations, retell fairy tales, and dramatize them. Of great importance in the group are books, pictures, homemade books, children's works on literary subjects.

Children have a sufficient number of books at their free disposal (in the children's bookcase). Along with books, there are several thematic folders with pictures, photographs, children's drawings and albums for free viewing by children. In order to interest each child in my work, I use a variety of forms of work with children in the book corner. Which I plan daily in the calendar-thematic plan (reading, examining and discussing books, participating in the analysis and systematization of books and pictures, repairing, etc.).
Once a month I organize an exhibition of books in the group. The first one - at the beginning of the school year - should be devoted to the children's favorite books. I try to satisfy the desire of every child. Subsequent exhibitions can be thematic: books about nature, about our Motherland, about technology, fairy tales, etc. Every Thursday in our group there is an advertisement for a book that parents read to their children at home. Children bring the book to the group and tell what it is about to all the children. The group also operates a center for musical and theatrical activities for theatrical games. This center has all the necessary equipment - a screen and sets of various types of puppet theater, theatrical costumes, board games, musical instruments, a tape recorder. One of the most striking forms of independent artistic activity is a game. It may vary depending on the content of the activity. So, children pick up baby books in order to play in the library, shop; made from paper, molded from plasticine, dough toys to decorate the dollhouse room for family play. Sometimes I suggest that the guys come up with and draw decorative patterns for the fabric. This serves as an impetus for the expansion of the game into a store where children "buy" these fabrics.
All materials used for artistic independent activity are constantly updated and vary.

Another pedagogical condition is the influence of holidays and entertainment. The child receives a lot of impressions at the holidays from the sound of music, songs, colorful decoration of the room, costumes, expressive intonations of the artistic word. He joins the social phenomena reflected in the artistic and figurative form, and this becomes an indirect stimulus, causing him to desire to convey his impressions and experiences in a different artistic form: drawing, game, dance. An important condition for the development of children's artistic independent activity is the connection with the family. Everything that the child sees and hears at home does not go unnoticed. Adults sing, dance, draw, decorate rooms, go to the theater, cinema, watch TV. The child, observing, taking part in this, receives artistic impressions. Arriving at the kindergarten, he shares them with his peers, the teacher, expresses his attitude to what he saw in the games.

In accordance with the federal state requirements, the mathematical development of preschoolers is carried out through the joint educational activities of the educator and children, as well as through the independent cognitive and gaming activities of the children themselves. A preschool child, even of an older age, is a playing creature, and the game, game exercises are of the greatest interest to him. But, very often, the methodology for teaching elementary mathematical concepts should not only give the simplest knowledge and skills, but also, on their basis, develop thinking, imagination, ingenuity, and speed of reaction in a preschooler. Math should be fun and entertaining. In order for independent cognitive-game mathematical activity to be effective, it is necessary:

Create a special subject-developing environment;

To offer children in an independent cognitive-playing activity a complex of entertaining game mathematical material;

Use special techniques for managing independent cognitive and gaming mathematical activities.

The effectiveness of independent cognitive-game mathematical activity can be tracked by:

The level of children's independence;

Cognitive activity of children;

The level of motivation.

For the organization of children's activities, a variety of educational games, didactic aids, materials were used to "train" children in establishing relationships, addictions. The ratio of gaming and cognitive motives at preschool age determines that the most successful process of cognition will be in situations that require the ingenuity of children. In kindergarten, in the morning and evening, games of mathematical content were held, table-printed, such as: “Domino figures”, “Compose a picture”, “Arithmetic domino”, “Logic loto”, “Lotto”, “Find the difference” , games of checkers and chess, solving labyrinths and others.

A variety of entertaining material allowed each of the children to choose a game according to their interests. These are desktop-printed games, games for the development of logical thinking, leading children to mastering the game of checkers and chess: "Fox and Geese", "Mill", "Wolves and Sheep", etc.; puzzles, logic tasks and cubes; labyrinths, games for making a whole out of parts; to recreate silhouette figures from special sets of figures; movement games.

The teacher can plan in advance the independent activities of children, taking into account the current topic for a given day (or week), the goals and objectives of educational work in the daily routine, that is, the principle of a complex - thematic construction of the educational process in a preschool educational institution should be implemented. The teacher "starts" from this topic when organizing independent activities of children.

So, for example, in the senior group, the topic of the week is “Honey Shrovetide is coming ...”

How can teachers organize independent activities of children:

1. On the eve of the group, organize the exhibition "Maslenitsa Doll" using demonstration material: paintings, children's drawings, newspaper clippings, children's books, rag dolls.

2. An introductory conversation between the teacher and the children on the topic.

Purpose and exhibitions and talks : motivation of children for independent study, consideration of demonstration material.

3. Bring in material of various properties for artistic creativity (pencils, brushes, paints, wax crayons, paper for applications). Using the pedagogical method of advance payment (i.e., praise the child in advance, make him believe in himself), the teacher motivates children for independent artistic creativity (applications "Sun", drawings "Maslenitsa Doll", etc.)

4. During the walk, tell the children about the rules of the outdoor holiday game (which is played on the Maslenitsa holiday): a goat went through the forest, a freckle - spring, cold - hot. And invite them to play them on their own, as well as tell other children about the games and play together.

5. Children, if they wish, take pre-made crafts "Sun" and through these crafts the teacher can encourage round dance games. (The role of the educator is to direct, the children do the rest themselves)

6. In the "Hostess" corner, invite the children to bake pancakes (after reading fiction, chants and poems about pancakes), s.r.i. "Cooks"

Thus, the organization of independent activities of children in a preschool educational institution should allocate a large amount of time during the day. And if in joint activities with children the teacher is an equal partner, then in independent activities the teacher is only an observer.

At the endI want to note that thanks to the transition to a new form of scheduling, the organization of independent activities is clearly reflected and intersects (integrates) with other forms of work during the day (walk, regime moments, group - subgroup, joint activities). But in the complex - thematic planning of the preschool educational institution, no emphasis is placed on the independent activities of pupils, this activity is not separately prescribed, but only implied. Therefore, the following question remains open: the inclusion of a section on the organization of independent activity in the complex - thematic planning of a preschool educational institution.

Thus, the independent work of children in a preschool educational institution is such work that is performed without the direct participation of the educator, on his instructions, at a time specially provided for this, while the child consciously seeks to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical actions.