Instructions for completing the task: choose 1 or more correct answers.
1.Raising preschool children is:
a) the process of introducing universal human values to the world
b) the process of formation of moral values
c) the process of interaction between an adult and a child aimed at developing the child’s personal qualities in accordance with universal human values
2. From the proposed groups of value relations, select the one that represents universal value relations:
a) Attitude towards family, attitude towards oneself, attitude towards the Fatherland, attitude towards culture, attitude towards art, attitude towards religion
b) attitude to national culture, attitude to material culture, attitude to the historical events of one’s country, attitude to national heroes, attitude to the traditions of one’s family
c) attitudes to national holidays, attitudes to one’s own birthday, attitude to genealogy, attitude to Orthodoxy, attitude to Russian culture
3. From a number of proposed definitions, choose the one that, in your opinion, most fully reveals the essence of the process of moral education:
a) Moral education - the influence of the teacher on the student with the aim of developing his moral qualities as a person.
b) Moral education is a pedagogical process aimed at promoting the development of moral qualities of an individual based on the assimilation of universal and national moral values
Moral education is an organized interaction between the teacher and the students, aimed at the formation of consciousness, feelings and relationships.
4. Indicate researchers of problems of moral education of preschool children:
a) Vinogradova A.M.
b) Zaporozhets A.V.
c) Nikolaeva S.N.
d) Nechaeva V.G.
5. Select educational methods aimed at developing moral consciousness:
a) ethical conversation
b) a story on an ethical topic
c) encouragement
d) reading fiction
6. Specify programs for social development of children:
a) “I am a man”
b) “I, you, we”
c) “Discover yourself”
d) "Childhood"
7. What is included in the concept of “social reality”»?
a) material objects
b) social phenomena
c) everything that surrounds the child
8. Highlight means of familiarization with social reality:
a) activity
b) knowledge
d) teaching aids
9.What function of knowledge characterizes the child’s familiarization with the values of knowledge?:
a) regulatory
b) informative
c) emotional
Which of the trends in introducing children to social reality does not correspond to the age characteristics of preschool children?
a) the optionality of knowledge
b) formal introduction of children to social reality
c) children are overloaded with knowledge about social reality
11. Determine the most accurate definition of the concept “physical culture”:
a) it is part of the general culture of the people
b) this is the totality of material and spiritual values of society that are accumulated, created and used for the physical improvement of people
c) a system of physical exercises
d) academic discipline in educational institutions
a) methods and techniques of physical education
b) outdoor games
c) daily routine in kindergarten
d) exercises in basic movements
13.What means of physical education are used to solve health problems:
a) rational mode
b) good nutrition
c) social factors
d) artistic means
14. What means of physical education are used to solve educational problems:
a) an example of an adult
b) healing forces of nature
c) artistic means
d) own activities
15. What means of physical education are used to solve educational problems:
a) various activities of children
c) physical exercise
d) fiction
16. Continuity between kindergarten and school is:
a) one of the forms of communication between educational institutions
b) a set of educational programs
c) management structure
17.Select meaningful components of continuity:
a) paedocentric
b) communicative
c) informational and educational
18.Choose types of school readiness:
a) motivational
b) practical
c) intellectual
19.Select components of motivational readiness for school:
a) interest in school
b) ability to cooperate
c) desire to learn
20. Indicate the tests that are included in the diagnosis of readiness to study at school:
a) Kern-Jirasek test
b) graphics test
c) “Secret” technique
21.Complete the phrase: “The main components of a game as an activity”:
c) result
d) actions
d) an imaginary situation
22. Creative games are:
a) dramatization games
b) fun games
c) role-playing
d) mobile
e) musical
g) didactic
23. The basis of games with rules:
a) a set of formalized rules
b) an imaginary situation
c) a set of game actions
d) winning
24. Games with rules:
a) chess
c) "shop"
d) daughters and mothers
d) paired pictures
Activities as children’s knowledge of social reality
Activity is both a condition and a means that provides the child with the opportunity to actively explore the world around him and become a part of this world himself. Activities give the child the opportunity to assimilate knowledge, express his attitude towards what he has learned, and acquire practical skills for interacting with the outside world. Since each type of activity activates different aspects of the personality, the educational effect is achieved when using in the pedagogical process a set of activities that are logically connected with each other.
Review the concept of activity and the concept of leading activity in the psychology course.
Let us consider activity as an important condition for a child’s involvement in social reality.
Activities, especially joint ones, are a kind of school for the transfer of social experience. Not in words, but in deeds, the child sees and understands how people interact with each other, what rules and norms make this interaction the most favorable. The child has the opportunity, in the process of joint activities with adults and peers, to observe them in natural conditions. An important characteristic of activity is its special feature. The activity contributes to the fact that in it the child is not only an object of education and influence. He becomes a subject of this process, capable of actively participating both in the transformation of the environment and in self-education. The theories of T. Parsons and other American sociologists of the 40-60s, who considered socialization as a process of social adaptation, adaptation of the individual to the environment by assimilating the norms and rules set by society, were characterized by an underestimation of the individual’s own activity at all stages of its development. In the process of socialization, individuals, as we said earlier, not only adapt to the environment, but also manifest themselves in specific meaningful activities as active independent transformers. It is this understanding of the role of activity in the development and socialization of a child’s personality that is accepted and developed in Russian pedagogy and psychology today. Activities give the child the opportunity to be independent in understanding the social world. Try to do something more or less difficult for a child - he will cry. He wants it himself... And whoever does more and thinks for himself from a young age later becomes more reliable, stronger, smarter. (V. M. Shukshin).
Activities also provide conditions for the formation of many personal qualities that characterize the child as a higher, social being.
And finally, the activity serves as a kind of school of feelings. The child learns empathy, experience, masters the ability to express his attitude and reflect it in various age-appropriate forms and products of activity.
