Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever when the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to give to infants? How can you bring down the temperature in older children? What medicines are the safest?
Nadezhda Bakhmitskaya
Teachers' Council on the topic "Development of children's creative abilities in the process of artistic design"
Teachers' Council on the topic "Development of children's creative abilities in the process of artistic design"
Purpose: to systematize the knowledge of preschool teachers for the development of artistic and creative abilities of children in design.
Agenda:
1. Decision of the previous council
Responsible: senior teacher Bakhmitskaya N. A., in groups
2. Results of thematic review
Responsible: senior teacher Bakhmitskaya N.A.
3. Business game.
The course of the teachers' council:
1. At the previous pedagogical council, it was decided to introduce the project method into the educational process of the preschool educational institution in order to increase the level of your professional skills and create conditions for effective educational work. Dear teachers, you had to develop a project to create mini-museums in your age groups. You have been familiarized with the requirements of the competition announced in the DOW. To sum up the results of the competition "The Best Mini-Museum in the Preschool Educational Establishment" a parent committee was involved. Based on the results of the review competition, the chairman of the parent committee Ryadnykh Svetlana Mikhailovna will now report to you.
Presentation by the chairman of the parent committee.
View presentations of mini-museums that won prizes.
2. Results of thematic review
And I propose to start our teachers' council with the game "Let's say hello."
During this game, I introduce a ban on conversations.
Everyone stand in a circle, please. At my signal, you will begin to randomly move around the room and greet everyone who meets on the way. You need to say hello in a certain way:
1 clap: shake hands;
2 claps: greet with shoulders;
3 claps: greet with backs.
An introductory word on the topic of the teachers' council: CREATIVITY is considered by scientists as an activity of the highest level of knowledge of the transformation of the surrounding world - natural and social. In the process of creative activity, the person himself changes - the form and way of his thinking, personal qualities.
Creativity in the broadest sense is an activity aimed at obtaining something new. Therefore, the main indicator of creativity is the novelty of its result, which is of an objective nature, since something that did not exist before is being created. Children already at preschool age create interesting, sometimes original drawings, divide, designs. Novelty is the first important feature of children's creativity.
Artistic design, by virtue of its very creative and transformative nature, with a certain organization of education, is truly creative. In its mainstream, conditions are created for the development of imagination and intellectual activity, experimentation with material, the emergence of bright and “smart” emotions, which makes it possible to consider this type of activity as a powerful means of developing creative abilities in preschoolers, and also makes the upbringing and education of children with the help of artistic design relevant.
III. business game
Our teachers' council today will be held in the form of a business game. I propose to choose a jury.
2 teams are taking part in the business game today. By drawing lots, determine the composition of the team. I invite the teams to take their places and choose captains.
1 team "Master"
Motto: Our hands do not know boredom!
Captain:….
Team 2: "Needlewomen"
Motto: Lovely hands are our success. We will win all at once. Because we need a win. Without her, we have nowhere!
Captain…
It reminds the rules of the game.
Rules of the game:
Be able to listen to others;
Develop a common solution to the issue;
Take an active part in the game;
Do not dispute the jury's assessment;
Observe the culture of speech and tact;
Stick to the rules.
The jury members will evaluate your answers on a 3-point scale in their forms. 3 points will be given to the team whose answer is complete, competent. The team will receive 2 points if the answer is complete, but the essence of the question is not fully stated. 1 point if the answer is incomplete and does not reflect the essence of the problem.
If team members doubt the answer during the business game, then the opposing team can answer this question or add information.
The jury members need to take into account not only the correctness of the answers, but also the behavior of the team members during the discussion, correctness, clarity, literacy and expressiveness of speech.
The team that scores the most points wins.
1 competition: Warm-up
Question to the team of "Craftswomen": Define the term "construction".
Designing is a practical activity of children aimed at obtaining a specific, pre-conceived product. Construction at preschool age is closely related to the game and is an activity that meets the interests of children.
Question to the Needlewoman team: What are the two types of construction?
There are two types of design: technical and artistic. In technical design, children mainly display real-life objects. The technical type of design activity includes: designing from building material, designing from parts of designers with different fastening methods, designing from large-sized modular blocks.
The artistic type of design includes paper design and design from natural and waste materials.
Competition 2: Chamomile game
You have chamomiles made of cardboard on your tables. Questions are glued to the back of the petal. Your task: each team in turn to tear off the "chamomile" petal and answer the questions. And we will find out which team will be the first to start the game.
