Sample basic educational program
preschool education
"Worlds of Childhood"
Moscow, FGAU FIRO
An approximate basic educational program for preschool education “Worlds of Childhood” was developed at the Federal Institute for Educational Development in accordance with the Federal State Standard for Preschool Education.
Scientific supervisor: Asmolov A.G. Edited by Doronova T.N.
Editor: Chaika I.
Reviewers: Alieva E.F., Radionova O.R.
1. Target section............................................................. ........................................................ ... | |||
1.1. Goals and objectives of the Program implementation................................................................. ....... | |||
1.2. Explanatory note................................................... ............................... | |||
2.1. Story game | .......................................................................................... | ||
2.2. Productive activity................................................... .................... | |||
2.3. Cognitive and research activities................................................. | |||
2.4. Playing with rules......................................................... ....................................... | |||
2.5. Music................................................. ........................................................ ... | |||
2.6. Reading fiction................................................................... ....... | |||
2.7. Physical Culture................................................ ................................ | |||
3. Organizational section.................................................... ........................................ | |||
3.1. The role of subject teachers and specialists in educational |
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Kindergarten activities................................................................... ......................................... | |||
3.2. Interaction with family......................................................... ........................ | |||
3. 3. Thematic planning algorithm.................................................... .... | |||
3.4. Organization of a developing subject-spatial environment | |||
3.5. Pedagogical diagnostics................................................................ ................... | |||
GLOSSARY................................................. ........................................................ | |||
Appendix No. 1. | Materials and equipment........................................................ | ||
Appendix No. 2. | Social and personal development................................... | ||
1. Organization of inter-age communication.................................................... | |||
2. Formation of the ability to find virtues in each member |
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groups........................................................ ........................................................ .................... | |||
3. Formation of a positive attitude towards yourself.................................... | |||
4. Formation of ideas about good and bad.................................. | |||
Appendix No. 3. Speech development.................................................... .................... | |||
Junior preschool age (3-4 years) .................................................... ......... | |||
Middle preschool age (4-5 years) .................................................... ............. | |||
Senior preschool age (5-7 years) .................................................... ............ | |||
Appendix No. 4. Financial support for the implementation of the main | |||
general education program "Worlds of Childhood" in preschool educational |
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organization of educational organization……………… | |||
1. Target section
1.1. Goals and objectives of the Program implementation
The goal of the Worlds of Childhood program (hereinafter referred to as the Program) is to ensure the emotional well-being and positive attitude of children towards themselves, towards other people, towards the world, and their full development in the following areas:
– social and communicative;
– cognitive;
– speech;
– artistic and aesthetic;
– physical.
The goals of the Program are realized through solving the following tasks:
– protecting and strengthening the physical and mental health of children, including their emotional well-being;
– ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status;
– ensuring continuity of goals, objectives and content of preschool and primary general education;
– creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with other children, adults and the world;
– combining training and education into a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and society;
– formation of a general culture of children’s personality, development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, formation of prerequisites for educational activities;
– the formation of a sociocultural environment that corresponds to the age and individual characteristics of children;
– providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.
1.2. Explanatory note
Educational activities in kindergarten that meet the requirements of the Federal State Standard for Preschool Education (hereinafter referred to as the Standard) must be aimed at ensuring the cognitive, physical, emotional, aesthetic and socio-ethical development of preschool children.
The main goal of educational activities regulated by the Standard is to master the educational program and achieve the targets of preschool education.
At the same time, in accordance with the requirements of the Standard, educational activities must be structured in such a way that the child becomes the subject of his own activity, so that his purposeful and conscious activity serves as the main means of his own development. This implies the introduction of innovative forms of implementation of the educational process, a review of the adult-child relationship.
Another requirement of the Standard is a different idea of the content of education than before. In general, it comes down to the child’s mastery of various cultural practices, and not to the acquisition of specific knowledge, skills and abilities.
The implementation of new requirements implies a new approach to education, different from those previously used. In our opinion, minor, “cosmetic” changes to traditional program content, which in most cases boil down to editing headings, are no longer sufficient. A systematic and high-quality reconstruction of all content and forms of preschool education is required. Some of the possible new approaches to education are proposed in the program. Thus, the content of the Program is to describe new means that have not previously been widely used, and with the help of which an adult can guide the child’s initiative in various cultural practices: play, drawing, research, communication, reading.
