The use of active methods in the development of preschool children. Using active learning methods in working with preschoolers

10.10.2019

Active teaching methods in preschool - page No. 1/1

Active teaching methods in preschool educational institutions

What we know is limited

And what we don’t know is endless.

P. Laplace

A reasonable question arises: why do we continue to use the very teaching methods that caused us boredom and irritation, and why don’t we do anything to change this situation? But we all know the classic example of Tom Sawyer, who skillfully turned the boring forced task of painting a fence into an exciting game, in which his friends gave up their most expensive treasures to participate! The purpose, content and even technique of the lesson remained the same - painting a fence, but how did the motivation, efficiency and quality of work change?! This means that it is possible, even under existing restrictions, to introduce new forms and methods of implementing educational programs into usual practice, especially since a serious need for this has long existed.

If a habitual and desirable form of activity for a child is a game, then it is necessary to use this form of organizing activities for learning, combining the game and the educational process, or more precisely, using a game form of organizing the activities of students to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective development of the educational program by schoolchildren.

The goals of education set by the state, society and family, in addition to acquiring a certain set of knowledge and skills, are the disclosure and development of the child’s potential, the creation of favorable conditions for the realization of his natural abilities. A natural play environment, in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, and freely realize his abilities and educational needs, is optimal for achieving these goals. Sometimes the concepts of AMO are expanded, including, for example, modern forms of educational organization such as an interactive seminar, training, problem-based learning, collaborative learning, educational games. Strictly speaking, these are forms of organizing and conducting an integral educational event or even a subject cycle, although, of course, the principles of these forms of teaching can also be used to conduct individual parts of the lesson.

In other cases, the authors narrow the concepts of AMO, referring to them as individual methods that solve specific problems, as, for example, in the definition posted in the glossary of the federal portal Russian education:

In addition to dialogue, active methods also use polylogue, providing multi-level and diverse communication of all participants in the educational process. And, of course, the method remains active regardless of who applies it; another thing is that To achieve high-quality results from using AMO, appropriate teacher training is required.

Active learning methods is a system of methods that ensure activity and diversity in the mental and practical activities of students in the process of mastering educational material. AMOs are built on a practical orientation, playful action and the creative nature of learning, interactivity, various communications, dialogue and polylogue, the use of knowledge and experience of students, a group form of organizing their work, the involvement of all senses in the process, an activity-based approach to learning, movement and reflection.

The effectiveness of the learning process and results using AMO is determined by the fact that the development of methods is based on a serious psychological and methodological basis.

Directly active methods include methods used within an educational event, during its implementation. Each stage of the lesson uses its own active methods to effectively solve specific tasks of the stage.

Directly active methods include methods used within an educational event during its implementation. Each stage of the lesson uses its own active methods to effectively solve specific tasks of the stage.

Methods such as “Gifts”, “Compliments”, “Hello Noses” will help us start activities, set the desired rhythm, ensure a working mood and a good atmosphere in the group. An example of an AM for the start of an educational event “Get your noses healthy.” The purpose of AMO is to meet children with each other and greet each other. All children and the teacher participate. Time – 3-4 minutes. Conduct: Children stand in a circle. The teacher invites the children to say hello to as many children as possible by simply saying their name and touching each other with the tip of their nose. After 3-4 minutes, the children gather in a circle again and greet each other with a smile. This funny game allows you to have a fun start to the lesson, warm up before more serious exercises, and helps to establish contact between children.

The next example of an active method is the presentation of educational material. You can use a method such as “Seven-flowered flower”. In the process of activity, the teacher regularly has to communicate new material. This method will allow us to orient children in the topic, present them with the main directions of movement for further independent work with new material. “Seven-flowered flower” is attached to the information board. In the center of it is the name of the topic. Each flower petal is filled but closed. By opening the petal, children find out what will happen to them, what task they need to complete. The petals open as the material is presented. In this way, all new material is presented clearly and in a clearly structured manner, and its key points are highlighted.

Another active method is “Brain attack”. Brainstorming (brainstorming, brainstorming) is a widely used method of generating new ideas for solving scientific and practical problems. Its goal is to organize collective mental activity to find unconventional ways to solve problems. Brainstorming participants are encouraged to freely express expectations and concerns in the session and to put forward ideas without any criticism from the participants in the session at the time of generating original and non-standard ideas, but with their subsequent critical examination.

During joint activities, an active method such as relaxation is used. The purpose of this method is to increase the energy level in the group and relieve unnecessary tension that arose during the lesson. As a rule, this can be physical education or an outdoor game.

At the end of the lesson, the active “Cafe” method is used, with which you can summarize the results. The teacher asks the children to imagine that they spent today in a cafe and now the director of the cafe asks them to answer several questions: What did you like best? What else would you eat? What else do you need to add? What have you eaten too much? Of course, only children of senior preschool age can answer these questions. The teacher’s task is to use these questions to find out what the children have learned well and what needs to be paid attention to in the next lesson. Feedback from children allows us to adjust tasks for the future.

This way, the lesson will go unnoticed and fun using active learning methods, bringing pleasure to the children and the teacher.

