Areas of work with young children. Features of the teacher's work with young children. Formation of subject and game activities
Elena SMIRNOVA,
Doctor of Psychology,
Professor, Scientific Supervisor of the Resource Center "All the best for children"
However, adults do not always understand the age characteristics of children under 3 years old and are able to find adequate pedagogical influences. In many families, the attention of parents is focused on physical health baby and limited to hygienic care. In others, adults, on the contrary, overestimate the capabilities of a 2-year-old baby: they begin to teach and educate him in the same way as a child of 5-7 years old (learn to read and write, use a computer). In both cases, the age characteristics of children are ignored, which can lead to very sad consequences. This puts forward the task of finding adequate pedagogical influences for children. early age.
However, these effects have serious specifics and differ in many respects from those that are usually used for children. preschool age. Peculiarities early childhood make special demands on the teacher and create certain difficulties in his work. The first difficulty is the increased attachment of the child to the mother and the problem of adaptation to new conditions and the children's institution. Some children experience even a short-term separation from their mother with great difficulty: they cry loudly, they are afraid of everything, they resist any attempts to involve them in any activity. It requires patience, the ability to inspire confidence in oneself and cooperation with the mother of the child.
Toddlers are characterized by emotional instability: they quickly move from violent joy to despair or from complete openness to isolation and tension. The teacher here requires flexibility, imagination and possession of adequate pedagogical techniques (games, nursery rhymes, surprises). Need individual approach for each child is obvious for all ages, but at an early age it is crucial. A small child can perceive only that influence of an adult, which is addressed personally to him. Toddlers do not perceive calls or suggestions addressed to the whole group. Verbal methods of education (instructions, explanations of the rules, calls for obedience) are useless. Toddlers up to 3-4 years old cannot regulate their behavior through words. They live only in the present, and the surrounding objects, movements, sounds are much stronger stimuli for them than the meaning of the words of an adult.
These features of young children place high demands on the actions of an adult. They should be extremely expressive, emotional and contagious. Only one's own passion can convey little child interest in any activity. It requires increased sensitivity to the states of the baby, expressive movements and facial expressions, artistry. Words must be included in real actions, accompanied by appropriate gestures and movements. The emotional involvement of an adult in the necessary actions is necessary. This is the only way to convey to the child an interest in a new activity, to attract and captivate with it, and thus arouse his own desire.
Nowadays, more and more young mothers are sending their young children to nurseries. In kindergartens in Moscow there are already quite a lot of children no older than a year. Obviously, this contingent is in dire need of qualified specialists who can work with young children, in methodological and psychological-pedagogical support.
The work of the Resource Center "All the best for children" is aimed at solving this most important task.
The overall goal of the center is to create conditions for the full living of early childhood. Such a full-fledged living implies, on the one hand, the versatile development of the child, and on the other hand, his emotional well-being in a children's institution.
Methods of correctional and developmental work with young children (“risk group”)
A) from 0 to 1 year.
The development of auditory orienting reactions.
1) Tasks: the formation of the child's auditory orientation activity, auditory orientation in the environment, the development of auditory concentration and localization of sound in space.
Content correctional and pedagogical training is based on the gradual development of auditory concentration (the child is in the position "under the chest" of an adult or on the back). The child is encouraged to search from the right - to the left, from above - from below a sounding toy or an adult who is talking to him, singing to him. The main attention at the first stage of correctional and pedagogical work is given to the formation of visual-auditory and visual-motor-auditory connections in a child.
2) Tasks: development of sound localization in space, the formation of auditory differentiations: recognition of the voice of loved ones, discrimination of the intonation of an adult's voice, distinction of melodies; development of auditory orienting activity and a positive emotional reaction to one's name.
The content of the work at stage II is aimed at further development of listening to the voice of an adult, the sound of toys, musical instruments; to develop the ability to search and find the source of sound with the eyes, turning the head, turning on its side, turning over from the back to the stomach and back; on the development of recognizing the voice of loved ones, distinguishing the intonation of an adult's voice, distinguishing melodies. For this, children's songs, nursery rhymes and poems are used, which involve a change in the intonation of an adult's voice, his facial expressions:
“Clumsy bear”, “Pussy-pussy-scat!”, “Like a fly sings a song at our gates”, “Cucumber, cucumber, don’t go to that tip”, “Oh, you, cat-cat, cat - gray tail "," Gray cat "," Pipe ", etc. An important direction in the work is the development of emotionally positive reactions of the child to his name. To do this, the adult repeatedly repeats the name of the child with different intonation.
Development of emotionally - positive reactions.
1) A task: development of the first emotionally positive reactions.
2) Tasks: development of a reciprocal smile, "complex of revival" and laughter.
In order to create favorable conditions for the development of response emotionally positive reactions, an adult can actively use a combination of tactile, vestibular, visual, sound influences with emotional and speech. The formation of the "complex of revival" is facilitated by games with the arms and legs of the child.
Development of prerequisites for emotional communication with adults
1) Tasks: establishing and maintaining eye contact, maintaining emotionally positive reactions and sound activity of children.
The physical influences of an adult contribute to establishing and maintaining eye contact: stroking, swaying, fingering the baby, etc., as well as an adult’s conversation, emotionally expressive and personally addressed to the baby, singing songs, nursery rhymes. The emotionally positive reactions of the child are supported by the reciprocal smile of the adult. The development of sound activity is facilitated by games with the reproduction of sounds from the "set" of the baby himself.
2) Tasks: the formation of the child's need for benevolent attention and emotional communication with an adult.
The content of the training is aimed at developing and maintaining the activity of children, communicating with an adult through emotional and speech influences: through the perception of the appearance of an adult, his facial expressions, and inviting gaze. Activation of all components of the revival complex" is promoted by dance games: "dance with the arms and legs of a child", "quadrille", fun games with balloons, singing songs and nursery rhymes. with the silent presence of an adult in the child's field of vision.
Formation of the first contacts between children.
Tasks: the formation of visual focus on another child and an emotionally positive attitude towards him.
In order to form the first emotional contacts between peers, one should develop the duration of visual focus on another child. The baby is placed on the back next to another older child. Emotionally communicating with an older child, an adult achieves sounds of cooing or babble from him in order to attract the visual attention of the younger one, and then achieve visual concentration on the face of another child. If the baby's attention cannot be attracted to another child, the adult takes his hands and wraps them around the face of his older neighbor, thereby establishing eye contact between them. You can bring children closer to each other and breed, holding them in your arms in an upright position.
At the II stage of correctional and pedagogical work in this direction, the main task is to develop interest, emotional attitude in babies to each other, imitation of the movements of another child and the sounds that he makes.
Children are laid on their stomachs facing each other. An adult talks affectionately to the infant that another child is looking at. If visual concentration cannot be induced, then the adult, supporting the child’s arms by the elbows, slightly moves the baby towards another child and wraps his arms around the neighbor’s face. The establishment of long-term visual concentration is facilitated by the demonstration of an interesting toy by another child. In order to create favorable conditions for looking at other children and showing joy in relation to them, dancing games of children are held in a vertical position in the arms of an adult, as well as dating games, when an adult shows one child to others, talks to him, bringing him closer and removing him from other children.
In order to develop the ability to take a toy from the hands of another child, you can use the demonstration of a bright and voiced toy to two children at once.
Normalization of hand tone. physiological position of the hand and
fingers
This direction in work is necessary for children who have a syndrome of motor disorders in the form of disorders of neuromuscular tone. The significance of this area of work is especially great if we bear in mind the role of the development of hand movements in the formation of speech.
Normalization of the tone of the hands is carried out through a differentiated massage. The neuro-reflex mechanism of the impact of massage is the leading factor, but not the only one. It seems to us essential psychological aspect its actions, when bodily physical contact between a child and an adult creates conditions for the formation of a feeling of security and safety in a child brought up in a boarding school, which in the future is an important prerequisite for the formation of a need to communicate with an adult.
It is advisable to select hand massage techniques and certain exercises together with a physiotherapist and masseur for each child separately, depending on the structure of movement disorders.