Among the means that allow the child’s initiative to be directed in a pedagogically valuable direction, and not to infringe upon it, which enable a preschool educational institution to implement the Standard, we include:
– changing the forms of interaction between an adult and a child;
– restructuring the content of educational activities;
– rational organization subject-spatial environment;
– effective interaction between kindergarten and family. Let's consider each of the means in more detail.
1.2.1. Adult-child interaction
It is well known that the development of a child and his education is carried out through interaction with adults, through independent activity in a subject environment. The modern child is practically deprived of subcultural interactions with older children. Therefore, adults play the main role in its development.
The interaction between an adult and a child occurs mainly in two social institutions - in the family and kindergarten, and is carried out in several ways:
– the child observes the activities of adults;
– the child is directly involved in joint activities with them;
– the adult transmits knowledge and cultural samples in a ready-made form, the child passively perceives them.
Today it is well known that the last method of education (direct instruction) is not suitable for a preschooler. The situation when educational activities are determined by the motives of adults, and the child’s own interests remain aside, leads to a number of negative consequences. This fact has been repeatedly confirmed in psychological concepts of personality development (A.G. Asmolov, L.S. Vygotsky, A.N. Leontiev), in psychological and pedagogical educational systems (P.P. Blonsky, O. Decroli, J. Dewey , N.A. Korotkova).
Today, for a number of reasons, a child is deprived of the opportunity to observe the implementation of various cultural practices by adults. This is explained by the fact that work activity, as a rule, is carried out outside the home, and practical everyday activities are monotonous. Thus, the child is deprived of the opportunity to observe how adults work and to help them as much as possible. In addition, modern parents do not always realize the value of communication, play, and productive forms of activity. They have the opinion that a child’s education begins only at the moment when he begins to master sign-symbolic forms (letters, numbers, etc.). In kindergarten, the joint activity of an adult with children is also episodic in nature - it is difficult for one teacher to pay due attention to each child in the group. As a result, direct teaching is now most common in preschool educational institutions, which is carried out by “splitting” cultural forms of activity into separate components. Classes on the development of individual mental functions - thinking, speech, memory, which are usually held in kindergarten, are designed to compensate for the emerging deficit of natural cultural forms of activity. To a certain extent, such forms of education are also encouraged by parents, since they see this as “preparing for school.”
On the contrary, in the Program, preschool education is understood as the child’s implementation of various forms of activity together with an adult and independently, in kindergarten and in the family. In independent activity, which is increasingly gaining strength, and with the help of an adult, the child learns to play, draw, and communicate with others. We call the process of acquiring universal cultural skills in interaction with adults and in independent activity in a subject environment the process of mastering cultural practices.
The process of acquiring general cultural skills in its entirety is possible only if the adult plays the role of a partner, not a teacher. Partnership between an adult and a child in kindergarten and in the family is a reasonable alternative to two diametrically opposed approaches: direct teaching, and education based on the ideas of “free education”. The main functional characteristic of partnerships is the inclusion of an adult in the process of activity on an equal basis with respect to the child. There are two possible options for implementing the position of an “on” partner. He can set a goal for himself and begin to act, giving children the opportunity to join in this activity. We conventionally call this position a “model partner.”
Another approach to implementing a partner position is that the adult offers the children a goal: “Let’s do...”. This approach also leaves room for choice for children. The adult participates in the implementation of the set goal on an equal basis with the children, as a more experienced and competent partner. We conventionally call this position “partner-employee”. Each of the models can be used depending on the situation.
Conclusions: Partnerships between an adult and a child are the most suitable form of constructing educational activities in preschool childhood. But there is a risk that the idea of partnership will remain a declarative slogan if it is not supported and strengthened by other means, which we will consider below.
Educational activity is a broad concept, even when it comes to preschool childhood. An adult, in principle, cannot engage in education in general; he must always do something specific. Here we present a classification (typology) of educational approaches that exist in modern pedagogy.
The first approach is that the child is given the opportunity to choose classes in a specially organized subject environment, while he is among his peers, and the role of an adult in the classes is minimal.
There are several disadvantages to this approach. Firstly, some types of activities can be learned by a child only in contact with a carrier of practical experience, and secondly, “distortions” in his development are inevitable, since he will naturally give preference to those activities in which he feels more confident.