These objective characteristics can be realized under certain conditions: socialization is facilitated by those activities that are specific to childhood and to each period of the child’s development. So, for a baby of the first year of life it is communication and objective activity, and for a five-year-old child it is play. And if the teacher does not take this feature into account, then he either delays the child in some activity, or strives to get ahead of the development of an activity for which he is not yet ready. Here it is useful to recall the law of developmental amplification, which A. V. Zaporozhets spoke about. In both cases, an adult - a teacher, a parent - harms the normal course of socialization.
An important condition is that the activity must be meaningful. In other words, its content should provide the child with some developmental information and be interesting for him.
Activities that stimulate creativity are also helpful.
We can distinguish at least three pedagogical tasks that are solved through purposeful, organized activities of children:
consolidation of emerging assessments, deepening knowledge, nurturing personality traits;
the child’s acquisition of life experience among people - peers, adults; awareness of the importance and necessity of mastering the norms and rules of interaction and activity;
satisfying the child’s desire for the adult lifestyle and to participate in it.
Each type of activity - communication, subject activity, play, work, learning, artistic activity - contains potential pedagogical opportunities. It is important to know these possibilities and remember them in the process of raising a child.
Taking into account the above tasks, all types of child activities can be combined into two groups. The first group includes those types of activities that allow the child to enter the social world in an imaginary way. The content and motive of such activities are always related to the fulfillment of the child’s need to do something that is inaccessible to him in real life. This activity, as a rule, is the result of cognition, which is carried out during observation, listening, viewing, etc. The baby reflects acquired impressions in it. And although the activity we are talking about is largely a product of fantasy and imagination, it is important for a socializing individual - imagination removes the barriers erected by reality. The first group includes games and visual activities.
The game gives the child accessible ways to model the life around him, which make it possible to master a seemingly inaccessible reality (A. N. Leontyev). The play role determines by its content the child’s actions not only in relation to the object, but also in relation to other participants in the game. The role should be full of actions that characterize a positive attitude towards other people, things, events, i.e. it is necessary to enrich it with content that has the greatest educational potential. A. N. Leontiev and D. B. Elkonin, highlighting these features of the role, considered it as a special form of the child’s practical penetration into the world of social relations.
A child’s games reflect the most significant events; from them one can trace what worries society, what ideals are being formed in the younger generation. Social life determines the content of children's games, and under the influence of this content, with targeted pedagogical influence, a personality is formed whose moral qualities correspond to the moral values of society. The thoughts and feelings of children playing, their behavior, and attitude towards each other depend on the content of the game.
By reflecting the events of the surrounding world in the game, the child, as it were, becomes a participant in them, gets acquainted with the world, acting actively. He sincerely experiences everything he imagines in the game. It is in the sincerity of the child’s experiences that the power of the educational impact of the game lies. Since children usually reflect in play what particularly struck them and impressed them, it is not surprising that the theme of spontaneously arising children’s games can also be a bright, but negative phenomenon or fact. So the question is about leadership. children's games is very important.
Make a table of the themes of children's games during certain historical periods. Compare the topics and explain the reasons for the appearance of each topic in a specific period. The creative processing of impressions that a child receives from the surrounding life is facilitated by visual activity. Researchers of children's fine arts (E. A. Flerina, N. P. Sakulina, E. I. Ignatiev, T. S. Komarova, T. G. Kazakova, L. V. Kompantseva, etc.) note the determining connection between social reality in which the child lives, and his desire to reflect this reality in drawing, modeling, and appliqué. Children's fine arts, wrote E.A. Fleurin, - we understand it as a child’s conscious reflection of the surrounding reality in drawing, modeling, design, a reflection that is built on the work of the imagination, on displaying his observations, as well as impressions received through words, pictures and other forms of art. V. S. Mukhina considers visual activity as a form of assimilation of social experience. Children do not copy perceived phenomena, but, using visual means, show their attitude to what is depicted, their understanding of life. Of course, the level of development of visual arts skills does not give preschoolers the opportunity to adequately reflect what is observed. However, children compensate for their inability with an emotional story about the content of their drawings and actions. The process of drawing (sculpting, etc.) in a preschooler is often accompanied by an expression of attitude towards what is being displayed. It seems to combine drawing with play. R.I. Zhukovskaya introduced the term drawing game into preschool pedagogy, denoting the state of a child when, while drawing, he sees himself as a participant in what he is depicting.
Thus, visual activity becomes a source of manifestation of social emotions, but they are generated not by visual activity as such, but by social reality. The nature of the depiction of these phenomena, the choice of color, the arrangement of objects on the sheet, their relationship, etc. will depend on how the child perceived social phenomena and what attitude he had towards them.
So, the activity of reflection allows the child, through the work of fantasy, to get used to the world of adults and cognize it, but it does not give him the opportunity to really, practically participate in social life.
Meanwhile, it is participation in the lives of adults, the acquisition of one’s own experience of relationships with children, not in the process and about, for example, playing with her life-saving as if, but in solving vitally important and significant issues - and gives the child the opportunity to feel like an equal member of the human community. In such activities, the child’s motivational-need sphere and self-esteem change, and confidence in one’s own abilities and ability to achieve real results emerges.
So, the second group includes those types of activities that give the child the opportunity to join the world of people in a real sense. This group includes subject activity, labor, and observations.
Objective activity includes the ability to cognize the immediate environment with the help of the entire group of sensory senses. By manipulating with objects, the child learns about their properties, qualities, and then their purpose and functions, and masters operational actions. At a certain period of a child’s development, object-based activities satisfy his cognitive interests, help him navigate the world around him, and generate a feeling of confidence that the world is controllable and subject to him.
The child’s social experience enriches the development of work activity. The baby begins to pay attention to the work actions of an adult early. He is attracted by the way his mother washes the dishes, how his father repairs a chair, how his grandmother bakes pies, etc. The child begins to imitate adults in these actions not only in the game, but also in real life, making attempts to wash, sweep, do laundry, etc. . P.
The value of work activity for the socialization of a child’s personality can be viewed from several perspectives. Firstly, mastering labor skills and work activities allows the child to independently ensure vital functioning. As the child acquires labor skills, he becomes emancipated from the adult and gains a sense of confidence. The risk of non-survival in the absence of adults is reduced. This is how labor performs a life-sustaining function.