Active teaching methods in preschool educational institutions

Prepared by:

Bezushko Irina Alekseevna,

teacher at MDOAU

“Kindergarten No. 83 “Iskorka”, Orsk

What we know is limited
And what we don’t know is endless.
P. Laplace

Do you remember how during your school years you liked to play with friends in the yard or during breaks, and how upset you were at having to read gray, boring textbooks and memorize long, abstruse phrases invented by adults? Let's reveal a little secret - today nothing has changed, and children just want to play and do not like to do incomprehensible and uninteresting things imposed on them by adults. Children do not like to sit motionless and silent during long, uninteresting lessons, memorize a huge amount of information and then try to retell it for some unknown reason.
A reasonable question arises: why do we continue to use the very teaching methods that caused us boredom and irritation, and why don’t we do anything to change this situation? But we all know the classic example of Tom Sawyer, who skillfully turned the boring forced task of painting a fence into an exciting game, in which his friends gave up their most expensive treasures to participate! The purpose, content and even technique of the lesson remained the same - painting a fence, but how did the motivation, efficiency and quality of work change?! This means that it is possible, even under existing restrictions, to introduce new forms and methods of implementing educational programs into usual practice, especially since a serious need for this has long existed.
If a habitual and desirable form of activity for a child is a game, then it is necessary to use this form of organizing activities for learning, combining the game and the educational process, or more precisely, using a game form of organizing the activities of students to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective development of the educational program by schoolchildren.
And the role of motivation in successful learning can hardly be overestimated. Conducted studies of student motivation have revealed interesting patterns. It turned out that the importance of motivation for successful study is higher than the importance of the student’s intelligence. High positive motivation can play the role of a compensating factor in the case of a student’s insufficiently high abilities, but this principle does not work in the opposite direction - no abilities can compensate for the absence of a learning motive or its low expression and ensure significant academic success.
The goals of education set by the state, society and family, in addition to acquiring a certain set of knowledge and skills, are the disclosure and development of the child’s potential, the creation of favorable conditions for the realization of his natural abilities. A natural play environment, in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, and freely realize his abilities and educational needs, is optimal for achieving these goals. Sometimes the concepts of AMO are expanded, including, for example, modern forms of educational organization such as an interactive seminar, training, problem-based learning, collaborative learning, educational games. Strictly speaking, these are forms of organizing and conducting an integral educational event or even a subject cycle, although, of course, the principles of these forms of teaching can also be used to conduct individual parts of the lesson.

ACTIVE LEARNING METHODS– methods that stimulate the cognitive activity of students. They are built mainly on dialogue, which involves a free exchange of views on ways to resolve a particular problem. A.m.o. characterized by a high level of student activity. The capabilities of various teaching methods in terms of enhancing educational and educational-industrial activities are different; they depend on the nature and content of the corresponding method, methods of their use, and the skill of the teacher. Each method is made active by the one who applies it.
In addition to dialogue, active methods also use polylogue, providing multi-level and diverse communication of all participants in the educational process. And, of course, the method remains active regardless of who uses it; another thing is that in order to achieve high-quality results from using AMO, appropriate teacher training is necessary.
Active teaching methods are a system of methods that ensure activity and diversity in the mental and practical activities of students in the process of mastering educational material. AMOs are built on a practical orientation, playful action and the creative nature of learning, interactivity, various communications, dialogue and polylogue, the use of knowledge and experience of students, a group form of organizing their work, the involvement of all senses in the process, an activity-based approach to learning, movement and reflection.
The effectiveness of the learning process and results using AMO is determined by the fact that the development of methods is based on a serious psychological and methodological basis.
Directly active methods include methods used within an educational event, during its implementation. Each stage of the lesson uses its own active methods to effectively solve specific tasks of the stage.
Directly active methods include methods used within an educational event during its implementation. Each stage of the lesson uses its own active methods to effectively solve specific tasks of the stage.
Methods such as “Gifts”, “Compliments”, “Hello Noses” will help us start activities, set the desired rhythm, ensure a working mood and a good atmosphere in the group. An example of an AM for the start of an educational event “Get your noses healthy.” The purpose of AMO is to meet children with each other and greet each other. All children and the teacher participate. Time – 3-4 minutes. Conduct: Children stand in a circle. The teacher invites the children to say hello to as many children as possible by simply saying their name and touching each other with the tip of their nose. After 3-4 minutes, the children gather in a circle again and greet each other with a smile. This funny game allows you to have a fun start to the lesson, warm up before more serious exercises, and helps to establish contact between children.
The next example of an active method is the presentation of educational material. You can use a method such as “Seven-flowered flower”. In the process of activity, the teacher regularly has to communicate new material. This method will allow us to orient children in the topic, present them with the main directions of movement for further independent work with new material. “Seven-flowered flower” is attached to the information board. In the center of it is the name of the topic. Each flower petal is filled but closed. By opening the petal, children find out what will happen to them, what task they need to complete. The petals open as the material is presented. In this way, all new material is presented clearly and in a clearly structured manner, and its key points are highlighted.
Another active method is “Brain attack”. Brainstorming (brainstorming, brainstorming) is a widely used method of generating new ideas for solving scientific and practical problems. Its goal is to organize collective mental activity to find unconventional ways to solve problems. Brainstorming participants are encouraged to freely express expectations and concerns in the session and to put forward ideas without any criticism from the participants in the session at the time of generating original and non-standard ideas, but with their subsequent critical examination.
During joint activities, an active method such as relaxation is used. The purpose of this method is to increase the energy level in the group and relieve unnecessary tension that arose during the lesson. As a rule, this can be physical education or an outdoor game.
At the end of the lesson, the active “Cafe” method is used, with which you can summarize the results. The teacher asks the children to imagine that they spent today in a cafe and now the director of the cafe asks them to answer several questions: What did you like best? What else would you eat? What else do you need to add? What have you eaten too much? Of course, only children of senior preschool age can answer these questions. The teacher’s task is to use these questions to find out what the children have learned well and what needs to be paid attention to in the next lesson. Feedback from children allows us to adjust tasks for the future.
This way, the lesson will be unnoticed and fun using active learning methods.