The second approach is diametrically opposite. He is distinguished by his focus on the final result. In our case, this could be an educational area mentioned in the Standard. It analytically identifies those specific knowledge, abilities, skills and personal qualities that
components: knowledge and compliance with ethical standards; communication skills; self-regulation, arbitrariness of actions; emotional responsiveness; reflective awareness of one’s own experiences, self-esteem; patriotic feeling.
The set of expected achievements of a child, which we gave as an example, is disordered and even absurd. In addition, their enumeration can be continued endlessly, as well as splitting up such a broad concept as “personality”. With this approach, one gets the impression that each skill, skill or personal quality is formed in the child separately, through activities specially designed for this purpose.
To cover the infinite number of components of any educational field and to understand their origin is a rather difficult task for a teacher-practitioner, not to mention the child’s parents. In our opinion, the second approach to educational activities is just as ineffective as the first. In neither case is it possible to establish partnerships between adults and children. A teacher who, guided by the program, must daily form and develop certain personal qualities, skills and abilities, by definition cannot be a partner, he can only be a teacher.
The third approach to educational activity is conventionally called culturological. Its idea is very simple and intuitive - this approach is close to everyone who is interested in the development of their child. The adult selects for him those cultural practices that he considers necessary and useful, and shows the child how to implement them. The younger the child, the more universal cultural practices are. Any adult knows that it is good for children to play, draw, and move a lot, and he contributes to this to varying degrees - buys them toys, pencils and paints, and organizes walks. Next, the adult, focusing on the child’s demonstrated abilities and interests, chooses more specialized cultural practices for him.
The main cultural practices mastered by preschoolers include: games (story-based and with rules), productive activities,
literature. The list of purely children's activities may vary depending on the sociocultural situation in which a particular child grows up,
And values of society as a whole. The cultural practices listed above are to a certain extent universal - they are used for the education of children in any modern society.
IN At the same time, they can be supplemented by other cultural practices, such as practical activities (“labor education”); effective physical exercises (“physical education”); communicative training (“speech development”), simple music playing, targeted study of the basics of mathematics, literacy, and much more.
There can be many reasons to expand the list of cultural practices. For example, communicative training is necessary for a child who in early childhood was deprived of the opportunity to hear correct, varied, rich speech, and who, due to the neglect of adults, did not develop initiative speech. A hypotonic child requires regular and targeted exercise.
The reason for emphasizing a particular cultural practice may be
And in a different. For example, it is reasonable to assume that in a family of musicians, a preschool child will be introduced to music playing, and it is this cultural practice that will become the fundamental core, a cultural idea in the development of the child’s personality. The development of children who have early demonstrated outstanding physical qualities will follow a completely different trajectory. Each described case requires its own cultural practices, and therefore the Program cannot claim to be complete.
IN As a result, the Program contains the following sections: “Plot game”, “Game with rules”, “Productive activity”, “Cognitive research activity”, “Fiction”, “Music” and “Physical education”.
IN In the process of implementing these cultural practices, as well as in everyday practical activities, the child experiences moral and communicative development.
It can be assumed that in the preparatory group these cultural practices will be supplemented by children’s practical activities in self-care, literacy and elementary mathematics. If problems arise in the speech development of children, we recommend using the additional section of the Speech Development Program presented by L.A. Remezova (see Appendix). An excellent addition to the Program is the technology for the social and personal development of children, proposed by S.G. Jacobson (see Appendix). In a word, there are many options, and each teacher has the opportunity to take into account the interests of specific children and their parents. 40% of the time allocated in the Standard for the variable part is quite enough for this.
Tatiana Goryacheva
Dear Colleagues! Today I am starting a series of publications from the experience of working on the program “Worlds of Childhood. Construction of Opportunities” edited by S. G. Doronov, T. N. Doronova, developed by FIRO. In 2016, our kindergarten was selected on a competitive basis as an experimental site for the implementation of pedagogical activities according to the above-mentioned comprehensive program. You can view the program on the website. What interesting things did the developers offer us?
I would like to start by presenting their point of view on interaction between kindergarten and parents as social institutions.
Considerable attention has been paid to the issues of interaction between kindergarten and family in domestic pedagogy. But even with a superficial analysis of the existing methods of interaction between family and preschool educational institutions, one common quality becomes noticeable in them - the desire to subordinate the family to the kindergarten. Parents and kindergarten - two fundamentally different educational institutions, despite the commonality of goals. But, since parents and kindergarten teachers are educators of the same children, the result of their activities can only be successful when they become allies. And the interaction of allies presupposes their joint activities to complete a common task.