Secondly, work activity contributes to the development of strong-willed qualities, the formation of the ability to make efforts to achieve a goal, which is extremely important for a person. And the sooner he begins to experience pleasure from his work efforts, the more optimistic he will look at the world, as he will gain confidence in his ability to overcome difficulties.
And finally, it should be noted that work activity contributes to the development of creativity not only at the level of imagination, as happens in the game, but also at the level of obtaining material results of creativity. In work activity, the child becomes a transformer, which raises him to the highest level of socialization within the limits accessible to his age.
In recent years, labor education tasks have disappeared from preschool education programs. This circumstance can lead to serious negative consequences.
K. D. Ushinsky wrote: The greatest wealth that a father can leave to his son as an inheritance is to teach him to work. Ponder these words of wisdom. How do you understand them? Observation occupies a special place in a child’s knowledge of the social world. In classical psychology and pedagogy, observation is not considered a child’s activity, although in the process of learning the social world it performs the function of activity: the child has a motive, a goal, a unique process and a result. Observation is often carried out by children unconsciously. However, a preschooler can also observe events, specific manifestations of a person (his activities, relationships with other people) consciously. The process of observation in a child is always active, even if outwardly this activity is expressed weakly. Observation enriches children's social experience. It is from this that the child draws material for his emerging worldview, for his picture of the world. This picture of the world can include not only positive things, but also things that would be pedagogically inappropriate for a child to see. However, it is impossible to protect a growing person from the outside world; it is impossible to put him under a pedagogical cap. What a child observes in the life around him forms his evaluative attitude towards the social world. In this case, the assessment will concern both what is observed and the pedagogical instructions that children receive from adults. The latter circumstance requires adults to take special responsibility towards children.
How can a teacher use the child’s social experience, acquired in the process of observation, to form an evaluative attitude towards reality?
The role of observation as a socializing factor is enhanced if it is carried out, as it were, from the inside, that is, the child observes the activities, actions, relationships of people, participating in them (joint work activity, participation in holidays, etc.). At the same time, children are included in the general emotional atmosphere, observing how adults express their mood, how happy or sad they are; adopt socially accepted forms of expressing feelings. Observation stimulates the development of cognitive interests, gives rise to and consolidates social feelings, and prepares the ground for actions.
Communication as an activity takes on a significant burden in the socialization of the child’s personality. Communication unites an adult and a child, helps the adult convey social experience to the child, and helps the child accept this experience, which is presented to him in a simplified form, taking into account his level of development. Communication always occurs under the condition of a mutual desire to communicate, and this emotional background enhances the quality of perception. Communication can satisfy a child’s various needs: for emotional closeness with an adult, for his support and appreciation, for cognition, etc. Communication can occur about any activity, and then it accompanies it and is no longer an end in itself. However, as studies by M. I. Lisina, A. G. Ruzskaya and others show, even in preschool age communication can be an independent activity. In both cases, it is productive for the socialization of the child’s personality.
Analyze the communication technology proposed by R. Campbell in his book How to Really Love Children (M., 1992).
In preschool age, educational activity begins, which is also important for understanding the social world. In the process of learning in the classroom, a child has the opportunity to acquire knowledge under the guidance of an adult, who organizes the communication of knowledge, monitors its assimilation by children, and makes the necessary correction. Awareness of learning is helped precisely by the fact that the teacher relies on the process of forming educational activities and takes into account the peculiarities of teaching preschool children. These features were pointed out by A.P. Usova. She identified four characteristic features of teaching preschoolers. The first feature is teaching with words. In relation to preschool children, teaching with words is not a method, but a fundamental factor, the main connecting link between the child and the social world. In this regard, the teacher’s speech, its imagery, specificity, and clarity of formulation of thoughts are of great importance.
The second feature is that in teaching the word should be based on the child’s direct perception of reality, his sensory experience.
Teaching preschoolers should also touch the child’s emotions, evoke an emotional attitude, and promote children’s activity in acquiring knowledge.
Another feature of the education of preschool children is that it is organized by an adult and takes place under his direct supervision.
Thus, each type of activity contributes to the process of socialization of the individual in accordance with its specifics and is therefore important both in itself and in conjunction with other types organized into a single pedagogical process.
Elena Razumtsova
Means of introducing children to social reality
In the modern world the problem social development of the younger generation is becoming one of the most pressing issues. Parents and teachers are more concerned than ever about what needs to be done to ensure that the child entering this world becomes confident, happy, smart, kind and successful.
In this complex process of human development, a lot depends on how the child adapts to the world of people, whether he can find his place in life and realize his own potential.
Term sociocultural consists of two basics: « socio» - means public, having direct attitude towards society, relations of its internal development; "cultural"- related to culture. Thus, the concept « sociocultural» assumes that a person unites the main characteristics of his contemporary society and cultural heritage. In other words, considering any social phenomena today are impossible without cultural values.
It is known that a child’s perception social reality based on his ideas about the basic values of the world around him, which are formed at an early age at the stages of primary socialization and mastery of elements of cultural heritage.
Gradually the child develops « social and cultural competence", which presupposes knowledge of the cultural characteristics of the people, their historically established habits, traditions, norms of behavior and etiquette, as well as the ability to understand and correctly use them in the process of communication. Therefore, today it is very important for a teacher to creatively approach the problem of familiarization with social reality.
Knowledge about age and psychological characteristics allows you to effectively introduce them to social reality.
Socialization is a process, which accompanies a person throughout his life and begins almost from birth. Man like social unit, assimilates the norms and patterns of behavior accepted in the society in which he lives, studies interaction, the ability to build relationships, first in the family, in a narrow circle of close relatives, then in a group of peers, then in larger scale societies.
Preschool age is a period communion child to knowledge of the world around him, the period of his initial socialization. High susceptibility children preschool age, easy learning, thanks to the plasticity of the nervous system, create favorable opportunities for successful moral education and social development of personality.