The host throws a cube on which the names of the teams are written.
1. What can be attributed to planar design:
tangram
split pictures
Mosaic
2. How to develop the creative abilities of children in constructive activities:
The choice of materials for construction
Design encouragement
3. What educational tasks are implemented in constructive activities?
Nurturing neatness
aesthetic taste
Ability to bring a project to completion.
4. What types of children's design exist in kindergarten?
From building material
From the details of the designer
From paper
From natural material
5. List the forms of organization of teaching children's artistic design:
Modeled after
Terms
by design
6. What is the essence of designing from a model
Children are offered samples of buildings from parts of building material and designers, paper crafts and show how to reproduce them.
7. What is the meaning of artistic design in shaping the personality of a child
This activity is especially important for the development of imagination, artistic taste, motor skills of the hand and creative activity of children.
8. List the methods and techniques for teaching children to design
Sample display and analysis
Showing the way to do things
Show individual tricks
Playing the building
Explanation, questions
Setting problems for children
Analysis and evaluation of the work process
9. From what age group do they start using natural material as a building material
Starting from the second junior group. This is primarily sand, snow, water. Children get acquainted with their properties: sand is loose, but wet sand can be sculpted, etc.
10. What is the most accessible type of construction for preschool children
Construction from building materials, since the parts of building sets are regular geometric bodies with mathematically exact dimensions of all their parameters.
11. Name domestic teachers and psychologists who have been studying the problems of teaching constructive activities to preschoolers.
Sakulina, Komarova, Kutsakov, Nechaev, Vygotsky, Zaporozhets, Poddyakov, Davydov.
12. Name the domestic teachers who developed the concept and principles of building a developing environment for preschool institutions
A. G. Asmolov, L. M. Klarina, S. L. Novoselova, V. A. Petrovsky, M. N. Polyakova, L. P. Strelkova, R. M. Chumicheva.
I announce a "musical pause" during which the jury will sum up the first results.
The game "Swap places ..." Vedas: In order to move a little, cheer up, and also learn additional information about each other, I suggest playing.
Change places, for example, those who:
Has been working in the same institution for more than 5 years;
Loves his job;
Likes apples;
Worked as a teacher for more than 10 years;
Dreamed of being a teacher since childhood;
Who came in a skirt;
Who has a pedagogical education;
Who considers himself a creative person, etc.
Thus, the participants are "shuffled".
Competition 3: Captains Competition
Dear captains. In this competition, you need to evaluate pedagogical situations.
There are bells on the table in front of you. Who among you will be the first to ring the bell will get the right to justify the pedagogical situation.
Situation 1.
A boy, 7 years old, from early childhood shows interest in modeling, drawing, designing. He draws well, sculpts, creates unusual designs, fantasizes. The parents refused the proposal of the educator to send the child to an art studio, deciding that the boy should go in for sports. In kindergarten, he is not friends with anyone, often conflicts with children if he is prevented from drawing or building, if one of the children wants to join his game, most often he does not let him. Very closed, slow, it is difficult to distract him from his favorite pastime, "a child in himself."
Your actions.
Situation 2 Mom: Why are your clothes wet?
Dima: We sculpted buildings from snow. The teacher said that I tried very hard.
Mom: not listening to her son: "How many times do I tell you - put mittens and pants on the radiator."
Dima: I'll try to make such a bird at home.
Mom: You will go in wet.
Dima fell silent and became reluctant to dress.
“Why didn’t the dialogue between mother and child take place? What can you advise mom at such a moment?
I announce a "musical pause" in order for the jury to sum up.
Competition 4: Homework
Each team member must present a New Year's toy made by himself.
I announce a "musical pause" for the jury to sum up
The jury calculates the points and announces the results. All members of the winning team receive souvenirs. In addition, the teachers who took the most active part in the conduct of the teachers' council are determined and awarded.
Solution:
1. Continue to develop the creative abilities of children in the process of artistic design.
2. In the middle groups, plan work on making voluminous paper crafts.
3. To study the experience of Irina Nikolaevna Kuznetsova on the topic: "Organization of the work of older preschoolers with waste material."
Agenda:
1. A short report on the implementation of the previously adopted decision.
2. The result of thematic control.
3. Business game: "What to teach?"
4. Contests:
1) "Understanding"
2) "Collection"
5. Speech from the work experience "Development of logical thinking through the use of geometric material". (tutor)
6. Competition "Magic circles"
2 stages of the "Thinking Game" - work with the plans of the "Thinkers"
Summing up the results of competitions.