For successful organization of social partnership between kindergarten and parents it is necessary to solve the following tasks:
Find ways to self-organize parents whose children attend the same kindergarten group;
Formulate the content of education and upbringing of children, common to the kindergarten and parents;
Find a means of broadcasting this content to parents of children.
The didactic manual “Children’s Calendar” was chosen as a means of broadcasting.
"Children's calendar" - This is didactic material for daily activities between an adult and a child in a family setting.
What is the benefit? This is a full color A4 brochure that:
Printed on thick paper
Each page is perforated, which makes it possible to tear off the page and work only with it in the future.
The text and images in the calendar are printed on both sides (on one side there is text accompaniment aimed at parents, on the other side there is a task for the child)
The calendar has as many pages as there are days in the month, so working on the allowance involves daily educational activities with the child.
How is the joint activity of the child and parents carried out under this benefit?
on every calendar page.
2. The parent does not need to prepare for joint activities. What you may need, besides the calendar, is:
Scissors for children and adults,
Glue (preferably liquid, PVA type and a glue stick,
Stapler or strong thread with a needle;
Materials for creativity - paints (watercolors and gouache, pencils, crayons, felt-tip pens, etc.
The main purpose of using the “Children's Calendar” is to create a unified approach to the upbringing and education of children, when parents and educators, interacting with each other, carry out the development of the child, taking into account the capabilities of the family and kindergarten.
Based on the results of working with the "Children's Calendar" manual, we made a report and presented it in the form presentations.
Publications on the topic:
Children's master class "Grandfather Frost from cones" - paper construction Necessary materials and tools: 2 sheets of cardboard.
Children's master class "Snow Maiden from cones" - paper construction Necessary materials and tools: 2 sheets of blue cardboard.
Forms of organizing cognitive and research activities in senior preschool age according to the “Worlds of Childhood” program Forms of organizing cognitive and research activities in senior preschool age according to the Worlds of Childhood program Ekaterina Prokhorova.
Prepared by teacher of the first qualification category Zryacheva Natalia Valentinovna MBDOU kindergarten No. 3 r. n. Tumbotino In our preschool educational institution.
Draft manual “Mood Calendar” This manual can be useful for both educators and specialists in educational institutions. I present to your attention the project:.
Lesson summary “Journey to the world of insects” (based on materials from the “Children’s Calendar” of the “Worlds of Childhood...” program) Cultural practice: cognitive and productive activity Form of goal presentation: work on a verbal description of the goal-condition.
Sample basic educational program for preschool education. “Worlds of Childhood: Constructing Possibilities »
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Title: Sample basic educational program for preschool education. "Worlds of Childhood: Constructing Possibilities"
Author: Tatyana Doronova, Galina Kuznetsova, Olga Vennetskaya, Sergey Doronov, Larisa Remezova, Marina Runova, Natalya Tarasova, Elena Khailova
Year: 2015
Genre: Educational literature, Pedagogy
About the book Tatyana Doronova, Galina Kuznetsova, Olga Vennetskaya, Sergey Doronov, Larisa Remezova, Marina Runova, Natalya Tarasova, Elena Khailova “Approximate basic educational program for preschool education. “Worlds of Childhood: Constructing Possibilities”
The approximate basic educational program “Worlds of Childhood: Constructing Opportunities” is aimed at implementing the modern goals and objectives of preschool education, formulated in the Federal State Educational Standard for Preschool Education based on the methodology of cultural and historical understanding of childhood by L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontyeva, D.B. Elkonina.
Educational activities in the program are based on partnerships between an adult and a child, rational, scientifically based construction of the educational process and subject-spatial environment, real interaction between family and kindergarten and a number of other interrelated methods that make it possible to translate the ideas of the Federal State Educational Standard into practice.
An approximate basic educational program for preschool education, “Worlds of Childhood: Constructing Opportunities,” was developed at the “Federal Institute for Educational Development” of the Ministry of Education and Science of the Russian Federation in accordance with the Federal State Educational Standard for Preschool Education.
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In format fb2:
Seminar No. 1
Date: 09/21/2015.
1.Goals and objectives of the “Worlds of Childhood” program: constructing opportunities. (target section of the program). Page 8, page 16.