To promote social development of the child, adults need to encourage all kinds of forms of play. Take a closer look at how they play children: most often they reproduce the life of adults in a playful way - they play store, doctor, kindergarten or school, "mothers and daughters"…
One of the leading teaching methods is play. Social the purpose of the game is that it serves means of transmission"cultural acquisitions from generation to generation» , prepares children to work. G. V. Plekhanov drew attention to the fact that the game social and in its content, since children reflect what they see around them, including the work of adults.
Adults, in turn, contribute to the spread of children's play with the help of specially created toys, rules, and gaming equipment, which are passed on from generation to generation, turning the game into a part of the culture of society.
During socially-historical development of mankind game acquires increasingly important for the formation of a child’s personality. With its help, children gain experience interactions with the outside world, assimilates moral standards, methods of practical and mental activity.
Thus, the modern domestic theory of the game is based on provisions about its historical origin, social nature, content and purpose in human society.
Social game and how to implement it. Game activity, as proven by A.V. Zaporozhets, V.V. Davydov, N.Ya. Mikhailenko, is not invented by the child, but is given to him by an adult who teaches him to play, introduces him to socially established ways of playing actions(how to use a toy, substitute items, other means of implementation, etc.. d.). Having mastered the techniques of various games in communication with adults, the child then generalizes the game methods and moves on to other situations. So the game acquires self-propulsion, becomes a form of the child’s own creativity, and this determines its developmental effect.
Familiarization process children with social reality and native land is carried out using various methods and techniques. It is advisable to remember that training children is not limited to classes. Moreover, as A.P. Usova noted at one time, a child acquires a significant part of knowledge and skills without special training, in everyday communication with adults, peers, during games, observations and other activities. Therefore, the teacher’s task is to help the child purchase complete knowledge outside of class.
Means of introducing children to social reality:
The first, most voluminous and significant the means is social reality itself. She is not only an object of study, but means, affecting the child, feeding his mind and soul. Not any object social world means of education, but only that part of it that is understandable and perceived by a child of a certain age.
Objects of the man-made world that a child is constantly with acts or sees them in the immediate environment. The subject contains human social experience, level of development of society, technical progress.
A toy occupies a special place in the objective world. (technical, plot, folk). Through the toy, the baby learns the diversity of life; the toy reflects the level of technical and social development of society, his moral values bring him closer to his national roots. The doll has an exceptional place, it stimulates development social feelings.
Fiction is a source of knowledge and a source of feelings for a child. “It is extremely important,” wrote V. Bryusov, “that children from an early age get used to seeing in literature something worthy of respect, noble and sublime.”
Clarifies and expands the view children about the world of fine arts. The works of great artists touch the soul of even a small child and are capable of not only informing about certain subjects, but also evoking truly high moral feelings.
Purposeful, thoughtful pedagogical work will help enrich the child with new knowledge and teach him to think, reflect on what he knows. At the same time, such work will be beneficial impact for the development of human social feelings.
Preschool age is a time of active child socialization, entry into culture; development of communication with adults and peers, awakening moral and aesthetic feelings. The kindergarten is designed to provide the child with a harmonious interaction with the world, the correct direction of his emotional development, awaken good feelings, the desire for cooperation and positive self-affirmation. So, socially- the emotional development of a child is manifested in the humanistic orientation of his activity, in the desire to express his attitude to the world in accordance with the cultural traditions accepted in society.
Successful implementation of programs for social development is possible only if the peculiarities of socially-emotional development of preschool children. Therefore, carefully monitor the development of each child. It is useful to keep notes in a diary - to note successes and difficulties in developing contacts with adults and peers, typical difficulties in behavior and communication, the prevailing emotional state, as well as inclinations, favorite activities and games.
GOU SPO (SSUZ) "Chelyabinsk State Pedagogical College No. 2"
Preschool pedagogy
Test tasks for intermediate certification of students
Compiled by: Pronyaeva S.V.,
teacher of preschool pedagogy
Introduction
In modern conditions of development of Russian society, it is believed that one of the important trends in reforming the educational system was the introduction of a state educational standard.
The state educational standard is designed to solve a wide range of problems, such as ensuring a high level of professional education and quality of training of specialists; ensuring academic freedom of the educational institution in the formation of flexible and variable content of education and organization of the educational process; ensuring the unity of the content of education and compliance with the norms and requirements for the organization of the educational process throughout the educational space of Russia; ensuring control over the effectiveness of the software system and the quality of education in it.
Education cannot be complete without regular and objective information about the degree to which students have mastered the educational material and their practical application of knowledge. The need to monitor learning and evaluate knowledge is dictated by the mandatory implementation of the following chain: learning goal - learning process - result - new goal. The most important component of educational technology is the test as a tool for measuring the level of knowledge, without which it is impossible to identify the fulfillment of the standard, but also to optimally manage the educational process, without which it is impossible to achieve high-quality mastery of the standard.
The course of preschool pedagogy is one of the leading ones in the professional education of teachers; its study takes a fairly large amount of time, which requires various types and forms of control. Test control is not the only form of control; in the presented version it claims to assess knowledge along the content lines of the educational program and does not affect the practical skills of students.
These materials can be certified on the following grounds:
Name of academic discipline: preschool pedagogy
Name of educational program: Preschool pedagogy, 2005
Purposes of creation: intermediate certification
Number of tasks: 15
Number of options: 3, 4
Running time: 30 minutes
Type and form of tests: closed, with multiple choice answers
Rating: 100% - 80% - rating “5”
81-70% - score “4”
71-60% - score “3”
“5” - the student knows the program material, understands and has thoroughly mastered it, gives correct, conscious and confident answers to questions
“4” - the student knows the program material, understands it well, makes minor mistakes
“3” - the student discovers knowledge of the basic program material, experiences some difficulties, overcomes them with the help of the teacher
“2” - the student reveals ignorance of most of the program material, answers uncertainly, makes gross mistakes
Instructions for use: 1. Read the question carefully, paying attention to the construction of the question. 2. Indicate the question number and possible answers to it 3. If you wish, you can answer questions first, the answers to which do not cause you any difficulties, and then more complex questions
Test on preschool pedagogy for the topic “Education is the leading function of preschool pedagogy”
1.Education of preschool children is:
a) the process of introducing universal human values to the world
b) the process of formation of moral values
c) the process of interaction between an adult and a child aimed at developing the child’s personal qualities in accordance with universal human values
2. From the proposed groups of value relations, select the one that represents universal value relations:
a) Attitude towards family, attitude towards oneself, attitude towards the Fatherland, attitude towards culture, attitude towards art, attitude towards religion
b) attitude to national culture, attitude to material culture, attitude to the historical events of one’s country, attitude to national heroes, attitude to the traditions of one’s family
c) attitudes to national holidays, attitudes to one’s own birthday, attitude to genealogy, attitude to Orthodoxy, attitude to Russian culture
3. From a number of proposed definitions, choose the one that, in your opinion, most fully reveals the essence of the process of moral education:
a) Moral education - the influence of the teacher on the student with the aim of developing his moral qualities as a person.