Massage at the II stage of work is aimed at normalizing the tone in the hands. In the classes, stroking, rubbing, kneading and vibration techniques are used. Various pile brushes, massage balls and massage brushes can be widely applied. Along with massage techniques, at this stage of work, physiotherapy exercises are used: shaking one or two arms of the child with fixation in the elbow or wrist joint; cross shaking of the limbs with fixation in the joints; shaking "on weight"; swinging on the ball, boom, roller.
Development of hand movements
1) Tasks: enrichment of the tactile sensitivity of the hands, the formation of the first movements of pushing, grasping and feeling
items.
On the basis of the palmar (grasping) reflex, one should evoke reflex grasping and holding soft and warm objects that satisfy the child’s need for safety and security, enrich the tactile sensitivity of the hands, preparing the appearance of touch, encourage them to bump into and grab the other with one of their hands, grab the knee, leg, feel the face of an adult, his face in a position on his back, on his knees in an adult, in a position on his stomach.
Encourage the child to run into low-hanging toys with their handles, grab them, feel them.
2) Tasks: development of purposeful grasping, palpation and
retention of objects, development of manipulative activity, enrichment sensory experience child, the development of touch.
At the beginning of stage II, the work is aimed at evoking hand movements towards the object. Using joint, partially joint actions, encourage the child to grab it when accidentally touching an object; they encourage them to feel toys of various textures, sizes and colors, to feel their second hand, knee, leg, their face, the face of an adult.
Further, the ability to take and hold a toy is formed, which the adult holds out to the child over the hand (right and left), over the chest. Teach the child to take the toy with one hand and two hands, let go of the held toy.
The next stage in the work is connected with the formation of the ability to grab and hold toys from different positions: from the side, lying nearby; from the hands of an adult, while in an upright position in the arms of another adult; lying on the stomach. Then they teach children to take a toy in each hand and hold them, and then release them at the request of an adult. Much attention is paid to the development of touch when grasping objects made of various materials: wood, rubber, fabric, polyethylene.
Considerable time in the classroom is devoted to opening the fingers of the child's hand, moving the thumb out of the fist, opposing the thumb to the rest when grasping objects, and forming a "pinch" grip.
Development of general movements
1) Considering the position of early childhood pedagogy on the unity and interaction of motor and mental development, in the classroom, the defectologist should actively use games and exercises that form general
movement. Games and exercises for each child are selected together with a neuropathologist and a physiotherapist, taking into account the child's age, the syndrome of movement disorders and the level of development of movements.
Tasks: the development of the general motor activity of children, the development of the ability to keep the head in horizontal and vertical positions, the development of the emphasis of the legs in a horizontal position (lying on the back).
The main attention in the work is paid to the development of raising and holding the child's head in the prone position and in the vertical position in the hands of an adult. For the development of lifting and holding the head, the support reaction of the hands, lifting the body, you can use special physical therapy exercises that help train these movements, as well as various devices: rollers, wedge-shaped pillows, inflatable circles, inflatable logs.
In order to develop the support reaction, children are encouraged to push off with their legs from the sidewall of the diaper, from the wall or arena.
2) Tasks: development of children's motor activity, the ability to lie on their stomachs with their heads held high; development of the support reaction of the hands under the control of vision, turns of the body (from the back to the stomach and from the stomach to the back), the support reaction of the legs in a horizontal position, crawling.
The work begins with stimulating the lifting of the head and shoulder girdle in response to stroking from the back of the head down the spine, in response to visual and sound stimuli. In doing so, you can use aids: roller, inflatable ring, boom, wedge-shaped pillow. At the same time, the development of the ability to hold the head in a vertical position in the hands of an adult continues. Further, the lifting of the head and shoulder girdle is stimulated with support on the hands. To train the support reaction of the hands, you can use the ball and roller. Actively stimulate the child to turn on his side.
For the development of the support reaction of the arms and legs in a horizontal position, a ball, a roller, an adult's knees are used. The support reaction of the legs is well trained by exercises such as "sliding steps", repulsion of objects and toys with the legs.
In order to develop crawling, the adult shows the child a bright sounding toy and at the same time uses his palm so that the child rests his legs on it, thus pushing off and moving forward.
Normalization of breathing
1) Normalization of breathing becomes especially important for children with early lesions of the central nervous system, in genesis
which there is cerebral hypoxia, for premature babies in
due to the imperfection of their respiratory system and children often
sick. A set of breathing exercises for everyone
the child must be selected together with a pediatrician and a doctor
physiotherapy exercises. Good use of exercises
breathing exercises, proposed by V.L. Strakovskaya and
VE Ladygina (1990, 1991) for premature babies in the first year of life.
Respiratory gymnastics at the first stage of corrective work should be aimed at activating inhalation and exhalation.
2) Tasks: increasing the volume of inhaled and exhaled air, training the depth and rhythm of breathing.
Normalization of the state and functioning of organs articulation
Normalization of the state and functioning of the organs of articulation is achieved through massage of the muscles of the face, lips, tongue and passive exercises of articulatory gymnastics. Massage and articulatory gymnastics contribute to the normalization of muscle tone, stimulation of kinesthetic sensations. At the first stage of correctional and pedagogical work, only stroking massage is used. Massage techniques and passive exercises for lips and tongue are selected individually for each child together with a neuropathologist.
At stage II, this work should be aimed at the development of involuntary movements, the development of cooing, "singing cooing", to the transition to babbling.
The use of differentiated massage techniques depends on the state of the neuromuscular tone of the muscles of the face and articulatory muscles in each individual child.
Development of the prerequisites for active speech
1) Tasks: development of cooing, stimulation of sound activity,
development of prerequisites for voice imitation.
In the course of classes, they try to evoke the first response voice reactions of children on exhalation - cooing and cooing on the basis of imitation infection with the emotions of an adult, encourage them to show voice activity in response to tactile, vestibular, motor, sound, visual and emotional-speech influences. In the future, it is necessary to support the sounds uttered by children, "calling" with the child.
The sound activity of the child and cooing develop in the course of emotional and speech communication, which is facilitated, for example, by the game of "roll call", singing songs, nursery rhymes, singing vowel sounds,
available in the baby's walk. In order to move from cooing to babbling, games are played with children, trying to cause rhythmic closing and opening of the lips, which creates an opportunity for pronouncing lip sounds. Stimulating the vibration of the baby's lips creates the preconditions for the pronunciation of protorny sounds.
Normalization of the skills needed by the child in the process feeding
1) Children with disabilities need to normalize these skills
neuromuscular tone in mimic and chewing muscles, children with craniofacial pathology. This work is being done on extra class held before feeding children of this category.
The purpose of such a lesson is to relax or strengthen the muscles of the lips and tongue, normalize the position of the lips and tongue at the time of sucking.
The lesson begins with a differentiated massage of the face and lips, then the movements of the lips and tongue are trained. After that, the baby is fed. With each teacher of the group, the methods of forming these skills are worked out individually. In the future, the defectologist conducts massage and articulation exercises before feeding and controls the correctness of the actions carried out by the educators.
2) Tasks: normalization of the position of the lips, tongue and lower jaw in
the moment when you need to remove food with your lips from a spoon, drink from a cup.
Before feeding the child, the defectologist conducts massage and passive-active articulatory gymnastics for the lips and tongue. Observing the child during feeding, you should choose individual corrective techniques for him, depending on the structure of the defect. The defectologist teaches educators these methods of work, further exercising only control over the feeding of children.
Development of visual orienting reactions
Tasks: development of tracking in the prone position; the development of visual differentiation of color and shape, the formation of recognition and discrimination of adults; further development of visual orientation activity.
Correctional and pedagogical work continues the work begun at stage I on evoking tracking of a moving toy, a sounding toy, a speaking adult in various positions of the child (on the back, on the side, on the hands of an adult, on the stomach).
In order to develop differentiation in color and shape, children are shown toys of various shapes and colors. Work is underway on
the formation of the perception of reflection: the child is brought to the mirror, causing concentration and examination, joy; bringing the child closer and further away from the mirror, cause the development of visual anticipation, form the child's examination of the face of an adult and another baby in the mirror.