2.2 Story-based game in early preschool age.
2.3 Story-based game in middle preschool age.
2.4 Story-based game in older preschool age.
1. The purpose of the program “Worlds of Childhood” is to ensure the emotional well-being and positive attitude of children towards themselves, towards other people, towards the world, their full development in the following areas:
– social and communicative;
– cognitive;
– speech;
– artistic and aesthetic;
– physical.
Program Goals are implemented through solving the following tasks :
– protecting and strengthening the physical and mental health of children, including their emotional well-being;
– ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status;
– ensuring continuity of goals, objectives and content of preschool and primary general education;
– creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with other children, adults and the world;
– combining training and education into a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and society;
– formation of a general culture of children’s personality, development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, formation of prerequisites for educational activities;
– formation of a socio-cultural environment that corresponds to the age and individual characteristics of children;
– providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.
In the Program, preschool education is understood as the child’s implementation of various forms of activity together with an adult and independently, in kindergarten and in the family. In independent activity, which is increasingly gaining strength, and with the help of an adult, the child learns to play, draw, and communicate with others. The authors of the program call the process of acquiring universal cultural skills when interacting with adults and in independent activities in a subject environment the process of mastering cultural practices.
The process of acquiring general cultural skills in its entirety is possible only if the adult plays the role of a partner, not a teacher. Partnership between an adult and a child in kindergarten and in the family is a reasonable alternative to two diametrically opposed approaches: direct teaching, and education based on the ideas of “free education”. The main functional characteristic of partnerships is the inclusion of an adult in the process of activity on an equal basis with respect to the child. There are two possible options for implementing the position of an “on” partner. He can set a goal for himself and begin to act, giving children the opportunity to join in this activity. We conventionally call this position a “model partner.”
Another approach to implementing a partner position is that the adult offers the children a goal: “Let’s do...”. This approach also leaves room for choice for children. The adult participates in the implementation of the set goal on an equal basis with the children, as a more experienced and competent partner. We conventionally call this position “partner-employee”. Each of the models can be used depending on the situation.
The main cultural practices mastered by preschoolers include: games (story-based and with rules), productive activities, cognitive research activities, reading fiction. The list of purely children's activities may vary depending on the sociocultural situation in which a particular child grows up, and the values of society as a whole. The cultural practices listed above are to a certain extent universal - they are used for the education of children in any modern society.
At the same time, they can be supplemented by other cultural practices, such as practical activities (“labor education”); effective physical exercises (“physical education”); communicative training (“speech development”), simple music playing, targeted study of the basics of mathematics, literacy, and much more.
Today we will look at the “Story Game” section of the program.
2.1 Forms of play in the educational process of kindergarten.
First, let's look at , What is a game as opposed to a non-game? In what forms does play exist in kindergarten?
In a classic study by Dutch cultural historian Johan Huizinga, a number of criteria are proposed to distinguish play from non-play. Briefly they can be described as follows:
play is a free activity;
the game differs from everyday life, but is also connected with it, it is “as if” life, it lies beyond the immediate satisfaction of needs and requirements, outside the sphere of material interest;
the game is isolated from everyday life by the place of action and duration, it is played out within a certain framework of conventional space and time, its flow and meaning are contained in itself;
the game has its own rules, an immutable order;
The gaming community tends to self-preserve and isolate itself.
French culturologist Roger Caillois, in his work “Games and People,” identifies six main qualities that characterize the phenomenon of games.
Play is an activity
free (it cannot be made mandatory for the player so that it does not lose its nature of a joyful and attractive mood);
isolated (limited in space and time by precise and predetermined limits);
with an uncertain outcome (it is impossible to predetermine its development or predict its outcome);
unproductive (not creating any benefits or wealth);
5. regular (subject to a number of conventions and agreements);
6. fictitious (accompanied by a specific consciousness of some kind of secondary reality or simply unreality compared to ordinary life).