b) Moral education is a pedagogical process aimed at promoting the development of moral qualities of an individual based on the assimilation of universal and national moral values
c) Moral education - organized interaction between the teacher and the students, aimed at the formation of consciousness, feelings and relationships
4. Indicate researchers on the problems of moral education of preschool children:
a) Vinogradova A.M.
b) Zaporozhets A.V.
c) Nikolaeva S.N.
d) Nechaeva V.G.
5. Select educational methods aimed at developing moral consciousness:
a) ethical conversation
b) a story on an ethical topic
c) encouragement
d) reading fiction
6. Identify methods that are not used in raising children:
a) suggestion
b) physical punishment
c) accustoming to the rules of social behavior
7.What is included in the content of preschool education:
a) physical education
b) polytechnic education
c) moral education
d) aesthetic education
8.What is the purpose of the ideal goal of education:
a) is a guide to human capabilities
b) helps to formulate the tasks of education in different areas of a multifaceted personality
c) is the basis for developing tasks in educational programs
9. Determine the patterns of raising preschool children:
a) the activity of the child himself
b) the child’s need for love
c) the personality develops effectively in a situation of success
c) respect for children's rights
10.Name the main components of the mechanism of moral education of preschool children:
a) knowledge and ideas
b) skills and habits
c) moral qualities
d) feelings and relationships
11.The means of moral education in kindergarten are:
a) children’s own activities
b) the environment surrounding the child
c) nature
d) mass media
12. Name the semantic blocks that make up the content of moral education:
a) education of humanity
b) fostering collectivism
c) education of patriotism and citizenship
d) political education
14. Name the conditions for the effectiveness of the use of educational methods:
a) tactful application of the method
b) the reality of the method
c) humane application of the method
d) isolation of methods
15. What methods should be predominant in preschool age:
a) practical methods
b) methods of forming consciousness
c) methods of persuasion
d) methods of punishment
Test on preschool pedagogy on the topic “Child and Society”
1. Indicate the programs for the social development of children:
a) “I am a man”
b) “I, you, we”
c) “Discover yourself”
d) "Childhood"
2. What is included in the concept of “social reality”?
a) material objects
b) social phenomena
c) everything that surrounds the child
3. Highlight means of familiarization with social reality:
a) activity
b) knowledge
d) teaching aids
4.What function of knowledge characterizes the child’s familiarization with the values of knowledge:
a) regulatory
b) informative
c) emotional
5. Which of the trends in introducing children to social reality does not correspond to the age characteristics of preschool children?
a) the optionality of knowledge
b) formal introduction of children to social reality
c) children are overloaded with knowledge about social reality
6.During what process does a child become involved in the sphere of social reality:
a) socialization
b) democratization
c) individualization
7.What methods of familiarization with social reality activate the cognitive activity of children?
a) surprise moments
b) switching to another activity
c) elementary and causal analysis
8.What types of activities contribute to the child’s involvement in social reality in real terms?
a) game
b) observation
c) household activities
9.What is the content of introducing preschoolers to social reality?
a) attitude towards oneself
b) attitude towards the Motherland
c) attitude towards people of different nationalities
d) familiarization with spatial and temporal relationships
10. What sections are included in the S.A. program? Kozlova “I am a man”?
a) The earth is our common home
b) What do I know about myself?