The main positions of the child and adult during games and exercises
The activity of children in the classroom is supported by the contact positions of the child and the adult: the child is on the lap of an adult; a child on the chest of an adult in the position on the stomach; an adult holds the child "on weight"; holds it on his arm, as in a cradle; the child is in a position on the stomach with support on the shin or thigh of an adult.
In the classroom, non-contact positions of the child and the adult are also used: the child is laid on his back, on his stomach, on his side.
For some children it is necessary to apply "reflex - forbidding" positions.
B) 1 to 2 years.
1. Health- create the necessary conditions for the protection, preservation and strengthening of the health of the child. Organize educational activities aimed at ensuring the implementation of a clear daily routine. In the process of performing routine moments, it is necessary to pay attention to the formation of eating skills - eat with a spoon, using joint actions with an adult, drink independently from a cup.
Build neatness skills: put the child on the potty after a certain time and reinforce the need to use the potty.
Some exercises for the development of motor skills that can be carried out with a child during regime moments (exercises developed by E.A. Ekzhanova, 1999):
1. Adult stroking both surfaces of the child's hand (inner and outer) up to the elbow in the direction "from the periphery to the center" 6-8 times, separately on each hand.
2. Flexion and extension by adults of all fingers of the child's hand at the same time (with the exception of the thumb) - from 4 to 10 times on each hand separately.
3. Spiral movements of the finger of an adult along the open palm of the child from its middle to the base of the fingers with the transition to movement along the inside of the thumb - 2-4 times for each palm.
4. Point pressing with the thumb and forefinger of an adult on the middle of each phalanx of each finger of the child in the direction from its tip to the base in two planes: dorsal-palmar and interdigital, all fingers of the hand are massaged in turn 1-2 times.
5. Retraction and holding by adults of the thumb of the child in three directions: forward and backward, sideways - to the side, in a circle.
6. Gentle stroking "by an adult of each child's hand in the direction" from the periphery to the center "- 5 - 6 times.
2. Social development
Continue to establish stronger emotional contacts with close adults: "infection" with emotions of joy, pleasure, satisfaction and maintaining a state of psychological comfort, strengthening positive emotional ties.
form various forms communication with close adults: smile, look into the eyes, hold out a pen when meeting with acquaintances; when saying goodbye, wave your hand - "bye", send a "kiss".
Play the following games: “Once upon a time there was a goby, a straw barrel, it has four legs, very sharp horns, he came to our house, shook his head and said: “Where is Katya, I gore her!”, “Hide and seek with an eye”, “Wind-wind -breeze", "Affectionate child"(the child should show how he hugs his mother, father, grandmother, grandfather, familiar aunt), "Over bumps, over bumps, along a flat path, bang into the hole!" etc,.
Learn to recognize yourself and close adults in a photograph, highlighting them among other photographs, follow instructions : "Show me where Katya is. Show me where mom is. Show me where dad is. Show me where the woman is. Show me where grandfather is. Show me where aunt Masha is.(choice of 2-3 photos).
Continue learning to show your body parts and faces: “Show me where Katya’s head is. Show me where Katya's eyes are. Show me where Katya's hands are. Show me where the legs are. Show me where the mouth is. Show me where Katya's fingers are. Show me where Katya's tummy is. Show me where Katya's ears are. Show me where Katya's hair is.
Fix express the request with a gesture and a word: “Give-give”, “On”, “take”, “tell aunt, “take it to dad”, “show aunt”.
Learn to thank with a gesture (nod of the head) and a word for a toy, etc.
Learn to see yourself in the mirror: “Who is that? This is our Katya, here she is, our girl”, “Smile, bow! Like this”, “Hello, wave your hand”, “Goodbye!”, “We will clap our hands - clap-clap! Who is clapping there - yes, this is our Katya!
To form the main ways of assimilation of social experience: to teach to perform joint actions with adults: by imitation, verbal instructions. Play the following games: "Clap-clap, you're a palm, clap-clap, my baby", "Warm up the hands, hid the handles, where they are, there are none - yes, here they are ...", "Show me the pen, give me the pen - here it is!", " Fly, fly, bird, axis - caught a bird!", "Pet on the head (yourself or your aunt)", "Hello, who came to visit? Here she is, Lyalya! Oh, what a La-la!", "Slam on my arm, that's it! Clap on the other hand - like this! games "Clap on my palm", "Magpie-white-sided cooked porridge, fed the children", "Show how the fist knocks on the palm of your hand" (look how I am); teach to perform some actions according to the speech instruction: "Get the toy out of the bag yourself! Hide the ball (toy) in your palm! Close the box!"
3. Self care skills and cooltour hygiene skills- teach the child to eat independently, drink from a cup, use a napkin during and after meals:
Continue to teach how to put some dishes on the table -
spoon, napkin holder, cup, plate;
Continue learning to take your own some items of clothing and
serve them to an adult;
Continue to teach when dressing yourself to push your own
hands in the sleeves of clothing when putting on a jacket (dress).
To form the skill of neatness - to learn to ask for a "wee-wee" potty and point to the potty with a gesture (put the child on the potty every 2 or 2.5 hours. We must abandon the constant use of diapers.
3. Physical development and physical education - development of general movements - continue to learn to walk on their own, using various means of stimulation for support (a toy in the child's hand, a small hoop, etc.).
Develop hand movements and improve hand and fine motor skills:
Learn to hold objects of various materials in your hands,
size, weight and shape (balls, cubes, skittles, pyramids, rings, nesting dolls,
bells, bags: with stones, peas, cereals; rubber balls,
boxes, etc.);
Learn to grasp objects that are above, above
head; in front - reach out with your hand, grab them and hold them in
hands; clap your hands, roll sticks (balls) between your palms;
Learn to throw various objects in a certain direction
(balls, rings, cubes, bags of peas, cereals, stones, etc.);
learn to pick up small objects and shift them (large
buttons, pebbles, cones, acorns, chestnuts, etc.);
learn to highlight each finger separately in the process of the following
games: put thimbles, rings on your finger, play the piano separately
fingers;
Teach yourself to climb and crawl from the sofa, chair,
beds;
learn to sit down and get up from a chair, bench,
steps, pot;
learn to kick the ball from a standing position, with the support of
adult hands.
learn to run: together ran - ran; the game "I'll catch up, I'll catch up";
Develop hand movements and improve hand and fine
motility;
Learn to hold (3-4 minutes) with two hands: objects that are different in material, size, weight and shape (balls, cubes, skittles, pyramids, rings, matryoshkas, bells, bags with stones, with peas, with cereals, rubber balls, etc. .d.), learn to throw balls at the target - games "Hit the target", "Collect the rings on a stick."
learn to grasp objects that are at the top, above the head
howl, ahead - reach out with your hand; roll the sticks between the palms; do "fish"- the fish swims;
learn to throw various objects in a certain direction
(balls, rings, cubes, bags of peas, With grits, with stones, etc.), continue to teach yourself to sit down and get up from a chair, from a bench, a step, from a pot;
learn to step over an object (rope, stick, hoop) with
adult support, and then independently.
4. Formation of subject activity:
Learn to perform correlative actions: string rings on
rod, cover the boxes (pots) with lids;
to teach how to perform weapon actions with objects: to recruit
cereal in a spoon (or in a cup) and pour it into a box; strike
hammer on the box (knock): "Who is that?"; clog wooden cloves; hit the balls with a hammer;
to teach to get far-rolled toys with various sticks: balls, carts, balls;
Learn to get pebbles (balls) out of the water with a net;
Learn to pull toys (trolley, balls) by the rope;
Learn to play with wooden spoons; play the drum on
glockenspiel;
Learn to transfer objects (balls, cubes, balls) with a spoon, net from a plate into a box.