AMO technology – educational technologies of new standards

Recently, the Russian education system has been undergoing constant changes. Modernization of the learning process steadily leads every educator to the understanding that it is necessary to look for such pedagogical technologies that could interest students and motivate them to study the subject.
How can we make sure that our students, not under pressure, but through play, can independently discover new knowledge, evaluate their work and, ultimately, show good results?

How to make sure that every student feels comfortable, interesting and at the same time understandable in class or at any other event? How to harmoniously weave gaming moments into the outline of the lesson? How to choose one or another method for any stage of the lesson in order to achieve maximum results? "AMO Technology" provides answers to these and many other questions.

Now we are talking about developing standards for preschool institutions. A standard is a social conventional norm, a social contract between family, society and the state.

If previously most comprehensive programs had sections that corresponded to certain academic subjects, now we are talking about a set of educational areas.

In general, the new requirements are progressive in nature and will not only streamline and regulate certain aspects of the process of implementing preschool education programs, but will also give impetus to the development of the system as a whole. This is a vector of movement towards real consideration of the principle of age appropriateness in the mass practice of preschool education.

The most important condition for the full implementation of these requirements is a change in the position of students. The transition from the position of a passive object, obediently performing tasks to remember and reproduce information, to the position of an active, creative, purposeful, self-learning subject.

The new strategy cannot be implemented with the same pedagogical tools; new educational technologies and methods are required. These technologies should create conditions for effective and high-quality education, upbringing, development and socialization of the child.

Today, experience shows that active learning methods effectively solve new problems posed to education.

What kind of active learning technology is this?

Today there are various classifications of active learning methods. AMO includes an interactive seminar, training, problem-based learning, collaborative learning, project-based learning, educational games.

The adopted new Federal State Educational Standards finally convinced of the need to create a full-fledged educational technology that allows for the systematic and effective use of AMO in the educational process.

Technology can be divided into two components – structure and content.

In terms of content, the methods included in the technology represent an ordered set (system) of AMO, ensuring activity and diversity in the mental and practical activities of students throughout the entire educational event.
The educational activity of the methods included in this system is based on a practical orientation, playful action and the creative nature of learning, interactivity, various communications, dialogue, the use of knowledge and experience of students, a group form of organizing their work, the involvement of all senses in the process, an activity-based approach to learning, movement and reflection.

Application

Active learning methods

Active teaching methods are methods that encourage students to engage in active mental and practical activity in the process of mastering educational material. Active learning involves the use of a system of methods that is aimed at students’ independent acquisition of knowledge and skills in the process of active mental and practical activity.

AM of the beginning of the educational event

Methods such as “My Flower”, “Portrait Gallery”, “Say hello with your elbows”, “Say hello with your eyes”, “Let’s measure each other” or “Flying names” will effectively and dynamically help you start a lesson, set the desired rhythm, ensure a working mood and good atmosphere in the group.

"Greet with your elbows" method

Purpose – Meeting each other, greeting, getting to know each other
Size: the whole group.
Preparation: Chairs and tables should be set aside so that children can move freely around the room.
Carrying out:
The teacher asks the children to stand in a circle. Then he invites them to pay for the first, second, third and do the following:
Each “number one” puts his hands behind his head so that his elbows are pointing in different directions;
Each “number two” rests his hands on his hips so that his elbows are also directed to the right and left;
Each “number three” bends forward, puts his palms on his knees and puts his elbows out to the sides.
The teacher tells the students that they are given only five minutes to complete the task. During this time, they should say hello to as many of their classmates as possible by simply saying their name and touching their elbows.
After five minutes, the children gather in three groups so that the first, second and third numbers are together, respectively. After this, they greet each other within their group.
Note: This funny game allows you to have a fun start to the lesson, warm up before more serious exercises, and helps to establish contact between children.

Method "Greetings with the eyes"

Purpose: greeting, creating a positive attitude at work
- Now I’ll say hello to each of you. But I will say hello not with words, but silently with my eyes. At the same time, try to show with your eyes what mood you are in today.

AM clarification of goals, expectations and concerns.
Methods such as the “Shopping List”, “Expectation Tree”, “What’s on My Heart”, “Colorful Worksheets” allow you to effectively clarify expectations and concerns and set learning goals.

Orchard method

The goal is that the teacher will be able to use the results of applying the method to better understand the group and each child, and will be able to use the resulting materials when preparing and conducting classes to ensure a person-centered approach to students.
This method will allow students to more clearly define their educational goals, voice their expectations and concerns, so that teachers can know them and take them into account in the educational process.
Size: the whole group.
Preparation: Templates of apples and lemons prepared in advance from colored paper, felt-tip pens, poster, tape.
Carrying out:
Two large posters with a tree drawn on each of them are prepared in advance. One tree is labeled “Apple Tree”, the second is labeled “Lemon Tree”. Pupils are also given large apples and lemons cut out of paper in advance.
The teacher invites the children to try to more clearly define what they expect (would like to get) from the activity (task) and what they are afraid of. There may be several expectations and concerns. Expectations/concerns include forms and methods of teaching, style and methods of work in classes, atmosphere in the group, attitude of adults and children, etc.
Children are asked to draw their expectations schematically on apples, and their fears on lemons. Those who drew go to the corresponding trees and use tape to attach fruits to the branches. After all the children have attached their fruits to the trees, the teacher calls them out. After voicing expectations and concerns, you can organize a discussion and systematization of the formulated goals, wishes and concerns. During the discussion, it is possible to clarify the recorded expectations and concerns. At the end of the method, the teacher summarizes the clarification of expectations and concerns.
Note: Before beginning to clarify expectations and concerns, the educator explains why it is important to clarify goals, expectations, and concerns. It is welcomed when the educator also participates in the process, voicing his goals, expectations and concerns.