The program examines two cultural forms of play: story play and rules play. Let's consider the specifics of these types of games.
| Story game Developmental value:development of imagination, development of the ability to understand others, orientation in the meaning of human activity. | Game with rules Developmental value:development of normative regulation of behavior (the rules of the game are the law that must be obeyed), the development of achievement motivation, the desire for volitional effort. |
| 1. Central characteristic: the presence of an imaginary situation (idea, representation of something else) | 1. Central characteristic: winning-success, superiority in the fight (as a comparison of the actions of the players) |
| 2. There are no formalized rules, actions are determined by an imaginary situation; Each player interprets this situation in his own way. | 2. There are always formalized rules (mandatory and identical for everyone) that put participants in equal conditions for achieving winnings. |
| 3. Wide range of activities: from individual to joint. | 3. Always joint activities. |
| 4. Progressiveness of the game process: gradual development and transformation of the imaginary situation. | 4. Cyclical nature of the game process: constant repeatability of the completed game cycle, each time with a new chance to win. |
| 5. The relationship between the players develops as a relationship of participation in the meaning of the imaginary situation. | 5. The relationship between the players is competitive: someone must gain the upper hand. |
It is clear that if a child practices in a story game, he develops in one direction, if in a game with rules, in another.
At various stages of story-based play, an adult can convey to the child culturally fixed ways of constructing a plot. The work of adults is possible in three options in accordance with the types of projection of events in the game.
| Functional projection | Carrying out conditional objective actions | The child chooses one projection or another depending on which aspect of events interests him more. During the game, the adult strengthens this or that projection, focuses the child’s attention on it, shows how to diversify objective actions, how to designate the play space, what role behavior to choose. In practice: the teacher starts the game, involving the children in it or connects to an already started game, and depending on the task he has set, he can change the projection of the game or complement one with another. |
| Role projection | Role-playing dialogue with a peer |
|
| Spatial projection | Building a game subject space |
example: A three-year-old child impersonally runs around the group with a car steering wheel. An adult can designate a play space - make a model of a bus out of chairs, invite other children to become passengers. Thus, role projection is added to the functional projection (the child is now the “driver” of a particular bus) and spatial (“the bus” is tangible and visible). Another situation is also possible - the exclusion of one or another projection. So, for example, in order to replace the functional projection with a role projection, an adult can organize a “telephone conversation.” Such a game will ensure verbal communication of its participants.
Any work on game development begins with the rational organization of the subject environment. Subject material that activates children's independent play is classified according to the same principle: operating objects, role attributes (character toys) and play space markers.
It is important to understand what the role of the teacher and parents is in the development of a story-based game.
| the role of the teacher in the development of story-based games. | the role of the parent in the development of the plot game. |
| Differentiate children according to the degree of development of their gaming skills. Establish the child’s play with peers, and not just with adults. Give children's games more variety. | Using “DK” materials, develop the child’s imagination, his ability to perform substitute actions - act out fairy tales containing extensive role-playing dialogues, make markers together with the child to designate the play space. |
In general, playful interaction between parents and children naturally gravitates toward the director’s form of story-based play (which involves the use of character toys and third-person role-playing dialogues), and in kindergarten the direct role-playing form is more common.
Characteristics of the game in different age groups.
| Junior preschool age | Middle preschool age | Senior preschool age |
| By the age of three, the child comes to the kindergarten. By this age, he is already, to one degree or another, “burdened” with play as a cultural practice. After all, from birth, a baby finds himself in a world of various spontaneous socializing influences, starting with toys in the cradle and ending with the unconscious influence of loved ones, who, while occupying the child, willy-nilly “slip” into him various models of play behavior. The play of a three-year-old child is characterized by a single repeating event, or a chain of events unrelated to each other. The meaning of an event for a child can be embodied in an impersonal objective action (functional projection), in likening oneself to someone else (role projection), and finally, in imagining oneself as oneself, but in a changed, fictitious space (spatial projection). In a child’s real play, all projections can be presented simultaneously, for example, the child “steers” while sitting on a bench, imagining himself as the “driver” of a car. The play object (steering wheel) at this stage plays an exceptional role due to the child’s connection with the external situation. | At the 5th year of life, the child is no longer so dependent on the external situation; he begins to have his own plans. An adult's play proposal is not always accepted unconditionally. The child is still interested in the adult’s initiative, but his own ideas and plans may be more attractive to him. At this age, children are already able to actively play with each other without an adult intermediary. Their preferences in choosing one or another projection in the game are becoming more and more clear. Some children are attracted to functional object-based activities, others engage in extensive role-playing dialogues, and others enthusiastically build a play space. The object-based play environment is of particular importance, as the most important means of activating the already manifested independent play of children. In kindergarten, the adult still plays with the children, but is no longer limited to showing projections of the plot game in a general form. He introduces them to special gaming techniques and quite persistently encourages them to act out a certain plot. For a short time, play, supported primarily by the efforts of the adult who started it, ceases to be a free activity and is somewhat artificial in nature. | By older preschool age, the child generally masters a variety of ways to project events in play. Each of them is improving. Role-playing dialogues are becoming more and more lengthy and detailed; the role can be embodied objectively (for example, with the help of mummery). Functional actions become either extremely generalized or are embodied in an effective action (for example, archery for real). The spatial projection of an event can develop into a detailed layout of an imaginary world. At this stage, the adult’s task is not so much to introduce children to various projections of events in the game, but to teach them how to combine them. An adult, playing with children, “throws” the most unexpected ideas at them, for example, combining real and imaginary, fairy-tale contexts in a single plot. A special role in the development of the plot game at this stage is played by conventional markers of the game space, in particular, mosaic layout maps. |
Activities of adults to develop story-based play in different age groups.