Council decision.
Results of thematic control. From March 17 to March 22, the thematic control "Development of mental and creative abilities by means of mathematical and logical games" was held. The purpose of the test was to determine the effectiveness of educational and educational work in the preschool educational institution on the cognitive development of children by means of mathematical and logical games; through a comprehensive examination of the educational process and subsequent pedagogical analysis, find out the reasons and factors that determine the quality of pedagogical work to develop the creative abilities of preschoolers, their intellectual abilities. The determination of the intellectual level of development of children was carried out by evaluating the work and in the process of observing specialists: a teacher-psychologist, a senior educator, teachers of additional education. Pupils generally have an average level of abilities - 65%, with a level above average - 25%, a high level of development - 10%. An analysis of educational plans made it possible to generalize ideas about the system of games held in groups, their focus and integration with other activities. So at an early age, games are held aimed at sensory development, the methods of M. Montessori are used. From a young age, children begin to master the mental operations associated with sensory development. In babies, this period is called: "What is there?" Educators are planning Voskobovich's games, games with Gyenesh blocks and Kuizener's sticks. Starting from the middle group, educators encourage children to cognitive activity and initiative. Children begin to master the system of actions to establish cause-and-effect relationships. There are games that enrich children's development: checkers, chess, generalization games, associations, games with experimentation. At the senior preschool age, the horizons of the child expand, and the ability to navigate in the surrounding life improves. Independence, planning and forecasting skills develop. All this in the work is taken into account by educators. Children of the older group, while playing, learn to build projects, put forward hypotheses and test their truth. In an interview with teachers, it was revealed: Sufficient knowledge of modern requirements for mental development and the development of literary abilities in preschoolers; Use of traditional technologies in the system of work with children; However, games for the development of intelligence are mainly used in the form of organized activities with a teacher. As a result of checking the organization of the subject-developing environment in groups, it was found:
- Availability of equipment (in all groups there are toy libraries with a set of educational games, according to age)
- There are guidelines for their use.
- Games are located in the free access zone.
However, the availability of constructive material, both for construction and for creativity, is still insufficient.
In the process of thematic control, the system of work of teachers with parents was studied. All groups have stands for working with parents and there is advisory material in this direction. For the organization of parent-child projects in groups of senior preschool age, there are additional magnetic screens for communication and exhibitions of works. Educators take part in the School of Parental Competence, where they raise the issue of the mental development of the child. Teachers post their materials on the website of the institution. All this leads to a system of ongoing work with children on intellectual development.
- 1. Distribution by teams.
- Team name selection.
- business game
"What to teach?" There are sensitive periods of development in childhood. According to these periods, work is planned in different areas in the development of the child. - What tasks does each of you set for yourself in terms of developing intellectual and creative abilities? Please write in the answer sheet. (teachers use the program) - Every person has the ability to think, create - this is what distinguishes him from an animal. What needs to be taught to children is precisely defined. The question is how to teach?
Contests: "Understand!" (verbal method) One person from the team comes out and stands opposite each other. Words appear at the back, the meaning of which should be explained. (jam, plane, teacher, splinter, kindergarten, project, parents, quarantine, walk, Khokhloma)
"The Gatherer!" (assemble according to the scheme) origami reception. - Write down what can be developed with the help of this work. Whose team will write more tasks.
"Magic Circles" Cards-symbols with tasks are laid out. The rule is used: stop the game! Stage 1 - Lay out the blocks in 3 circles according to the signs: size, color, shape. (then each explains)
Stage 2 - with waste material. "Games - thinkers" Task for the teams: name as many games as possible for the development of intellectual abilities.
"Thinkers" Playing games with TRIZ elements. Assignment 1 to the team: Find what is connected (doll) - a chair, a plastic (if the doll is rubber, then rubber) object, a toy, a singing or sound-producing toy, one empty circle - it must be filled. Task 2 for the team: a car - a bicycle, a tablet, a bell, a clockwork toy, one free circle.