Learn to perform subject-game actions:
Roll balls, balls along the groove and through the gate;
roll a nesting doll (stutterer) in a cart;
carry cubes (bricks) in a typewriter;
roll a doll (bunny, bear, cat) in a stroller;
Play with balloons - wave a ribbon, catch
the ball, give it to an adult, take it by the ribbon;
Learn to feed a nesting doll (doll, bunny, bear, etc.) using the joint actions of an adult with a child or imitate the actions of an adult.
Learn to play hide and seek: play with Katya - cover her head with a handkerchief and say: "Now Katya will hide- no Katya, ay, where is Katya? Open the handkerchief: Here she is, our Katya! Then the adult covers himself with the same scarf and asks himself: where is aunt? Opens the handkerchief and says: "Here aunt, I'm here!" Hide and seek with toys: hide toys under a napkin, under a box, in a bag, etc.
Learn to pour loose substances with a spoon (cereals, peas, beans, lentils);
Play with a rattle, imitating the actions of an adult: "Knock-Knock"(knock the handle on the floor), wave to
rattle (handle at the top), "clap clap " on the palm;
Learn to feed a matryoshka (doll, bunny, bear, etc.) by showing
adult;
Learn to remove the rings from the pyramid and string them on the rod;
Learn how to do things on your own
toys - "top top" bear; "jumping gallop" bunny; "put the bear in the car"; "open the box etc.
5. Cognitive development.
Development of attention
The game "Ku-ku"; doll games bi-ba-bo- cockerel; bunny (cat, bear, dog, mouse and cat); games with clockwork toys (frog, car, spinning top, chicken, etc.).
Games "Hide in your palms"(for example, an adult in front of a child hides a small dog in his hands and says: where is the "woof-woof"? Opens his hands and says: "Here she is, doggy- WOF WOF""and etc.).
Sensory Parenting - development of orientation towards size, shape:
Learn to take small objects with one hand, large -
with two hands, (balls, balls, cubes, nesting dolls, cars, etc.), with
this adult emphasizes with his voice - hold both handles - this is a big
nesting doll, take a small nesting doll;
Learn to close the lids of small and large boxes
(different in shape, size and texture), dropping there the corresponding
objects in size, while highlighting intonation voice "big - small";
Learn to drop objects of various shapes into boxes;
learn to close the lids round and square boxes, then look in there, what was hidden there, take them out and hide them again;
learn to lay out objects in two boxes: in one - cubes, in
the other - balls;
Learn to lay out large balls in large boxes, small ones in small ones;
Learn to memorize and recognize objects by the most characteristic
signs (here we put nesting dolls, and here - rings, here - Christmas trees, and
here - mushrooms);
Learn to correlate toys with their image in the pictures - nesting dolls, cars, bear, bunny, dog (choice of two).
Getting to know the environment.
To teach a child to pay attention to objects and phenomena of the surrounding reality: to teach to highlight toys - "Here are our toys: lala", "car", "matryoshka - top-top", "ball - clap-clap, it rolls - catch the ball", "Here are our toys - let's collect them in a basket (in a box)".
Learn to select items of utensils and act with them: "Where is the spoon? Here it is - we will eat with a spoon. Where is the cup? We will drink from a cup. Where is the plate? We will put porridge on a plate, we will eat porridge (am-am)”, “Here is a spoon”, “Here is Katya’s cup. Katya will drink from a cup” etc.
Learn to highlight items of clothing: "Where are the shoes - now we'll put them on the legs. Katya will walk - top-top. The legs will run along the path.
Where are the tights, here they are, put them on the legs, it will be warm for the legs.
Where is the hat? Here it is, let's put it on Katya's head. Kate will be warm.
Where is the coat? We are going for a walk. It's cold out there, you have to wear a coat."
Pay attention to objects in the environment: "Where is the TV? Where is the sofa? Where is the chair? Katya is sitting there. Here is the bed! Katya bye-bye. Katya closes her eyes."
Draw the attention of the child to the surrounding animals: “Where is the dog? There she ran. She barks: woof-woof. Where is the bird? There is a crow. She screams: kar-kar.
Draw your child's attention to changes in everyday life: "Here came my mother (aunt)", "Mom (or aunt) has already left - no mother (aunts)”, “Here is someone going there, let’s see who came there”, “Here TV, turned on, watching TV”, “Now turn it off, no longer TV is working etc.
To enrich the child's ideas about the surrounding reality: "it's snowing", "there is a lot of snow around", "the car is driving", "the car has left", "let's see what's on the street, who walks there; there is uncle (the boy is walking)" etc.
Pay attention to the actions and movements of people on the street: “There is a boy skiing. He is big”, “Here is a girl walking with her mother. They are talking”, “There the car drove off. not visible. The car is there, far, far away, "etc.
6. Development of speech.
Development of understanding of addressed speech: learn to show some actions "Show how Katya sleeps" (The child demonstrates - closes his eyes.) "Show me how to play the drum. Show me where Katya sleeps. Show me where the bear is. Show me where the dog is. Show me where the bunny is. Choice of two items:" Take a hammer, make a knock-knock", "Stomp your foot!", "Touch your ear - know-know", "Sing a song - ah-ah-ah, la-la-la"
Sing songs to Katya, sing songs to a bunny (bear, doll). Read poems by A. Barto and other authors and ask Katya to perform some action when reading a particular verse: "Clumsy bear", "The hostess abandoned the bunny", "Our Tanya is small", "I love my horse", "Grey cat", "Pipe", "A bull is walking, Swinging", etc. Form active speech:
To generate an air jet - to blow into a flute, a pipe, a balloon, a butterfly, a duck (boat) floating on the water, etc .;
Learn to imitate the actions of the lips - "pa-pa-pa; ba-ba-ba-ba; yes-yes-
Yes; ma-ma-ma; la-la-la";
Learn to pronounce onomatopoeia and babble words: "om-om",
"bee-bee", "buy-bye", "wee-wee", "pa-pa", "mo-mo", "bang", "fell", "top-
top”, “ku-ku”, “knock-knock”, “give-give”, “here”, “ay-ay”, “la-la”, “du
du”, “book-book”, “cap-cap”, “kach-kach”, “misha”, “meow-meow”, “there”, “a-
ah" etc;
Learn to pronounce individual words: mom, dad, Katya, eat
sleep, aunt, give, on, walk, sing, stomp, drink, woman, grandfather, aunt, bear,
bunny.
Learn to pronounce elementary phrases - "give Katya, let me drink,
Katya-ahh; give lala, lala bye-bye, lala am-am, lala- drink, bibi- there,
beech-fell (ball), like this."
7. Formation of prerequisites for productive activities:
To form an interest in drawing: an adult draws in front of a child - draw with paints, while you can take the paint with your hand (then with a brush) - "snowflakes" fall to the ground; ball with rope; Christmas tree with toys; tracks for a bunny; bunny tracks; the gingerbread man rolls along the path; hedgehog, etc. All drawings are accompanied by the speech of an adult. For example, drawing snowflakes: "Here they are, snowflakes, fall to the ground and fall like snow. There are many snowflakes on earth- it's snow, there's a lot of it everywhere- on the ground, on the trees" etc.
To teach a child to perform some actions with paints - traces on paper; draw with chalk on a blackboard (or linoleum).
To form interest in modeling: an adult sculpts from dough - cakes for nesting dolls, sweets for dolls, bagels for nesting dolls, bun;
teach Katya to touch the dough - to shift it from one hand to
another;
pinch off pieces from a large piece, knead the dough, press
with one finger in a large piece, beat dough crafts - treat
them dolls.
To form interest in design: an adult, in front of a child, builds a path (fence) from building material (from bricks) and beats them;
An adult builds paths, ladders from a Lego constructor in front of a child and beats them, etc.
Formation of productive activities
to molding: an adult sculpts bagels, sweets, a carrot, an apple for various characters (matryoshkas, a bunny, a hedgehog);
Learn to pinch off small pieces of plasticine
from a large piece and treat nesting dolls with them, learn to roll out plasticine
with direct movements between the palms, connect the ends, making a "steering wheel".