| Junior preschool age | Middle preschool age | Senior preschool age |
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| Types of event projection | In kindergarten | In family | In kindergarten | In family | In kindergarten | In family |
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| Functional projection | The teacher offers the child(ren) a complete plot event to play with and encourages them to find substitute objects necessary for the development of the plot. | The pages of "DK" offer: conditional, impersonal figures of characters that can be used in accordance with a specific plot event; various printed games in which the child matches real, photographic images of objects with conventional images. | The teacher offers children polythematic toys-operating objects to develop the plot of a particular game (for example, in a game related to “driving a car” you can offer a “wrench”. The appearance of a new object will provoke a new event - “car breakdown”). | The teacher uses realistic operating objects, made with his own hands or at the factory, models of objects from various historical eras and fictional spaces (coach, Vintik and Shpuntik’s car). | |||
| Role projection | The teacher demonstrates to the children detailed models of role-playing behavior: he begins the game by designating a role-playing character; draws children into the game, giving them additional roles, stimulates and supports their play with each other; joins the children’s play, choosing an additional role that is suitable for its meaning; organizes communicative games (for example, the game “telephone conversation”). | The pages of “DK” offer works of art (fairy tales, poems, etc.) with pronounced role-playing behavior of the characters. An adult reads literary works to the child and makes figurines of familiar characters with him. .You can act out a fairy tale with the figures, using role-playing dialogue. | The teacher begins or continues the game started by the children, taking as the basis for the plot the meeting of the main character and the additional one. For example, the captain (primary role) first greets the sailor (first secondary role), then takes on board a passenger (second secondary role), and then calls the diver (third secondary role). Such a plot stimulates role-playing communication. | Parents introduce their children to the works of art presented on the pages of “DK” with clearly defined roles of the main and additional characters. Also, on the pages of “DK” there are flat figures that encourage role-playing dialogue rather than detailed substantive actions. | The teacher includes characters from different semantic contexts in the game, introduces children to how well-known fairy tale plots can be transformed using the scheme of a fairy tale. | Parents use sets of plot pictures with impersonal characters placed in the “DK”, which allows them to include characters from different semantic contexts in the plot of the game. |
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| Junior preschool age | Middle preschool age | Senior preschool age |
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| Types of event projection | In kindergarten | In family | In kindergarten | In family | In kindergarten | In family |
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| Spatial projection | Teachers ensure the availability of ready-made polythematic play space markers in the group room and show children how to make play markers from available materials (“airplane”, “car” from chairs, etc.) | Parents make and use play space markers printed in DK to play with their child, supplementing them with proportionate toys. | The teacher introduces children to examples of buildings-markers of the play space, uses these buildings to initiate the game and develop its plot. | Parents, together with their children, make and use play space markers printed in “DK” in the game, supplementing them with commensurate toys. | The teacher uses mosaic map layouts and multifunctional model layouts in joint games with children. | Parents have at their disposal “DK” blanks for making various polythematic layouts and models and planar markers. |
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Practical part.
Ask them to break into teams.
First task.
Introduce the team and its name.
Second task.
Warm up with questions
Leading: - I offer participants a short warm-up on issues related to children’s play activities. You will need to stand near a chair if you do not agree with the statement (no), sit on a chair if you agree (yes).
Statements:
The tactics of playful interaction between the teacher and the child changes as the children grow older.