Formation and development of students' creative abilities in extracurricular work in mathematics. (Teacher: Dultseva L.P.) My speech at the teachers' council. March 28, 2012
The task of the teacher is to organize the process in such a way that every effort to acquire knowledge proceeds in the conditions of the development of the cognitive abilities of students, the formation of such basic methods of mental activity as analysis, synthesis, generalization, comparison. Schoolchildren must be taught to work independently, express and test assumptions, guesses; be able to make generalizations, creatively apply knowledge in new situations. Pedagogical tasks are multifunctional, but the main content of pedagogical activity is the student. Consequently, the criterion of the teacher's activity is the final result: to give the student only a set of knowledge on the subject or to form a personality ready for creative activity. It follows that the development of students depends on the activities that they perform in the learning process - reproductive or productive (creative). Only when the educational activity aimed at mastering the basics of science and developing personal qualities is formed at a higher level, its creative side begins to manifest itself clearly. The possibilities of schoolchildren are different, but they must be set in motion for the development of creative activity, and at the same time, the personality of the student. The creative activity of students is not limited to the acquisition of a new one. The work will be creative when the students' own idea is manifested in it, new tasks are set and independently solved with the help of acquired knowledge. The creative activity of a student depends on the presence of three components of thinking: 1) a high level of formation of elementary mental operations: analysis and synthesis, comparison and analogy; 2) a high level of activity and originality of thinking, which are manifested in various solutions and in the promotion of non-standard ideas; 3) a high level of organization and purposefulness of thinking, which are manifested in the ability to highlight the essential in the phenomena and consciousness of one's own ways of thinking. A student who has the named qualities of thinking can overcome difficulties in mastering educational material and emerge victorious in unfamiliar situations. Consequently, the teacher's task is reduced to the formation of these components of thinking, the formation and development of students' creative abilities. Extracurricular work in mathematics helps with this task. Contributing to a deep and lasting mastery of the studied material, increasing mathematical culture, inculcating skills for independent work, extracurricular work develops interest in the study of mathematics and the creative abilities of schoolchildren, and its tools should be: Ø mathematical games; Ø mug; Ø Olympiad; Ø mathematical evenings; Ø week of mathematics; Ø various entertaining tasks: puzzle tasks, reasoning and guessing, non-standard tasks, etc. I will dwell on each of them in more detail. Games. Play is creativity, play is labor. During the game, children develop the habit of thinking for themselves, the desire for knowledge, self-esteem, a sense of empathy for a teammate, etc. Carried away, children do not notice that they are learning, learning, remembering new things, and this new thing enters them naturally, effortlessly. They better navigate in an unusual situation, show creativity, imagination, especially those who at other times would simply not react to a lesson, to didactic games. Initiation to creative activity can take place through mathematical fights, KVN, mathematical lotto, auction, brain rings, etc. The game gives the teacher the opportunity to see the creative potential of the student, to reveal and develop his creative abilities, the game creates conditions for the development of these abilities. In my teaching activities, I practice holding extra-curricular activities in the form of games, such as brain ring, "Weak Link", "Oh, lucky one!", "Mathematics high point", etc. A very rich material on conducting such games can be found in newspaper "Mathematics" (supplement to the newspaper "September 1"). SHOW - The book "Kaleidoscope of educational and business games in high school."
Circle. In the classroom, students learn to solve problems (puzzle problems, quick wit and guesswork, Olympiad, practical, non-standard problems, etc.). The main factor of entertainment is the involvement of students in creative search, the activation of their independent research activities. By offering students entertaining tasks, the teacher develops their ability to analyze comparisons, generalizations, establish connections, inferences and at the same time develop a special kind of creativity - ingenuity. In the classroom, the children are more relaxed, they fantasize better.
Olympics. The annual Olympiads allow children who are passionate about mathematics to show their creative mathematical abilities. When preparing for the Olympiad, the teacher has to work a lot: a variety of solution methods, studying additional material, etc. Sometimes students develop methods themselves and share with others. I take the material for preparing students for the Olympiads from the magazine "Mathematics at School", the newspaper "Mathematics" (an appendix to the newspaper "September 1"), books. In connection with the informatization of the educational process in preparation for the Olympiads, I offer computer disks to children who have a computer at home. Talk about computer logic games, they allow you to identify students with a mathematical mindset.