Continue generating interest to drawing. Draw with paints, chalk, felt-tip pens:
An adult draws and says: "Here is a ball, tie a rope to it", "But Katya's ball, tie a rope to it, draw"; "Here is a chicken, he wants to go to his mother-hen, let's draw a path for him"; "Draw a path for a chicken", "Let's draw grains for a bird", "Here the sun is shining, and these are rays" etc.
An adult draws an object (toy), and Katya puts a drawing on the object (toy). For example, there are a bear and a matryoshka. An adult draws a bear on a piece of paper and says: "Where is the bear? Here it is, put the drawing to the bear," etc.
Construction: an adult builds paths for nesting dolls (bears, bunnies) from cubes (or from circles) and beats buildings; an adult builds ladders and leads nesting dolls along them;
learn to build cages for little animals (for a bear, hedgehog, bunny);
learn to build a tower of cubes together with an adult.
C) 2 to 3 years.
1. Health- continue to support and implement clear daily routine.
In the process of performing routine moments (walking, swimming, playing with a child), it is necessary to conduct some exercise games to develop hand motor skills (the child first does with an adult, and then on one's own).
Let's play with our fingers and do:
A. "Bunnies" (index and middle fingers of the right or left hand together, raised up, and the remaining fingers are connected in the palm of your hand). "Hares came out for a walk and move their ears" (by imitation).
B. "Balls" (all fingers of both hands are in a "pinch" and are in contact with the tips. In this position, we blow on them, while the fingers take the form of a ball. The air "comes out" and the fingers return to their original position). The adult says: "We quickly inflate the balloon. It becomes large. Suddenly the balloon burst, the air came out- he became thin and thin.
2. social development
Continue to maintain strong emotional contacts with close adults: rejoice, smile, maintaining a state of psychological comfort, strengthening positive emotional ties.
Continue to form various forms of communication with close adults: smile, make eye contact, hold out a pen when meeting with acquaintances, give a hand to an adult and say: "Hello" (hello).
Develop skills subject-game meeting communication
with close adults, for example: "Katya, show me what you have new toy", "Show me what kind of dog you have", "How does the dog run? How does she give?", "Show me the swing. Who will ride there? "Show me who lives in the house"", "Who sleeps in the crib? Who is sitting on the chair? etc.
Play games with close adults: "Hide the toy in the palm of your hand" (in a bag, behind the back), "Inflate air balloons", "Let's hide the toy in the house"(under the table, in the crib, behind the house, etc.).
Continue to learn to show close adults in the album in the photo: "Show me where mom is with Katya", "Show me where dad is with Katya", "Show me where Aunt Rita is", "Show me where Katya eats", "Show me where Katya plays with aunt", "Show me where Katya and Aunt Light.
Continue to teach to show your body parts and faces and their purpose ("Show me where Katya's head (back, knees)." Learn to show "What does Katya eat? What does Katya walk about? What does Katya look at? What does Katya listen to?"
Continue to teach to fulfill requests with facial expressions, gestures and words: "no 1 , "here she is", "I want, give", "I don't want", "I want to drink" etc.
Continue to teach gratitude with a gesture and a word for a toy, for food, a game, a fairy tale, a song, etc.
Continue to learn to perceive yourself in the mirror. Play dress up games: Let's put beads on Katya. Oh, what a beautiful Katya we have! Katya has beads", "Let's put a hat on Katya. Oh, what a beautiful girl Katya", "We'll put on a skirt, a scarf" etc.
Learn to perceive peers and interact with them: shake hands, take and pass toys to them, smile at a playmate, rejoice at a meeting, call them by name, give their toys, play calmly nearby, stroke their heads, say goodbye.
3. Self-service skills and cultural and hygienic skills- teach a child to eat independently, drink from a cup, drink from a cup using a straw; use a napkin during and after meals;
Continue to teach how to put some dishes on the table - a spoon, a napkin holder, a cup, a plate, a saucer, a bread box;
keep learning to take your garments and serve them
adult
keep learning how to put on and take off on your own
items of clothing (shoes) - shorts, dress, T-shirt (or T-shirt), hat,
jacket, etc., stick your legs into trousers, into shoes;
learn to clean their own clothes and shoes on their own
certain place;
learn to take and carry your own toys for a walk (in
package - spatula, scoop, molds; in a bag - a trolley; push a stroller, etc.);
Learn to put your toys in a certain place (at first
together with an adult, and then independently).
To consolidate the skill of tidiness: continue to teach to ask for a "wee-wee" potty and point to the potty with a gesture (put the child on the potty every 2 or 2.5 hours. After that, the adult must say: "Everything is in order, Katenka will be warm and dry."
Learn to wipe your nose yourself with a handkerchief, then put it in your pocket.
4. Physical development and physical education - development
general movements - to learn to climb (and descend) the ladder; learn
run on a flat track learn to jump from a small height (with
steps). At the same time, game techniques are used: we will catch up with the ball, we will catch up, we will catch up with the car (train), we will walk along the ladder: top-top-top (down).
Continue to develop hand movements and improve manual and fine motor skills: learn to throw balls at a target - a game "Get in goal"; to learn to pick up objects from the floor and straighten up again without assistance: "Collect rings, cubes, balls, etc.)", "Ring throw", Throw the ball into the net."
Continue to learn to grasp and hold objects that are at the top, above your head ("Catch a butterfly!", "Catch a bug!", "Catch a bird!"), in front - reach out with your hand to the pyramid (bunny), take them and lower them into a box, into a bag, into a typewriter; roll sticks (balls) between the palms; make a "ring", "bunny".
Continue to teach how to step over an object (rope, stick, hoop, groove) with the support of an adult, and then independently.
5. Formation of subject and gaming activity:
continue to learn to take small objects with two or three fingers (indicative type of grasping or grasping with a "pinch");
continue to learn to take and put objects: "Let's plant mushrooms
(Christmas trees) "; "Let's ride kittens"(in a typewriter, on a train, on a swing);
Learn to collect pyramids, slides of balls, string on
lace rings, beads, coils;
teach to catch objects (balls, fish, ducks) with a net from the water and transfer them to plates, jars (hollow cubes);
continue to learn to independently perform various actions with toys "We will transport toys (cubes)", "Push the ball!".
To form interest in the story game, to develop game actions: "dolls came to visit", "treat the little animals"(carrot bunny, apple hedgehog, squirrel bump), "bathing naked"(pouring water into a basin, undressing the doll), "We will transport the animals, phone games - "speak"(tell what; Katya does), dressing the doll for a walk etc.
Formation of prerequisites for visual-effective thinking: to teach how to use objects-tools when performing certain actions: to catch balls from the pool with a net; take out pebbles from a jar of water with a spoon; carry engines by rope; pull the balls (bells) by the rope; tie ribbons to the balls; feed a doll (hare) from a spoon; use a wand to reach a far-rolled toy; use a high chair to reach a high-lying toy.
7. Cognitive development.
sensory development- continue to develop orientations on the size, shape, color, holistic perception of objects. Size:
Continue to teach how to close small and large boxes (different in shape, size and texture) with wings, dropping the corresponding objects in size there, while highlighting intonation with the voice "big - small";
Learn to fold liners;
Learn to lay out balls (matryoshkas) in cubes (hollow),
appropriate in size, pay attention to the size;
Continue to learn how to fold two local matryoshka (egg);
Learn to assemble a pyramid, taking into account the size of the rings (out of three
rings).
The form:
Continue to teach how to lay out objects in two boxes, in one - cubes, in the other - balls;
Learn to get out of the bag by the word: "get the ball (dice)",
choice of three forms;
Learn to insert various shapes into slots;
Learn to distinguish balls among other objects and highlight them by word. "let's collect all the balls", "let's put all the cubes in the cart".
Color:
Select (compare) yellow by show; games : take
yellow bag", tie a yellow string to the yellow bag",
"yellow (such) path from a mosaic (flower)", "we will tie a yellow
rope to the yellow ball", "look at the toys", "collect the toys in a yellow bag", "take a yellow (such) felt-tip pen, draw a yellow sun", "find a yellow ribbon", "lay out a yellow flower (from a mosaic)", "yellow chickens", "find a yellow (such) cube", "find a yellow clearing". In this case, we always make a choice of only two colors.