c) Man is a creator
d) Children all over the Earth are friends
11. What concept is the core concept in the “I am a Man” program?
a) Man
b) Reality
c) Child
12. What regulatory documents underlie the social development of a child?
a) Declaration of the Rights of the Child
b) The concept of preschool education
c) Regulations on preschool institutions
13.Name the researchers of problems of social development of preschool children:
a) A.V.Zaporozhets
b) E.V. Ryleeva
c) S.A. Kozlova
14.Name the indicators of the child’s social development:
a) level of mastery of self-service skills
b) social adaptation
c) social status
d) level of knowledge
15. The result of the social development of a preschool child is:
a) socialization
b) individualization
c) socialization-individualization
Test on preschool pedagogy on the topic “Raising a Healthy Child”
1. Determine the most accurate definition of the concept “physical culture”:
a) it is part of the general culture of the people
b) this is the totality of material and spiritual values of society that are accumulated, created and used for the physical improvement of people
c) a system of physical exercises
d) academic discipline in educational institutions
3.What means of physical education are used to solve health problems:
a) rational mode
b) good nutrition
c) social factors
d) artistic means
4. What means of physical education are used to solve educational problems:
a) an example of an adult
b) healing forces of nature
c) artistic means
d) own activities
5. What means of physical education are used to solve educational problems:
a) various activities of children
b) games
c) physical exercise
d) fiction
6.What groups of tasks are distinguished in the physical education system:
a) educational
b) developing
c) health
d) educational
7. Name the researchers of the theory of physical education:
a) P.F. Lesgaft
b) G.V. Khukhlaeva
c) T. I. Osokina
d) S.A Kozlova
8.What tasks belong to the group of educational tasks of physical education:
a) developing skills to perform basic movements
b) protection and promotion of health
c) formation of ideas about your body and health
d) education of will, courage, discipline
9.What groups of cultural and hygienic skills are included in the content of education of preschool children:
a) skills to manage one’s own behavior, discipline
b) skills to maintain order in the environment
c) food culture skills
d) skills of maintaining body cleanliness
10. What skills are included in the group of food culture skills:
a) chew food properly and use a napkin
b) hold a spoon, fork, bread correctly
c) thank you for eating
d) let small children and girls pass ahead
11.Select the principles of developing cultural and hygienic skills:
a) the presence of algorithmic implementation of procedures
b) creating conditions for the child’s independence
c) example of an adult
d) creating situations that clearly demonstrate the effect of household procedures
12.Name the methods for developing cultural and hygienic skills in kindergarten:
a) exercise
b) artistic word
c) game techniques
d) experiment
13.Name the main components of the educational process that are included in the content of the first half of the day:
a) morning appointment
b) walk
c) afternoon snack
d) classes
14. Determine the reason for distributing the content of children’s activities during a walk into stages:
a) the need to alternate between quiet activity and physical activity
b) algorithmization of the regime process
c) maintaining discipline
d) parents' demands
15.What components are included in the content of the walk:
a) observations
b) outdoor games
c) sports entertainment
d) duty
Test on preschool pedagogy on the topic “Continuity between a preschool educational institution and a school”
1. Continuity between kindergarten and school is:
a) one of the forms of communication between educational institutions
b) a set of educational programs
c) management structure
2.Select the content components of continuity:
a) paedocentric
b) communicative
c) informational and educational
3.Select types of readiness for school:
a) motivational
b) practical
c) intellectual
4. Select the components of motivational readiness for school:
a) interest in school
b) ability to cooperate
c) desire to learn
5. Indicate the tests that are included in the diagnosis of readiness for school:
a) Kern-Jirasek test
b) graphics test
c) “Secret” technique
6.Name the grounds for continuity between kindergarten and school:
a) development of curiosity
b) development of communication
c) learning to write and count
7. Name the options for interaction between kindergarten and school:
a) kindergarten-school
b) preschool
c) primary classes are located in kindergarten
8.Select aspects of interaction between kindergarten and school:
a) methodical
b) informational and educational
c) communicative
10.Components of intellectual readiness for school are:
a) knowledge about school
b) desire to learn
c) cognitive mental processes
11.Name the researchers of the problems of readiness for learning at school:
a) L.A. Wenger
b) S.L. Novoselova
c) V.A.Petrovsky
12.Name the main activity of a preschooler:
a) educational activities
b) play activity
c) work activity
13.Name the main activity of a primary school student:
a) educational
b) educational and cognitive
c) productive
14.What is special preparation of children for school:
a) physical training
b) training in basic educational areas (mathematics, the environment)
c) psychological preparation
15. How the relationship between kindergarten and school is regulated:
a) a special agreement on interaction between the kindergarten and the school
b) a joint work plan
c) educational program
Test on the topic “Game activity of a preschooler”
1. Complete the phrase: “The main components of a game as an activity”:
a) goal
b) motive
c) result
d) actions
d) an imaginary situation
e) roles
2. Creative games are:
a) dramatization games
b) fun games
c) role-playing
d) mobile
e) musical
g) didactic
3. The basis of games with rules:
a) a set of formalized rules
b) an imaginary situation
c) a set of game actions
d) winning
4. Games with rules:
a) chess
b) lotto
c) "shop"
d) daughters and mothers
d) paired pictures
5. Type of relationship between those playing in games with rules:
a) friendly relations
b) involvement
c) competitions and rivalries
d) cooperation
e) rivalry
6. The end result in creative games:
a) he is not there
b) implementation of the game plan
c) winning
d) creative recreation of actions
d) victory
f) establishing friendly relationships
7. The main purpose of creative games:
a) enjoy the process
b) implementation of the plan
c) accept the role
d) actions with objects
d) organization of leisure time
8. Basic gaming tools:
A) toys
B) imaginary objects
B) substitute items
D) roles
D) game actions
9.Main components of role-playing games:
a) didactic task
b) game task
c) an imaginary situation
d) role
e) game actions
f) rules
10. Characteristic features of role-playing games for older preschoolers:
a) a chain of 1-2 actions
b) roles are not recognized
c) the imaginary situation is held by an adult
d) the content of the games is adult relationships
11. Select the correct statement:
a) “child of labor game”
b) the game is social in content
c) the game is social in origin
d) “work is the child of play”
e) the game has a biological origin
12. Name the researchers of role-playing game technologies:
a) A.P. Usova
b) D.B. Mendzheritskaya
c) L.S. Vygotsky
d) S.L. Novoselova
d) N.A. Korotkova
f) A.N. Leontyev
13.Name the main components of didactic games:
a) an imaginary situation
b) didactic task
c) gaming relationships
d) rules
e) roles
e) game actions
14. Determine the dependence on toys for the play activity of an older preschooler:
a) the child first identifies the game, then the toy
b) the child first chooses a toy, then a game
c) the game does not depend on the toy
d) the game can proceed without a toy
e) toy – the material basis of the game
15. What needs are satisfied in the game:
a) need for movement
b) need for communication
c) the need to act with objects
d) biological needs
e) the need to understand the world around us
16. What toys ensure the development of a child’s creativity?
a) game modules
b) substitute items
c) items and benefits
d) sets of themed toys
e) educational toys
17. Highlight the main components of the technology for managing role-playing games S.L. Novoselova:
a) minimum number of toys
b) educational games
c) game "telephone"
d) activating communication between an adult and a child
e) subject-game environment
e) pretend games
g) familiarization with the surroundings
18. Highlight the paradoxes of the game identified by L.S. Vygotsky:
a) game-school of will
b) game-school of morality
c) contradiction between desires and capabilities
d) game and real relationships
e) the need to guide creative activity
f) the imaginary situation is constantly evolving
Preschool Pedagogy Test
Topic: Preschool education system
1.What stages of education does the educational system include?