"What's on my heart" method

Preparation: children are given hearts cut out of paper.

Sometimes we can hear the words “my heart is light” or “my heart is heavy” when communicating with each other. When starting any business, a person has expectations and fears. Expectations remind us of something light and airy, while fears remind us of something heavy. Let us determine with you when and why your heart may be heavy in class and when it may be easy, and what this is connected with. To do this, on one side of the heart, draw the reasons why your heart is now heavy, and the reasons why your heart is light.

At the end of the lesson, we will return to these hearts and find out whether your fears were confirmed or whether you felt cozy and comfortable in the lesson.

Exercise "License to Acquire Knowledge"

By doing this exercise, group members can formulate for themselves what they would like to learn and what motivates them to do so. They also have the opportunity to recognize both the desirable and undesirable consequences of their learning. In addition, they can understand what knowledge they need and what type of learning is not yet timely. This exercise will help participants approach learning more meaningfully and responsibly, learn to take into account and productively use their internal resistance, which inevitably arises when learning something new.

Please think about what you want to learn, and then think about what you are ready for and what you are not. Now make yourself a “License to Acquire Knowledge.”

Questions for analysis:

Is my desire to learn appropriate for my age?

Also indicate what limits your learning opportunities. Draw what you don’t allow yourself to learn yet. Give reasons by asking yourself the question above again.

Finally, identify and note which “authority” issued this license to you. Perhaps your own inner voice led you to this decision? Or is this your family's expectation? Or something else?

AM presentation of educational material

In the process of activity, the teacher regularly has to communicate new material to students. Methods such as “Info-guessing”, “Cluster”, “Brainstorming” will allow you to orient students in the topic, present them with the main directions of movement for further independent work with new material.
Instead of the teacher’s usual oral history about a new topic, you can use the following method of presenting new material:

Method "Info-guess"

Goals: presentation of new material, structuring of material, revitalizing the attention of students.
Groups: all participants.
Materials: prepared sheet of Whatman paper, colored markers.
Carrying out:

The teacher names the topic of his message. There is a sheet of Whatman paper attached to the wall, with the name of the topic in the center. The rest of the sheet space is divided into sectors, numbered, but not yet filled. Starting from sector 1, the teacher writes (draws) in the sector the name of the section of the topic that he will now begin to talk about during the message. Students are asked to think about what aspects of the topic may be discussed further in the report. Then the teacher reveals the topic, and the most significant points of the first section fit into the sector (you can write down topics and key points with markers of different colors). They are added to the poster as the message progresses. Having finished presenting the material on the first section of the topic, the teacher enters the name of the second section of the topic into the second sector, and so on.
Thus, all new material is presented clearly and in a clearly structured form, and its key points are highlighted. The “blank spots” on this topic that existed at the start of the presentation are gradually being filled.
At the end of the presentation, the teacher asks whether he really covered all the expected sections, and whether there are any aspects of the topic that were not mentioned. After the presentation, it is possible to conduct a short discussion on the topic and, if students have questions, the teacher provides answers to them.
This method of presenting the material helps students follow the teacher’s argumentation and see the aspect of the topic that is relevant at the moment of the story. A clear separation of the general flow of information contributes to better perception. “Blank spots” stimulate - many participants will begin to think about what the next, not yet designated sections of the topic will be.

Brainstorming method

Brainstorming is a method of generating new ideas for solving scientific and practical problems. Its goal is to organize collective mental activity to find unconventional ways to solve problems.

“Training brainstorming” is usually carried out in groups of 5-7 people.

The first stage is the creation of a bank of ideas and possible solutions to the problem.

Any suggestions are accepted and recorded on the board or poster. Criticism and comments are not allowed. Time limit: up to 15 minutes.

The second stage is a collective discussion of ideas and proposals. At this stage, the main thing is to find the rational in any of the proposals and try to combine them.

The third stage is the selection of the most promising solutions from the point of view of currently available resources. This stage can even be delayed in time and carried out in the next lesson.

The problem formulated in a lesson using the brainstorming technique should have theoretical or practical relevance and arouse the active interest of schoolchildren. A general requirement that must be taken into account when choosing a problem for brainstorming is the possibility of many ambiguous solutions to the problem that is put forward to children as an educational task.

Method "Cluster Creation"

The meaning of this technique is an attempt to systematize existing knowledge on a particular problem.

A cluster is a graphic organization of material that shows the semantic fields of a particular concept. The word cluster in translation means a bunch, a constellation. The child sketches a key concept in the center of the sheet, and from it draws arrows-rays in different directions, which connect this word with others, from which, in turn, the rays diverge further and further.

The cluster can be used at a variety of stages of the lesson.

At the challenge stage - to stimulate mental activity.

At the stage of comprehension - for structuring the educational material.

At the reflection stage - when summing up what the children have learned.

The cluster can also be used to organize individual and group work, both in a group and at home.

correct definition of the topic of the lesson, careful selection of program content and tasks;
inclusion of children’s previous experience in the educational process (using the apperception method);
a thoughtful combination of individual and group forms of work with children, changing the types of activities of preschoolers;
use of interactive teaching methods, activation of children’s mental activity at all stages of the lesson;
the presence of high professional qualities of the teacher, which will ensure creative cooperation and interaction;
the presence of a meaningful game-based subject-development environment, rich didactic material;
mandatory consideration of the age and individual characteristics of children, their creative abilities.

Interactive technologies in teaching preschoolers

Interactive technology means to interact, communicate with someone; This is a special form of organizing cognitive and communicative activities in which all participants (everyone freely interacts with everyone else, participates in an equal discussion of the problem).

Interactivity develops responsibility and self-criticism in a child, develops creativity, teaches him to correctly and adequately assess his strengths, and see “blank spots” in his knowledge. The main element of an interactive lesson is dialogue.