Holistic perception - fold a split picture from two parts; collect collapsible toys from two parts (mushroom, dog, locomotive, house).
Tactile-motor perception:
Form an orientation to the form and size through
tactile perception - distinguish objects by touch - a choice of two, get objects out of the bag according to a tactile pattern: "Get this (ball, cube, nesting doll, Christmas tree, mushroom, doll, machitka, spinning top), "Get an apple (cucumber, pear, carrot , walnut, acorn, cone)". Auditory perception:
Learn to distinguish the sound of musical instruments: game "Guess What I Play"(hurdy-gurdy-tambourine; pipe - bell, metallophone - piano) (choice of two);
Continue to learn to correlate toys with their image on
pictures: nesting doll, Christmas tree; machine, bear; bunny, locomotive; dog,
ball; ball, bird; cow, locomotive; chicken, mushroom (choice of two);
Learn to highlight paired pictures: cars, bunnies, bears, dolls, nesting dolls, pyramids ("Show me where it is", choice of two).
Getting to know the environment.
To teach a child to pay attention to objects and phenomena of the surrounding reality: to highlight toys - "Here are our toys- dolls, spinning top, bunnies, bears, cars, net, cubes.
Learn to highlight and act with utensils and recognize their images in pictures: "Show me what we will eat. Here it is, a spoon, we will eat with a spoon. Show us what we will drink from. We will drink from a cup. what are we going to put on?" etc.
Learn to highlight items of clothing and recognize their images in pictures: “Put where the jacket is. We put on a jacket when we go for a walk”, “Show what we put on our head when we go for a walk”, “Show what we put on our legs when we go for a walk”.
Learn to distinguish between some objects of wildlife: apple, cucumber, carrot, nuts, pear, banana, kiwi, grapes.
Pay attention to the objects in the rooms and their images in the pictures: "Show what we water from. Show me what we sit on. Show me what we sleep on. Show me where we draw. Show me where the chandelier (light) is. Show me where Katina's clothes are" etc.
Pay attention to the surrounding animals (bird, cat, dog), show them in the pictures.
Pay attention on the street: to objects - trees, leaves, a Christmas tree, cones; the wind blows - the trees sway, the leaves fly; it's raining - the paths are wet, puddles, people are walking with umbrellas; it became cold, people put on warm coats, jackets; children ride bicycles; people get into cars and drive far away.
On a walk: roll a stroller, cart; collect leaves, cones, pebbles in a bag; play with the ball - catch up, kick, lift, throw it.
7. Development of speech and communication skills(when talking with a child, an adult seeks to make the child look him in the face).
Development of understanding of addressed speech: learn to show some actions, objects, pictures: "Show how Katya puts on a hat. Show how Katya is washing. Show how Katya drinks from a cup. Show me how
how Katya gives a pen to the girl Dasha. Show how Katya sculpted cakes from plasticine. Show how Katya combs her hair."
Games: “Petrushka came to visit”, “Tell Petrushka what your name is”, “Show Petrushka your toys”, “Name what is in the house”, “Hide and seek”, “Where did you hide the ball?”, “Playing on the phone- hello hello, who's there?"
Tell poems (rhymes, counting rhymes) and sing songs to Katya.
Games-exercises with speech accompaniment: "Clap-clap with hands", "Top-top with legs", "Circle, bow. Like this, like this!"
Form active speech only in a certain situation:
Fix the air jet - blow into the flute, pipe, on
a balloon, a butterfly, a balloon floating on water, etc.;
Imitate the actions of the lips - "pee-pee-pee, mu-mu, am-am, doo-doo",
make a smile - make a tube (repeat by imitation), "hide
uvula- here he is- no tongue, click tongue";
learn to pronounce onomatopoeic and babble words (with
this child has either a picture or a toy): "woof-woof", "meow-meow", "oink-oink, kar-kar", "moo-mu", "sneeze-chirp", "drip-drip", "ha-ha-ha, "pork- quack" and t.c.;
learn to pronounce individual words; mom, paw, katya, eat,
sleep, aunt, give, on, walk, drink, stomp, bye, there, here, there, so,
let's go, grandfather, woman, bye, I want, no, yes, water, porridge, Vanya, Katya, la-la;
learn to pronounce elementary phrases only in certain situations: mom, give; dad, go; let me drink; give omas; Katia- ahh; let me lie; lala bye-bye; lala am-am; lala- drink; bibi- there; boo- fell (ball); like this; give me a drink, I'm thirsty, I'll drink, I want a bi-bi, take me (on me); drink juice; aunt, give; aunt, drink; aunt am-am; "Aunt Sveta", "Baba Valya", "Uncle Kostya", "la-la Vanya", "sit, Sveta", "go, aunt", "swing the swing- kach-kach", "let's go by car", "Uncle Kostya" etc.;
learn to answer questions "Katya, do you want to drink? Yes! No!, "Katya, do you want to go for a walk? Yes!”, “Katya, do you want to eat? Yes!”, “Katya wants to go home? Yes!”, “What shall we take to the street? Ball? Will we take a stroller? Not!"
8. Formation of productive activities
Build skills in sculpting: learn to divide plasticine into parts; roll out plasticine between straight palms - "bagels", "sweets"; learn to use the flattening technique - "pancakes", "cakes".
Build skills in drawing. Draw with paints, chalk, crayons, felt-tip pens:
Learn to draw with paints: priming method; leaves fall on the clearing"; "leaves lie on the clearing"; "leaves on the tree"; rain drip-drip-drip, it's raining, puddles remain from the rain.
Continue to learn how to draw paths with felt-tip pens, ribbons for balls, ropes for cars, sticks for shoulder blades, sticks for flags, balls, balls.
Construction:
Learn to build a house, a fence from the designer;
Learn to build a table and chair for nesting dolls (from bricks, cubes);
Continue to learn to build from sticks - a hammer, a house.
We continue to implement such a systematic approach in further classes with Katya.
Mastering practical actions is connected with the development of the child's emotions. Studies have confirmed that the very poor arsenal of emotions available from birth changes. Further development and formation of positive emotions occurs in the process of formation of substantive, constructive and other actions. At the same time, the quality and strength of emotions depend on the perfection of the methods of action in a particular environment. At the first stage, when the methods of action have not yet developed, any attempt by the child to solve a practical, even sensory problem causes a predominance of negative emotions. Further, when the child masters certain modes of action, pronounced positive emotions. And finally, when the mode of action reaches a high level, the external manifestations of emotions are sharply weakened. At the same time, as studies show, his emotional state does not weaken, but acquires a different, as it were, internal expression, depending on the productivity and result of the performed action. Thus, two types of emotions that arise in a child when performing an action are revealed: some emotions are directed outward, addressed to adults or objects; others are directed inward, they are, as it were, the mover of high activity.
The foregoing allows us to draw a pedagogically important conclusion: only in the process of forming different types of activities (communication, orientation, motor activity, subject-game, etc.) can the first social needs and elementary ways of satisfying them develop, and in this regard, the tasks of comprehensive education of children can be carried out. . With this approach, the tasks of the comprehensive development and upbringing of the child should be set and implemented from the first weeks of his life.
At the earliest age, the tasks of the physical, mental, aesthetic and moral education as if merged. However, as the child grows, all aspects of upbringing begin to differentiate. This pattern is reflected in the complication of program tasks already at the end of the first and beginning of the second year of life.
In the first year of life, a child intensively masters movements, object perception is formed in him, hand actions develop, a preparatory period for mastering speech passes, the first feelings of affection arise, and much more. In the second year of life, the baby masters walking, speech, all types of his activities (communication, object, household and other activities) become more complicated, interest in the environment increases. (See the characteristics of age in the "Model Program for Education and Training in kindergarten».)
The successful implementation of the tasks of upbringing largely depends on how effectively the educator takes into account the characteristics of age and changes pedagogical methods and techniques as children master certain skills, abilities, methods of action, knowledge, gradually complicating their active development.