(Yes in order to quickly and economically, in terms of effort and time, develop gaming skills in children that correspond to their age capabilities).
Small children cannot play together, so at an early age it is impossible to teach children to engage in playful interaction with each other ( No, children early discover a desire for joint action, so they can be taught - at an accessible level of game construction).
To make the game more effective, the teacher must write a summary of the game in advance and follow it relentlessly ( No, a summary can be written only for yourself as a possible project for your own actions, and in a live game the project is only the idea of one of the participants).
Creative story play can be developed independently by children only in small groups ( Yes, even older preschoolers are not able to maintain interaction in a group of more than 3–5 participants).
At an early age, it is necessary to cultivate individual play in children, and in preschool age, organize collective games for the entire group ( No, at any age, the game should be aimed at interaction in pairs or small groups).
In early preschool age, children should be taught to play, and in older preschool age, they should only play independently ( No, at each age stage, the pedagogical process of organizing play should be two-part in nature: the formation of gaming skills in joint play between the teacher and children and the creation of conditions for independent children's play).
Third task.
Try to develop the plots of the following games: “bus” and “sailors”. (One team takes one game, the other takes the remaining). What is the task? Let's look at the example of “Polyclinic” - registrar - doctors - nurse - pediatrician, vaccination room - laboratory - day hospital - wardrobe - head physician.
Suggested answers /take into account diversity, number of roles/
berth - cook - captain - passenger - sailor - radio operator - boatswain...
bus station - auto repair shop - cashier - gas station - ticket attendant - doctor...
Principles.
At the initial stage, the teacher plays together with the children.
At each stage, “discover” and assimilate a new way of building it.
Focus on carrying out the game action and explaining the meaning of the action to the game partner.
The teacher develops gaming skills, the children develop the game.
Fourth task
Analyze pedagogical situations and make your suggestions. The jury evaluates accuracy, correctness and methodological competence.
Masha fenced the toy chickens with cubes - it turned out to be a poultry yard. Plays, rejoices, feeds the chickens. Alyosha took aim with the ball: bang-bang! And there is no yard! Alyosha stands proud - he hit the target! He’s only sorry that the guys didn’t see him. Questions: what would the guys say if they saw it? How to teach how to play without ruining your neighbor's game?
In the kindergarten, games of “laundry” and “book repair workshop” are organized. Questions: wouldn’t it be better to just give the children the task of doing laundry or fixing something? Why?
The children picked out the necessary items to play school. Larisa, a teacher, took herself a briefcase, notebooks, a pointer and books. “What should we play with? – Tanya said disappointedly, “you, Larisa, then play yourself.” The girl was embarrassed, lowered her head, then said: “Guys, I brought everything to the class for the game, and now you choose what you need,” and put all the items in front of the children. Questions: what feelings did Larisa experience? What impact does play have on character development?
Dima is building a large garage for cars. He does everything himself. He keeps all the building materials close to him. The guys sit next to each other and ask: “Give me one plate!” And Dima responded: “I can handle it myself!” Questions: how do you evaluate Dima’s action? What should the teacher do to support the game without offending Dima?
Sample basic educational program for preschool education
Parents and teachers of our preschool institution have been successfully testing the didactic manual “Children's Calendar” for the third year.
"Children's Calendar" is part of the "Worlds of Childhood: Constructing Possibilities" program.
The program, like the didactic manual “Children's Calendar,” ensures the unity of the educational space of the family and kindergarten.
Thanks to the didactic manual “Children's Calendar”, the joint activities of adults and children in the family and in kindergarten represent a holistic and inextricable educational process.
The purpose of the program“Worlds of Childhood: Constructing Possibilities” is to ensure the emotional well-being and positive attitude of children towards themselves, towards other people, towards the world, their full development in the following areas:
- social and communicative;
- cognitive;
- speech;
- artistic and aesthetic;
- physical.
Objectives of the Program:
Planned results of mastering the program
- the child masters the basic cultural methods of activity (story-based play, play with rules, productive and cognitive-research activities),
- the child has a positive attitude towards the world around him and himself,
- the child has good oral language skills,
- the child is capable of volitional efforts and can follow social norms of behavior and rules in various types of activities.
High results in mastering the program are achieved through the use of cultural practices that are close and interesting to children:
- game (plot and with rules),
- productive activity,
- educational and research activities,
- reading fiction,
- music.