During interactive learning, children actively communicate, argue, disagree with the interlocutor, and prove their opinion.

One of the main conditions for conducting classes in preschool educational institutions is the use of interactive teaching methods, activating the mental activity of children at all stages of the lesson.

Interactive methods of teaching and interacting with children

Interactive teaching methods are ways of targeted interaction between adults and children that provide optimal conditions for their development.

Interactive learning for preschoolers is a specific form of organizing educational activities, the purpose of which is to provide comfortable conditions for interaction in which each child feels his success and, by performing certain intellectual work, achieves high productivity.

Interactive teaching methods provide such learning that enables children in pairs, microgroups or small groups to work through educational material, talking, arguing and discussing different points of view.

Interactive methods of teaching and developing speech for preschoolers

Microphone- a method of work during which children, together with the teacher, form a circle and, passing an imitation or toy microphone to each other, express their thoughts on a given topic.

For example, a child takes a microphone, talks about himself in a few sentences, and passes the microphone to another child.

All statements made by children are accepted and approved, but not discussed.

Debate- a method of work during which children stand in a circle, express their thoughts on a given topic, passing the microphone to each other, but the statements are discussed: children ask each other questions, answer them, looking for a way to solve the problem.

(For example, Seryozha is in a bad mood, so the children suggest ways to cheer up or eliminate the problem that affected the boy’s mood).

Together- a method of work during which children form working pairs and complete the proposed task, for example, take turns describing a picture.

Chain- a method of work during which children discuss tasks and make their suggestions in a simulated chain. For example, they compose a fairy tale according to a table in which the course of the future fairy tale is presented in drawings or in symbols.

Another option for using this method: the first child names an object, the second - its property, the third - an object with the same properties.

For example, carrots - carrots are sweet - sugar is sweet - sugar is white - snow is white... etc.

Snowball- a method of work during which children unite in small groups and discuss a problematic issue or perform a common task, agreeing on a clear sequence of actions for each group member.

For example, they are building a house, where they agree in advance on the order of actions of each team member and on the color with which this or that child will work.

Synthesis of thoughts- a method of work in which children are united in small groups to complete a specific task, for example, drawing on a piece of paper.

When one group draws, it passes the drawing to another group, whose members finalize the completed task. Upon completion of the work, they write a general story about what they completed and why.

Circle of ideas- interactive teaching methods, when each child or each group performs one task, for example, they compose a fairy tale in a new way, discuss it, then make suggestions or ideas (for example, how can one still finish the fairy tale so that Kolobok remains alive; how to help Kolobok outwit the fox etc).

General project- a method of work during which children are united into several groups (3-4).

Groups are given different tasks, each aimed at solving a different aspect of one problem, for example, drawing their favorite winter activities and talking about them.

Each group presents its “project” - the collective work “Winter Fun” and discusses it together.

Associated flower- a method of work in which children are united in several groups to solve a common problem: the “middle” of a flower with the image of a certain concept is fixed on the board, for example, “toys”, “flowers”, “fruits”, “animals”.

Each group selects association words or association pictures that are pasted around this concept. The team that creates the largest flower (with the largest number of selected association pictures or association words) wins.

"Decision Tree"- a method of work that includes several stages:

Choosing a problem that does not have a clear solution, for example, “What does a tree need to be happy?”
Consideration of a diagram in which the rectangle is the “trunk” (which denotes this problem), the straight lines are the “branches” (the ways to solve it), and the circles are the “leaves” (the solution to the problem).
Problem solving: children in subgroups agree, discuss and draw, for example, a butterfly, a bird, etc., placing them on a “decision tree” and explaining their choice.

Multi-channel activity method- a method of working with children, during which various analyzers are necessarily used: vision, hearing, touch, taste, smell.

For example, when viewing a painting, it is advisable to use the following sequence: highlighting the objects depicted in the painting; representation of objects through perception by various analyzers.

After considering all the objects depicted in the picture, it is worth setting the children creative tasks:

“listen” to the sounds of the picture through “headphones”;
conduct virtual dialogues on behalf of the depicted characters;
feel the “aroma” of the flowers depicted in the picture;
“go beyond what is depicted”;
mentally touch the picture, determine what its surface is (warm, cold), what the weather is like (windy, rainy, sunny, hot, frosty) and the like.

For example, when looking at the painting “A Walk in the Woods,” you might want to ask the following questions: What do you think the girls are talking about? Look at the bark of the trees, what is it like?

Listen to the sounds of leaves rustling, magpie chirping, etc.

Discussion- This is a method of collective discussion of some complex issue. All participants in the educational process prepare for the discussion; all children are actively involved.

“Discussion” in English is something that is subject to discussion or debate.

At the end of the discussion, a single collective solution to a problem, problem or recommendation is formulated. No more than five questions (tasks) should be proposed.

They should be formulated in such a way that it is possible to express different views regarding the problem raised.

Children learn to express their own opinions: “I think...”, “I believe...”, “In my opinion...”, “I agree, but...”, “I disagree because...”.

"Brainstorm (brainstorm)"- one of the methods that promotes the development of creativity in both children and adults. This method is convenient to use when discussing complex problems or issues.

Time is given for individual reflection on the problem (it can even be up to 10 minutes), and after some time additional information is collected regarding decision-making.

Children participating in a brainstorming session must express all possible (and logically impossible) options for solving a problem, which must be listened to and the only correct decision made.

Quiz- a method-cognitive game, which consists of speech tasks and answers to topics from various branches of knowledge. It expands the general cognitive and speech development of children. Questions are selected taking into account the age, program requirements and level of knowledge of the children.