Pedagogical work with young children, built taking into account the protection of their health, provides for the organization of the child's life, daily routine, various types of independent activities, as well as classes.
organism small child vulnerable, prone to disease, so one of the main tasks children's institution and families is to protect the health of the child, strengthen his body, create conditions for proper development. Hygienic care, rational nutrition, walks, hardening with air, water, daily routine, massage and gymnastics, physical activity are the most important conditions physical development and health of the child.
The rational organization of their independent activity plays an important role in the development of children. The teacher should pay attention to the correct selection of toys, the alternation of calm and outdoor games, ensuring reasonable employment of children, creating a positive emotional mood in them.
The achievement of Soviet pedagogy is the development of forms of content and methods of teaching young children. Education is considered as a process of transferring the initial elements of social experience to the child, carried out in various types of his activities, organized and directed by adults. At the same time, classes are the main form of education. The system of classes is aimed at the comprehensive development of the child, the formation of the necessary methods of action, the sphere of perception, objective activity, etc.
The content and methods of the teaching influence of an adult on children in the classroom during early childhood change. In the pre-speech period, the organization of the child's orienting and research activities acquires the main importance. With the development of speech, the regulation of his behavior by the word begins to play a significant role in this process. Language becomes both an object that the child masters under the guidance of adults and a means of transferring experience to him.
Psychological and pedagogical science not only proved the possibility of teaching young children, but also confirmed their exceptional receptivity in mastering educational material subject to the organization of classes on the principles of programming, regularity, gradual complication of didactic tasks.
Children of this age are able to perceive the task set in an accessible form. The significance of the lessons is that in the course of mastering the methods of action, the child develops successfully, learns to achieve results, act purposefully, with concentration. In the classroom, he acquires the first skills of collective behavior. The comprehensive development of young children is realized in the process of complex impact, including properly organized care and purposeful education from the first days of life.
Budgetary preschool educational institution
"Kindergarten for young children No. 19"
Organization Features
educational work
in early age groups.
Senior teacher:
Since December 1, 2009, our kindergarten has been redesigned to work with young children. During this period, a lot of work has been done to create a favorable environment and develop a system of upbringing and educational work with young children.
The federal state educational standard for preschool education sets the following tasks for teachers of early age groups:
· Protection and strengthening of the physical and mental health of children, including their emotional well-being;
· Creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, development of the abilities and creative potential of each child;
Formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological features children;
· Providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.
Psychologists single out the age from one to three years as the time when the so-called object activity plays a dominant role in the child's activity (sometimes it is called object-tool or object-manipulative activity). Its essence lies in the child's appropriation of socially developed ways of using all the things around him. In form, this is always a joint activity with an adult, since the mode of action originally belongs to an adult who passes it on to a child. The initiative of the action belongs to the child, it is precisely the individual action to appropriate the social mode of using the object.
Objective activity is leading because it is in it that the development of all aspects of the psyche and personality of the child takes place. First of all, it must be emphasized that in the objective activity of the baby, development takes place. perception, and the behavior and consciousness of children of this age is entirely determined by perception. Thus, memory at an early age exists in the form of recognition, that is, the perception of familiar objects. The thinking of a child under 3 years of age is predominantly direct in nature - the child establishes connections between perceived objects. He can only be attentive to what is in his field of perception. All experiences of the child are also focused on perceived objects and phenomena.
We organize the pedagogical process in accordance with an exemplary general educational program preschool education From Birth to School, ed. , .
Methodological support:
- "Didactic games and activities with young children" manual for educators of children. Sadov, ed. (1977)
- "Introducing the baby to the outside world" (1987)
Based on the program objectives, and in accordance with sanitary requirements, the schedule of classes includes in the early age group 2 classes for the development of movements, 2 for music classes, 3 for expanding orientation in the environment and developing speech (of which 1 lesson with a didactic doll , 1 lesson on familiarization with fiction , 1 thematic lesson), 1 - lesson with , 2 - lessons with didactic material (of which 1 is a lesson with didactic material, 1 is a lesson with objects-tools). In the first junior group 2 lessons physical education, 2 musical, 1 - knowledge, formation complete picture world, 1 - communication, 1 - design, 2 classes artistic creativity(drawing, modeling). The organization of work with children includes games - classes, individual game activities, walks and joint activities during sensitive moments. We conduct classes in subgroups in the morning and in the evening (so the kids learn the material better).
Directly educational activities in the first junior group are carried out in accordance with the complex thematic planning.
In early childhood pedagogy, the main teaching methods are gaming. The game form of education is the leading one at the stage of early childhood. In working with young children, visual teaching methods are used. One of the main didactic principles, on the basis of which the methodology for conducting classes with young children, is the use of visualization in combination with the word.
A small child develops in vigorous activity, acquires the ability to act. The pedagogical influence on the formation of a particular activity in children is carried out in the classroom through the use of various methods and techniques.
Method - a way of influencing or a way of transferring knowledge.
Reception - options for applying this method.
Methods and techniques are divided into gaming, verbal, visual and practical. Let's consider them separately.
1. Game methods and techniques in teaching children:
- didactic games,
-outdoor games,
- games-fun, dramatizations.
Receptions:
a) bringing in toys,
b) Creation game situations(today we'll be birds)
c) Playing with toys, objects (for example, reading the poem "They dropped the Bear on the floor", didactic game"Tell me what it sounds like"
d) surprise, emotionality (show "Bird and dog" - the teacher shows a squeaker, makes you want to listen "Who is singing, look." A bird flies, circles over the children, sits on his hands, chirps.)
e) Sudden appearance, disappearance of the toy.
f) Changing the location of toys (bunny on the table, under the cabinet, above the cabinet).
g) Showing objects in different actions (sleeping, walking, eating).
h) intriguing environments.
2. Verbal methods and techniques:
1) Reading and telling poems, nursery rhymes, fairy tales.
2) Conversation, conversation.
3) Considering pictures, staging.
Receptions:
-Show with the names of toys, objects. Doll Masha goes, goes, bang - fell, fell. Masha, oh-oh, crying.
-Please pronounce, say the word (this dress).
-Roll call up to 1.5 years ("say-repeat").
-Suggestion of the right word.
-Explanation of the purpose of the object (dishes are what we eat and drink from).
-Multiple repetition of a new word in combination with a familiar one (a cat has kittens, a chicken has chickens).
-Questions.
- Negotiation of the word at the end of the phrase ("Kittens drink (milk)", "Katya, eat soup (with bread)").
-Repetition of the word for the teacher.
-Explanation.
-Reminder.
- The use of artistic words (rhymes, songs, poems, jokes).
3.Practical methods:
1) Exercises (assistance).
2) Joint actions of the educator and the child.
3) Fulfillment of orders.
4. Visual methods and techniques:
1) Display of objects, toys.
2) Observation of natural phenomena, the work of adults.
3) Consideration of living objects.
4) Sample showing.
5) The use of puppet theater, shadow, table, flannel.
Receptions:
-Direct perception of the object, toys.
-Show with a name (it's a rabbit).
- Explanation of what the children see (this is Katya came; Katya goes for a walk; go, Katya, go; oh, Katya ran and ran away).
- Request-offer (Andryusha, come on, feed the bird).
-Repetition of a word.
- Active action of children.
- Approximation of the object to the children.
-Assignment for children (go, Vasya, bring the ball).
-Questions (simple for children up to 1.5 years old, from 2-3 years old complex).
-Inclusion of objects in the activities of children ("Here I put a cube, another cube on it, another cube, it turned out to be a turret").
-Performing game actions.
When organizing work with young children, we attach great importance to observing the daily routine, changing activities, sleeping and walking. If the regime is carried out correctly, then the children are calm, actively engaged, play, eat well, quickly fall asleep and sleep soundly, wake up cheerful and cheerful.
In the daily routine of each age group the approximate time elapsed from the inclusion of the first child in this regime process to its completion by the last child is indicated.
In our kindergarten, young children receive rational five meals a day in accordance with the ten-day menu.
The younger the children, the less independent they are, the more important it is to maintain the principle of gradualness during all routine moments, and the coordination of the actions of the group personnel is very important.