a) preschool
b) after school
c) additional education
d) independent
2. What institutions are considered educational?
a) institutions of additional education
b) preschool
c) correctional
d) professional
3.What document defines the specifics of the institution’s activities and is the basis for developing the charter of the educational institution?
a) Law of the Russian Federation on Education
b) Standard regulations on an educational institution
c) Educational program
d) The concept of preschool education
4. Determine the types of preschool institutions:
a) kindergarten
b) orphanage
c) a kindergarten for supervision and health improvement with priority implementation of sanitary, hygienic, preventive and health measures
d) child development center - kindergarten with the implementation of physical and mental development, correction and rehabilitation of all children
5.What components are included in the concept of “education system”?
a) a set of educational institutions
b) system of educational authorities
c) the totality of the system of educational programs
d) a set of state educational standards
6.What procedures constitute the system of legal framework for improving the quality of preschool education?
a) certification
b) licensing
c) program review
d) accreditation
7. The licensing procedure for a preschool institution provides the right to:
a) for teaching activities
b) to open a kindergarten
c) to admit children to kindergarten
d) for financing
8. The accreditation procedure for a kindergarten provides the right to:
a) for financing
b) to open a kindergarten
c) to protect the rights and dignity of the child
d) on the guarantees of the parent in raising children
9.What is the subject of examination during the licensing procedure for a preschool institution?
a) equipment for the pedagogical process
b) staffing
c) software
d) living conditions for children in kindergarten
10. In what case does a preschool institution receive increased funding?
a) if certified for category (second, first)
b) if it meets sanitary requirements
c) if it meets the parents’ requests
d) if it ensures the safety of the life and health of children
11. In what case does a preschool institution acquire the status of a “Development Center”?
a) if educational services exceed the requirements of Gosstandart in all areas
b) if educational services exceed the requirements of Gosstandart in one area
c) if the institution meets the requests of parents
d) if it receives increased budget funding
12. Who takes part in the certification procedure of a preschool institution?
a) the teaching staff of the kindergarten
b) parents
c) special commission
d) public organizations
13. Do the principles of state policy in the field of education apply to the preschool education system?
a) yes
b) no
c) partially
d) are adjusted taking into account the specifics of the kindergarten
14. Name the directions for the development of the preschool education system:
a) development of the theory and practice of preschool education
b) development of a network of preschool educational institutions
c) development of the material base of preschool institutions
d) personnel training
15.How is the national-regional component in the content of preschool education implemented?
a) updating the content with the traditions and culture of the area where the child lives
b) division of children by ethnic composition within a preschool institution
c) studying the interests of parents
d) updating child-rearing technologies
Preschool Pedagogy Test
Topic: Education of preschool children
1. Choose the correct answer:
a) teaching method is a method of cognitive activity of an adult and a child
b) teaching method is a system of ways for the teacher and children to work with the goal of children acquiring knowledge, skills and abilities, and developing cognitive abilities
c) a teaching method is a method of interaction with a child regarding the acquisition of cognitive information
2. Which of the listed methods are visual?
a) conversation
b) observation
c) showing methods of action
3. Which of the following is a form of training organization?
a) classes
b) excursion
c) looking at the picture
4.Game methods belong to the group:
a) practical
b) visual
c) verbal
5.Which of the following do not apply to verbal teaching methods?
a) conversation
b) showing a sample
c) a story based on a picture
6. Highlight the models of teaching preschoolers:
a) developing
b) activating
c) personality-oriented
7.Which teachers dealt with issues of preschool education?
a) A.S. Makarenko
b) A.P. Usova
c) N.N. Poddyakov
8. What is the main form of education in kindergarten?
a) classes
b) circle
c) independent activity
9.Choose the most complete answer:
a) training is the process of transferring knowledge, skills and abilities
b) learning is a way of acquiring cognitive information
c) learning is the process of interaction between a teacher and children with the aim of acquiring knowledge, abilities, skills, and methods of cognitive activity
10. Name the main components of the learning process:
a) goal
b) method
c) method
d) form of organization
11.The purpose of education in preschool age is:
a) transfer of knowledge, skills, abilities
b) training in ways of knowing, experiencing and transforming the surrounding reality
c) transfer of experience
12.What is the didactic principle of teaching Ya.A. Komensky called the “golden rule of didactics” in preschool age?
a) systematic
b) visibility
c) availability
13.The purpose of what process is to transfer methods and means of cognition of the surrounding reality?
a) training
b) education
c) education
14. Name the components of the learning process:
a) learning
b) teaching
c) teaching
d) activity
15.What is included in the structure of educational activities:
a) educational task
b) educational activities
c) control and evaluation
d) practical skills
Test on the topic “Preschool pedagogy as a science”
1. Specify the most precise concepts of “preschool pedagogy”:
1. Preschool pedagogy is the science of teaching preschool children.
2. Preschool pedagogy is the science of raising children from birth to entry into school.
3. Preschool pedagogy is the science of education and development of preschool children.
4. Preschool pedagogy is the art of raising and teaching preschool children.
5. There is no correct answer.
6. I don't know
2.Indicate the most accurate definition of the concept of “learning”:
1. Training is a purposeful, systematic process of transferring knowledge, skills and abilities to students.
2. Education is a process of interconnected, consistently changing activities of the teacher and the child, aimed at the formation of knowledge, skills, and comprehensive development of the child.
3. Training is a process of active, purposeful interaction between the teacher and students, as a result of which students develop knowledge, abilities, skills, experience in activity and behavior, and personal qualities.
4. Education is a purposeful process of interaction between a teacher and a child, during which education and diversified personal development are carried out.