Conversation-dialogue- a method aimed at complicity of children with the speaker. During the lesson, with the presentation of knowledge and consolidation of the material, the teacher poses accompanying questions to the children in order to check their understanding of the information presented.

Modeling- a method of interaction between adults and children to solve the problem. The situation is specifically modeled by the teacher.

"What? Where? When?"- an active method, during the use of which cooperation, creative problem solving, mutual exchange of opinions, personal knowledge and skills, etc. predominate.

"Pros and cons"- a method of working with children, during which children are asked to solve a problem from two sides: pros and cons. For example, the task is to tell why you like winter (the argument is “for”) and why you don’t like winter (the argument is “against”).

Foresight- a method of working with children, during which it is proposed to “predict” possible solutions to a problem.

For example, invite children to name all the autumn months and talk about what they expect from each month. Later, imagine yourself in the place of one of the months and tell about your predictions: “I am the first month of autumn - September. I am a very warm month. All the children love me because they are starting to go to school...”

The next child continues to talk about this very month (work in pairs).

“What would happen if...?”- a method of work in which children are invited to think and express their assumptions, for example: “What would happen if all the trees on Earth disappeared?”, “What would happen if predatory animals in fairy tales became vegetarians?” etc.

Imaginary picture- a method of work in which children are asked to stand in a circle and each child takes turns describing an imaginary picture (the first child is given a blank sheet of paper with a picture drawn, then he passes the sheet with the mental picture to another participant in the game, and he continues the mental description).

“What can I do...?”- a method of work during which children learn to understand the multifunctional properties of objects. For example: “Imagine another way to use a pencil? (like a pointer, baton, thermometer, baton, etc.).

Example: “Once upon a time there lived a grandfather and a woman. And they had a dog, Zhuk. And the Beetle brought them a bone, not a simple one, but a sugar one. Baba cooked it, cooked it, and didn’t cook it. Grandfather cooked and cooked and did not cook. The cat jumped, overturned the pot, took the bone and carried it away. The grandfather laughs, the woman laughs, and the Beetle barks cheerfully: “I’ll bring you another bone, but not a sugar one, but a plain one, so that it can be cooked quickly.”

Other interactive teaching methods

In addition to the above-mentioned interactive methods of teaching preschoolers, the following are actively used in practice: creative tasks, work in small groups, educational games (role-playing and business games, simulation games, competition games (senior preschool age), intellectual warm-ups, work with visual videos and audio materials, thematic dialogues, analysis of life situations and the like.

Thus, interactive learning in classes (including integrated ones) takes place: in pairs (2 children), in microgroups (3-4 children), in small groups (5-6 children) together with the teacher.

When evaluating children’s statements, you should not use the word “correct”, but say: “interesting”, “unusual”, “good”, “wonderful”, “original”, which stimulates children to make further statements.

Worth remembering! When a preschool child sits politely on a chair, looks at you and just listens, he is not learning.

Insufficient use of interactive methods

Unfortunately, interactive teaching methods are not yet used enough in working with preschoolers. There are some reasons for this (according to A. Kononko):

the habit of many educators to use explanatory, illustrative, monological methods in their work, to show conformism, to unquestioningly obey the requirements and principles of others;
distrust of a certain part of teachers towards innovative dialogue methods and their fears;
lack of experience in their effective use, active self-determination, making responsible decisions, providing advantages to someone (something);
fear of looking like a “black sheep” in the eyes of others, funny, helpless, inept;
low self-esteem, excessive anxiety of teachers;
tendency to be overly critical;
inability to quickly switch and adapt to new conditions and requirements;
lack of formation of pedagogical reflection, the ability to objectively evaluate oneself, to correlate one’s capabilities and desires with the requirements of the time.

The need to introduce interactive methods into the educational process is obvious, because:

today, more than ever, the requirements for students are increasing;
differentiation and individualization of education for preschool children occurs;
The requirements for the quality of preschool education are changing, its assessment is not only based on the level of knowledge readiness, but also the elementary life competence of preschool educational institution graduates, their ability to apply knowledge in their own lives, constantly update and enrich it.

Preview:

Active teaching methods in preschool educational institutions

And the role of motivation in successful learning can hardly be overestimated. Conducted studies of student motivation have revealed interesting patterns. It turned out that the importance of motivation for successful study is higher than the importance of the student’s intelligence. High positive motivation can play the role of a compensating factor in the case of a student’s insufficiently high abilities, but this principle does not work in the opposite direction - no abilities can compensate for the absence of a learning motive or its low expression and ensure significant academic success.

The goals of education set by the state, society and family, in addition to acquiring a certain set of knowledge and skills, are the disclosure and development of the child’s potential, the creation of favorable conditions for the realization of his natural abilities. A natural play environment, in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, and freely realize his abilities and educational needs, is optimal for achieving these goals. The inclusion of active learning methods in the educational process allows you to create such an environment both in class and in extracurricular activities.
One more thing. Rapidly developing changes in society and the economy today require a person to be able to quickly adapt to new conditions, find optimal solutions to complex issues, showing flexibility and creativity, not get lost in situations of uncertainty, be able to establish effective communications with different people and at the same time remain moral. The school’s task is to prepare a graduate who has the necessary set of modern knowledge, skills and qualities that will allow him to feel confident in independent life. Alas, traditional reproductive education and the passive subordinate role of the student cannot solve such problems. To solve them, new pedagogical technologies, effective forms of organizing the educational process, active teaching methods are required.

Today there are various classifications of active learning methods. This is due to the fact that there is no generally accepted definition of active methods. Therefore, sometimes the concepts of AMO are expanded, referring to them, for example, modern forms of organizing training such as an interactive seminar, training, problem-based learning, collaborative learning, educational games. Strictly speaking, these are forms of organizing and conducting an integral educational event or even a subject cycle, although, of course, the principles of these forms of teaching can also be used to conduct individual parts of the lesson.