It is important to make seasonal changes in the daily routine. AT winter time due to the peculiarities of the weather, the child's exposure to the air during the day is somewhat reduced, so it is important to think over the organization of preparation for a walk. Walking at an early age is considered an element of hardening, so it is very important not to exclude it from the daily routine.
The targets of preschool education include the following characteristics of the development of the child at the stages of the beginning of preschool age and the completion of preschool education:
By the beginning of preschool age (by 3 years)
the child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;
Uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;
owns active and passive speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
Shows interest in peers observes their actions and imitates them;
The child has an interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; shows an emotional response to various works of culture and art;
The child has developed gross motor skills, he seeks to master different kinds movements (running, climbing, stepping over, etc.).
Early childhood, covering the first three years of a baby's life, is a unique period in its development, characterized by a number of features:
fast pace of physical and mental development;
low (weak) endurance of the nervous system;
close relationship between physical and mental development;
instability of the emotional state;
unformed inhibitory processes;
need for movement
the interconnectedness of the skills that the child masters;
easy learning;
unformed voluntary attention, lack of
concentration, as well as distractibility;
the delayed nature of the baby's responses.
To work with young children, the following personal and professional qualities of a teacher are necessary:
§ positive acceptance of another person,
§ empathy,
§ emotionality,
§ sincerity,
§ knowledge of the patterns of child development,
§ ability to communicate and play with young children.
The purpose of education is to provide the child with a sense of psychological security, develop a humane attitude towards the world around him, support his initiative and creative manifestations.
The admission of a child to a nursery affects his mental and physical condition. Biological adaptation - adaptation of the physiological systems of the body to new conditions of life. Social adaptation- adjusting the child's behavior to new social conditions. A change in lifestyle leads primarily to a violation of the emotional state, which is characterized by emotional tension, anxiety or lethargy. The activity of the child in relation to the objective world is changing.
three degrees of adaptation:
§ easy,
§ average,
§ heavy.
8. Tasks and content of educational work with young children.
Achievements of the child by the end of the first year of life require the construction of a new social situation of development - the joint activity of the child with an adult. Communication continues to develop intensively, because without communication with an adult, objective activity is impossible - leading at an early age. Speech is included in communication associated with objective actions.
The development of objective activity prepares the child for the game.
Tasks for the development of subject activities:
1. Contribute to the mastery of instrumental methods of action in everyday life, play, and in the classroom.
2. To acquaint children with the purpose of household items, furniture, clothing, vehicles; to encourage independent subject-mediated actions in everyday life and play.
3. To develop an amateur experimenting game with various objects and natural materials suitable for this.
4. Contribute to the emergence and development of plot-display games.
5. Encourage children to outdoor and leisure games.
The need for communication, the development of objective actions require the child's own active speech. On the basis of speech, generalizations develop, the symbolic function of thinking, that is, the ability to replace real objects and actions with substitute objects and linguistic signs.
Tasks for the development of speech and speech communication
second year of life
1. Expand the range of words and simple phrases that the child understands, denoting people, animals, plants, objects, living quarters, their purpose and names, revealing the simplest everyday situations, processes, and game actions that are understandable to him.
2. To teach to listen carefully, understand and follow the instructions of an adult, consisting of 2 - 3 actions related in meaning.
3. Establish trusting emotional communication in the process of all sensitive moments.
4. Encourage the use, along with gestures and facial expressions, of the words necessary to express desires and build relationships with others; address adults and children on various occasions, ask questions; learn (by the end of the year) to tell in a few words about what he saw.
5. Create situations for children to use words denoting people in speech; objects in the room and outside it; some animals and plants; actions of surrounding people and animals; some work activities.
third year of life
6. Support the child's desire to actively engage in communication by all available (non-verbal and verbal) means, respond to questions and suggestions from an adult, speak out proactively; to encourage interest in the affairs of peers, the desire to share impressions with them, to accompany game actions with speech, attitude to what is happening; encourage extra-situational communication on topics close to the child from personal experience, etc.
7. Encourage children to use words to refer to objects, their actions and qualities. Enrich the dictionary with words - the names of people, plants, food items, clothes, furniture, pets and their cubs, toys, names of parts of objects.
8. To promote the development of the grammatical design of statements: changing words, coordinating them in sentences of different structures, etc.
9. Exercise in the correct pronunciation of vowels and simple consonants. Learn to recognize characters by onomatopoeia.
social development
the social situation of the child's development changes significantly. A child of this age develops the ability to establish emotional and business contacts with adults who help him adapt to new living conditions.
Tasks of social development:
1. Support the need for the benevolent attention of an adult, communication about objects, toys and actions with them.
Develop interest, trust, sympathy for close adults and peers.
2. To develop the child's ability to see various emotional states close adults and children, change them and express sympathy.
3. To form an idea of what is good and what is bad: what can be done and what cannot be done.
4. Form elementary ways of communication: greet kindly, respond to the greetings of another person, politely express your request, thank.
5. Develop the desire to listen and hear an adult, draw attention to yourself, ask a question, fulfill a request, an assignment, listen to advice, etc.
6. Cultivate a friendly attitude towards peer activities. Develop a desire to do something next to and together with other children, encourage children to interact.
7. Maintain confidence in yourself, your strengths, develop the need for independence.
cognitive development
The desire for knowledge of the environment permeates all spheres of children's activity. A young child is a real explorer.
Tasks of cognitive development:
1. Develop elementary ideas about size, shape, color, volume.
2. Develop visual-effective thinking, forming ways to solve practical problems using various tools (cubes, toys, household items).
3. Develop practical experimentation.
4. Stimulate and support the search for new ways to solve practical problems.
5. Develop the symbolic function of thinking in a plot-display game.
6. To form in children elementary ideas about the environment: about a person: his external physical features; about his physical and mental states; about the activities of people close to the child; about objects, actions with them and their purpose; about animate and inanimate nature.
7. To develop a benevolent and caring attitude towards all living things, to arouse interest in animals and sympathy for them; introduce threatening animal behavior.
8. To form an interest in design and to attach to the creation of simple structures.
Aesthetic development
At an early age, the prerequisites for an aesthetic attitude to the environment and elementary types of artistic activity are formed: musical, visual, artistic and speech.
Tasks of aesthetic development:
1. Develop emotional responsiveness to literary works, interest in them.
2. Develop the ability to listen to a literary text and actively respond to its content.
3. To teach children to perform game actions that correspond to the text of familiar nursery rhymes, fairy tales.
4. Help children recognize literary works and their characters through repeated reading and storytelling.
5. Encourage the child to repeat individual words and expressions from poems and fairy tales.
6. Learn to look at illustrations, recognize the heroes of literary works in them and answer elementary questions about the content of the illustrations.
7. To teach children to follow the development of action in short poems, nursery rhymes, fairy tales with visual accompaniment, and then without it.
8. Encourage the child to independently consider books specially published for young children.
9. To educate children's interest in various types of visual activity (drawing, modeling, applications). Encourage them to create associative images, develop a plot-game plan, teach children to convey images of the phenomena of reality with the rhythm of strokes, lines, forms.
10. Support experimentation with paints, a lump of clay, plasticine, ready-made applicative forms to create the simplest compositions.
11. Teach the simplest ways of image in drawing, modeling; technical skills in drawing with paints, pencils.
12. Develop the ability to listen to music, understand its figurative content.
13. Encourage children to sing along and sing along.
14. Develop the ability to connect movements with music in story games, exercises, dancing; perform joint movements.
Physical development
Motor activity in the second and third year of life of children is based mainly on walking. New acquisitions at this age stage are attempts to run, climb, jump from a place.
Tasks of physical development:
1. Ensure the protection and strengthening of the health of children, promote psychophysical development, hardening of the body.
2. Encourage children to motor activity, forming the basic vital movements, the ability to maintain a stable body position, ensuring the development of sensory-motor coordination and fine motor skills.
3. To cultivate the ability to act independently, orienting in space, to correlate their movements with surrounding objects, coordinating them with the movements of other children and adults.