Math week. In recent years, many schools have traditionally held Mathematics Week. The beginning of the Week of Mathematics is announced by the issue of the newspaper, which indicates the plan for the Week. In the following days, various competitions, KVN, mathematical games, sharp-witted tournaments, etc. are held in the classrooms. The Week of Mathematics ends with the School Mathematical Olympiad, in which everyone can take part. GIVE AN EXAMPLE OF SPENDING A WEEK IN OUR SCHOOL. (In addition to the fact that I have a changeable stand “Be smart” in my class, during the Week I post entertaining, logical tasks, rebuses on a magnetic board every day. Sometimes I use comic tricks: you will enter or leave the class by answering my questions ( questions for thinking).This year the children were given a creative task - the release of a mathematical newspaper, which allowed the children to learn new facts for themselves, because in order to select the material it was necessary to leaf through a lot of mathematical literature, act as editors, and show their abilities. during the week, students themselves bring interesting entertaining problems that they found on their own in various books.Perform creative tasks on various topics of geometry: coordinate plane, axial and central symmetry, rotation; compose "scientific fairy tales" (About quadrangles).As part of the week, students prepare reports on history of mathematics, great scientists.Introduced in schools by prof. students have the opportunity to expand and deepen their knowledge through attending elective courses. In conclusion, I want to say: if a student sees before him examples of a creative approach to the work of his mentors, then he himself has a need for creativity.
Poster report. Substitutes (symbols and models) as a means of developing children's creative abilities
Hypothesis: the process of developing the creative and creative abilities of preschool children in the classroom with productive activities will be most effective if substitutes (symbols and models) are used.Target: to identify the effectiveness of the use of signs (symbols and models) for the development of creative and creative abilities of preschool children in productive activities (artistic and artistic work)
Tasks:
1. To promote the development of the creative abilities of pupils through the use of technology for the development of sign-symbolic activity.
2. To form skills in applying the simplest forms of symbolization, symbolization of objects and objects in drawing and art work, to teach children to use diagrams and algorithms in drawing and art work, to form the ability to model.
3. Use a developing subject-spatial environment to develop and maintain children's interest in artistic and creative activities.
*****
Studies have shown that the child early masters the substitution of objects in the game. The period of preschool childhood is often called the time of symbolism, because. logical mental operations are just being formed in the intellect, relying on external objects. The capacity for substitution is a fundamental feature of the human mind.
The first stage in the formation of sign-symbolic activity is substitution; it develops throughout preschool childhood, changing qualitatively. As the child masters the game, speech, drawing, isolated substitutes are replaced by their systems.
Symbols of a diverse nature act as conditional substitutes:
geometric figures;
symbolic images of objects (symbols, silhouettes, contours, pictograms);
silhouette and subject pictures;
plans and symbols used in them.
The second stage in the formation of sign-symbolic activity is modeling. It is based on substitution - the ability to transfer meaning from one object to another, the ability to represent one through another.
Models are forms of special abstractions in which the essential relations of an object are fixed in visually perceived and represented connections and relations, material or sign elements. The peculiarity of modeling as a teaching method is that it makes visible the properties, connections, relations of objects hidden from direct perception.
Model types:
1. Subject, in which design features, proportions, the relationship of parts of any objects are reproduced.
2. Object-schematic models. In them, essential features, connections and relationships are presented in the form of substitute objects and symbols. An example is the various algorithms for the sequence of actions (drawing sequence).
3. Graphic models (graphs, diagrams, etc.) convey generalized (conditionally) signs, connections and relationships of phenomena. An example of such a model would be the travel maps often drawn by older preschoolers.
The third stage in the formation of sign-symbolic activity is mental experimentation. There are ample opportunities for the development of creativity and creative abilities of the child. The third stage is characterized by the presence of all processes in which sign-symbolic activity finds its embodiment: substitution, coding, modeling, schematization and generalization.
Technology for the development of sign-symbolic activity as a means of developing the creative abilities of children
requires adherence to the following principles of training:
developing and educating nature of education;
scientific nature of the content and methods of the educational process;
systematic and consistent;
creative activity and independence;
visibility;
availability;
rational combination of collective and individual forms of work.
Stages of development of visual modeling:
Assimilation and analysis of sensory material;
Its translation into sign-symbolic language;
Model work.
The stages of development of visual modeling skills solve the following didactic tasks:
1. Acquaintance with a graphical way of presenting information.
2. Formation of the skill of deciphering the model.
3. Formation of the skill of independent modeling.
Conclusion:
The lack of formation of substitution hinders the development of modeling, slows down and stereotypes the development of the imagination and, as a result, the development of the creative and creative abilities of the child. The systematic development of substitution and modeling expands the possibilities of the child in creativity. It is clear that in preschool age, the ability to model is just beginning to develop. Therefore, it is necessary to create conditions in which the preschooler will have a wide opportunity to acquire the necessary skills of substitution and modeling in order to move to a qualitatively higher level of development of sign-symbolic activity, which requires the merging of the lines of development of imagination and thinking, where the free flight of imagination is combined with a strong logic of thinking, that becomes the foundation of creative processes.