ACTIVE LEARNING METHODS– methods that stimulate the cognitive activity of students. They are built mainly on dialogue, which involves a free exchange of views on ways to resolve a particular problem. A.m.o. characterized by a high level of student activity. The capabilities of various teaching methods in terms of enhancing educational and educational-industrial activities are different; they depend on the nature and content of the corresponding method, methods of their use, and the skill of the teacher. Each method is made active by the one who applies it.

Indeed, with the help of active methods one can effectively solve problems, but the goals and objectives of AMO are not limited to this, and the capabilities of active methods are different not only in the sense of “intensifying educational and educational-industrial activities,” but also in the sense of the variety of educational effects achieved. In addition to dialogue, active methods also use polylogue, providing multi-level and diverse communication of all participants in the educational process. And, of course, the method remains active regardless of who applies it; another thing is that To achieve high-quality results from using AMO, appropriate teacher training is required.

Active learning methodsis a system of methods that ensure activity and diversity in the mental and practical activities of students in the process of mastering educational material. AMOs are built on a practical orientation, playful action and the creative nature of learning, interactivity, various communications, dialogue and polylogue, the use of knowledge and experience of students, a group form of organizing their work, the involvement of all senses in the process, an activity-based approach to learning, movement and reflection.

The effectiveness of the learning process and results using AMO is determined by the fact that the development of methods is based on a serious psychological and methodological basis.

AM of the beginning of the educational event

Methods such as “My Flower”, “Gallery of Portraits”, “Greet with Elbows”, “Let’s Measure Each Other” or “Flying Names” will effectively and dynamically help you start a lesson, set the desired rhythm, ensure a working mood and a good atmosphere in the class.

Example of an AM for starting an educational event

You can start the lesson in an unusual way by inviting students to shake hands with their elbows.

"Greet with your elbows" method

Target – Meeting each other, greeting, getting to know each other
The number is the whole class.
Time – 10 minutes
Preparation : Chairs and tables should be set aside to allow students to move freely around the room.

Carrying out :
The teacher asks the students to stand in a circle. Then he invites them to pay for the first, second, third and do the following:
Each “number one” puts his hands behind his head so that his elbows are pointing in different directions;
Each “number two” rests his hands on his hips so that his elbows are also directed to the right and left;
Each “number three” bends forward, puts his palms on his knees and puts his elbows out to the sides.

The teacher tells the students that they are given only five minutes to complete the task. During this time, they must say hello to as many of their classmates as possible by simply saying their name and touching elbows.

After five minutes, the students gather in three groups so that the first, second and third numbers are together, respectively. After this, they greet each other within their group.

Note : This funny game allows you to have a fun start to the lesson, warm up before more serious exercises, and helps to establish contact between students.

AM clarification of goals, expectations and concerns

Methods such as the “Shopping List”, “Tree of Expectations”, “License to Acquire Knowledge”, “Colored Sheets” allow you to effectively clarify expectations and concerns and set learning goals.

AM Example Clarifying Goals, Expectations and Concerns

To find out the educational goals of students, their expectations and fears, the following method can be used, for example, in the first lesson at the beginning of the school year:

Orchard method

Target – For the teacher (class teacher), the results of applying the method will allow a better understanding of the class and each student; the teacher (class teacher) will be able to use the materials obtained when preparing and conducting lessons (extra-curricular activities) to ensure a person-centered approach to students.

This method will allow students to more clearly define their educational goals, voice their expectations and concerns, so that teachers can know them and take them into account in the educational process.

The number is the whole class.
Time – 20 minutes
Preparation : Templates of apples and lemons prepared in advance from colored paper, felt-tip pens, poster, tape.

Carrying out :
Two large posters with a tree drawn on each of them are prepared in advance. One tree is labeled “Apple Tree”, the second is labeled “Lemon Tree”. Students are also given large apples and lemons cut out of paper in advance.

The teacher (class teacher) invites students to try to more clearly define what they expect (would like to receive) from learning and what they fear. There may be several expectations and concerns. Expectations/concerns include forms and methods of teaching, style and methods of working in lessons, atmosphere in the classroom, attitude of teachers and classmates, etc.

Students are asked to write down their expectations on apples and their fears on lemons. Those who wrote down go to the corresponding trees and use tape to attach the fruits to the branches. After all students have attached their fruit to the trees, the teacher calls them out. After voicing expectations and concerns, you can organize a discussion and systematization of the formulated goals, wishes and concerns. During the discussion, it is possible to clarify the recorded expectations and concerns. At the end of the method, the teacher summarizes the clarification of expectations and concerns.

Note : Before beginning to clarify expectations and concerns, the teacher explains why it is important to clarify goals, expectations, and concerns. It is welcomed when the teacher (class teacher) also participates in the process, voicing his goals, expectations and concerns.

AM presentation of educational material

During the lesson, the teacher regularly has to communicate new material to students. Methods such as “Info-guessing”, “Striptease”, “Cluster”, “Brainstorming” will allow you to orient students in the topic, present them with the main directions of movement for further independent work with new material.

Example of AM presentation of educational material

Instead of the teacher’s usual oral presentation of a new topic, you can use the following method of presenting new material:

Method "Info-guess"

Objectives of the method : presentation of new material, structuring of material, reviving students’ attention.
Groups : All participants.
Time : Depends on the volume of new material and the structure of the lesson.
Material : prepared sheet of Whatman paper, colored markers.

Carrying out :
The teacher names the topic of his message. A sheet of Whatman paper or a flipchart notebook is attached to the wall, with the name of the topic indicated in its center. The rest of the sheet space is divided into sectors, numbered, but not yet filled. Starting from sector 1, the teacher enters in the sector the name of the section of the topic that he will now begin to talk about during the message. Students are asked to think about what aspects of the topic may be discussed further in the report. Then the teacher reveals the topic, and the most significant points of the first section fit into the sector(you can write down topics and key points with markers of different colors).They are added to the poster as the message progresses. Having finished presenting the material on the first section of the topic, the teacher enters the name of the second section of the topic in the second sector, and so on.

Thus, all new material is presented clearly and in a clearly structured form, and its key points are highlighted. The “blank spots” on this topic that existed at the start of the presentation are gradually being filled.

At the end of the presentation, the teacher asks whether he really covered all the expected sections, and whether there are any aspects of the topic that were not mentioned. After the presentation, it is possible to conduct a short discussion on the topic and, if students have questions, the teacher provides answers to them.

This method of presenting the material helps students follow the teacher’s argumentation and see the aspect of the topic that is relevant at the moment of the story. A clear separation of the general flow of information contributes to better perception. “Blank spots” stimulate - many participants will begin to think about what the next, not yet designated sections of the topic will be.

What we know is limited
And what we don’t know is endless.
P. Laplace

Methodological work in our institution is part of an integral system of continuous education, aimed at deepening and updating the knowledge, skills and abilities of teachers, based on the achievements of science and advanced pedagogical experience, contributing to the improvement of professional skills, at standardizing a team of like-minded people, developing the creative potential necessary for high-quality educational work in preschool educational institutions.

Traditional forms of methodological work, in which the main place is still given to reports and direct transfer of knowledge, have lost importance due to low efficiency and insufficient feedback. The direct involvement of teachers in active educational and cognitive activities using techniques and methods that have received the general name “active teaching methods” is being increasingly used.

Active methods are those methods in which learning activities are creative in nature, cognitive interest and creative thinking are formed.

The educational objectives of active teaching methods include: development of independence, will, activity; formation of a certain approach, position, worldview, development of communication skills, ability to work in a team.

The goal of active learning methods is to develop attention, speech, creativity, reflection, the ability to find optimal or simplest solutions, and predict results.

Thus, active learning methods are learning by doing.

The most common form of methodological work with the active inclusion of teachers in creative activities is consultations. When planning consultations, I try to focus on the capabilities of the preschool institution, the level of its work, as well as the individual characteristics of teachers. I select consultation topics that help teachers expand and deepen their knowledge. The content of the consultation primarily depends on:

from annual tasks;
interests of teachers;
difficulties that teachers experience in their work.

Teachers are divided into small groups:

experienced educators and young specialists;
with higher or secondary special preschool education;
without special education.

Each group has its own forms and methods. Consultation is characterized by a monologue form of presenting new information. However, it is necessary to provide for feedback elements, i.e. actively involve educators in the reproduction and reinforcement of material. To determine whether consultations contribute to the improvement of teachers’ qualifications, I use active feedback methods, which include express testing, or express survey. To carry it out, I offer teachers the following task:

working with punch cards or test tasks to quickly determine how much teachers understand the problem being discussed. I do the same work with punched cards at teachers’ councils and workshops. The punch card or test task has answer options on the topic under discussion. Everyone chooses the correct answer, in their opinion, and marks it on the punch card. Then a check is carried out: the questions are read out one by one, the teachers name the answers they marked, their correctness is clarified, and an explanation is given if incorrect answers are received. In the proposed answer options, one, several or all answers may be correct, then they need to be ranked by importance. In the “Check” column it is noted whether the answer was given correctly or incorrectly by the teacher.

KVN. This method can be used to clarify and consolidate the knowledge of teachers. Its organization involves the presence of two teams with captains, a jury and awarding of the winners. The content of questions and assignments is better devoted to one topic, which will allow you to more fully cover different aspects of the problem. In our preschool institution, this method was used at the pedagogical council on the topic "Creation of a system of work to protect the rights and dignity of the child"Annex 1.

When working with teachers, I use the following method: pedagogical ring. Here it is proposed to attack the opponent with questions to which the answer must be promptly given: “yes” or “no”. This form is used, of course, only among experienced teachers. The purpose of the ring is to clarify and systematize the knowledge of teachers or conduct a mini-diagnostic of their knowledge on a whole range of issues.

When conducting pedagogical councils, one of the methods of active activity of teachers is used - business games. Business games are built on the principles of teamwork, practical usefulness, democracy, openness, competition, maximum employment for everyone and unlimited prospects for creative activity within the framework of a business game.

The structure of the business game is quite simple:

Stage 1. Organizational and preparatory work.
Stage 2. The game itself.
Stage 3. Research (may be absent).
Stage 4. Final (summarizing).

I bring to your attention one of the business games that I conducted in our preschool educational institution No. 171 on the topic: "Working to prevent child abuse"Appendix 2

The next active method is working with crosswords. The inclusion of this type of activity in seminars or teacher councils maintains teachers’ interest in the problem under discussion and allows teachers to identify the level of its understanding. Working with crosswords is carried out according to the usual principle - guess a word by its meaning or define a concept or phenomenon. I offer a crossword puzzle used at a teachers' meeting dedicated to speech etiquette. Appendix 3

The use of active learning methods in methodological work increases interest, causes high activity of teachers, improves skills for solving real problems, and contributes to the formation of professional creative thinking.

It is important that the content and forms of organization of the educational process are not only useful, increasing the competence of teachers, but also interesting for them. This is what encourages teachers to look for new, unconventional methods and forms of interaction with children, helping to make it more focused and productive.