5. There is no correct answer.
3.Indicate the most precise meaning of the concept “pedagogy”:
1. Pedagogy – area of practical activity
2. Pedagogy - the art of education
3. Pedagogy is a field of scientific knowledge, science
4. Pedagogy - science and art
5. There is no correct answer.
4. At what time did pedagogy begin to take shape as a branch of theoretical knowledge:
1. in the 17th century
2. in the 18th century
3. in the 20th century
4. in 1148
5. There is no correct answer.
5.Whose name is associated with the formation of scientific pedagogy:
1. J.J. Rousseau
2. Ya.A. Comenius
3. K.D. Ushinsky
4. I.G. Pestalozzi
5. I don't know
6. Highlight the sources of pedagogy as a science:
1. Literature
2. Art
3.. Religion
4. Folk pedagogy
5. Pedagogical practice
7. Highlight the branches of modern pedagogy:
1Philosophy
2. Preschool pedagogy
3. Psychology
4. History of pedagogy
5. School pedagogy
8.Which branch of pedagogy studies the theoretical foundations of raising children with developmental disorders:
1. Private methods
2. Corrective pedagogy
3. Age-related pedagogy
4. History of pedagogy
5.. There is no correct answer.
9. The connection between pedagogy and which sciences is most significant:
1. Philosophy
2. Psychology
3. Anatomy and physiology
4. Computer science
5. Mathematics
10.Indicate the methods of pedagogical research:
1. Observation
2. Study of theoretical sources
3. Questionnaire
4. Laboratory experiment
5. I don't know
11.Indicate the characteristics of the education process:
1. Education is an eternal category
2. Education is a social phenomenon
3. Education is a historical phenomenon
4. Parenting is an ever-changing phenomenon.
5. Education is the function of the teacher
12.The category of basic pedagogical concepts includes:
1. Personality
2. Education
3. Activities
4. Method
5. Pedagogical process
13. Indicate what is the subject of preschool pedagogy as a science:
1. Child
2. Patterns of child development
3. Patterns of raising a child
4. Interaction between teacher and child
5. Objectives of pedagogy
14. In which book was the system of preschool education first presented?
1. “The Great Didactics” by Y.A. Comenius
2. “Mother’s school” Y.A. Comenius
3. “Hello, children” by Sh.A. Amonashvili
4. “The Birth of a Citizen” by V.A. Sukhomlinsky
5. “Teaching to Children” by V. Monomakh
15. Free answer. Justify how you understand the words of great teachers:
1.Sh.A. Amonashvili: “A truly humane pedagogy is one that is able to introduce a child to the process of creating himself”
2. K.D. Ushinsky: “In education, everything should be based on the personality of the educator, because educational power flows only from the living source of the human personality.”
3. K..D. Ushinsky: “To educate a person in all respects, you need to know him in all respects.”
4. V.A. Sukhomlinsky: “True education occurs only when there is self-education”
Test on preschool pedagogy “Labor education of preschool children”
1. Choose the most complete definition of labor education:
a) interaction between teacher and child in order to form a positive attitude towards work and mental qualities necessary for work activity
b) a way to attract a preschooler to work
c) targeted influence on the child in order to form a positive attitude towards work
d) interaction between an adult and a child to develop the ability to work
2. Name the researchers of the problems of labor education of preschool children:
a) M.V. Krulecht
b) D.V. Sergeeva
c) S.L. Novoselova
d) M.I. Lisina
3. Select the types of work of preschoolers:
a) productive work
b) household
c) manual
d) applied
5. Choose ways to organize the collective work of preschoolers:
a) individual
b) labor is nearby
c) joint work
d) general labor
6. Select forms of organizing the work of preschool children:
a) self-service
b) work order
c) duty
d) joint work with an adult
7. Determine the components of labor as an activity:
a) motive
b) result
c) reception
d) method
8. Name the principles of labor education for preschool children:
a) the principle of voluntary participation
b) the principle of visibility
c) the principle of dialogue communication
d) the principle of humanization
9. Determine the specific features of duty:
a) always come from an adult
b) are a duty
c) this is work for others
d) are voluntary
10. What components reflect children’s ability to work:
a) mastery of the knowledge system
b) desire to work
c) the presence of generalized labor skills
d) the presence of special labor skills
11.Name the means of labor education for preschool children:
a) labor training
b) independent work activity
c) familiarization with the work of adults
d) proverbs and sayings about work
12.Note the specific features of household work:
a) has a cyclical nature
b) accompanies any activity
c) used only in early preschool age
d) the goal is distant in time
13.What forms of organization of labor education are typical for children of primary preschool age:
a) joint work with an adult
b) self-service
c) independent work activity
d) long orders
14.What types of work are typical for children of senior preschool age:
a) collective work
b) manual labor
c) labor in nature
d) individual labor
15.What are the differences between work and play:
a) procedural activity
b) effective activity
c) activities carried out in an imaginary plane
d) realistic activity
Answers to test tasks:
“Education is the leading function of preschool pedagogy”
1. c 2. b 3.b 4.a c 5. a b d 6. b 7. a c d 8. a 9. a b c10. a b d11. a b c 12. a b c13. b 14.a b c 15.a b c
« Child and society
1.a b c 2. b 3. a b 4. b 5.a b c 6. a 7. a 8. b c 9.a b c10. a b c11. a 12. a b 13. b c 14. a c d15.c
Raising a healthy child"
1.b 2. b c d 3. a b c 4.a c d 5.a b 6. a c d 7. a b c 8. c 9. b c d 10.a b c 11. a b d 12. a b c 13. a b d 14. a 15. a b c
Continuity between preschool educational institution and school
1.a 2.a b 3.a c 4.a c 5.a b 6.a b 7.a c 8.a b 9.a b 10.a c 11.a c 12.b 13.a 14 .b 15.a b
“Game activity of a preschooler
1. a b c d 2. a c 3. a 4. a c d 5. c 6 a 7. a 8. a b c 9. c d e 10. d 11. a b c 12. b d e 13 . b c d 14. a 15. a b c d 16. a b 17. a d e g 18. a b d e
Preschool education system
1. a c 2. a b d 3. b 4. a c d 5. a b c 6. a b d 7. a 8. a d 9. a b d 10. a 11. a 12. a c 13 . a 14. a b c d15.a
Teaching preschool children
1.b 2.b c 3. a b 4. a 5. b 6. a b 7. b c 8. a 9. c 10. a b 11. b 12.b 13.a 14. b c 15. a B C
Preschool pedagogy as a science
1. 2 3 2. 3 3. 3 4. 1 5. 2 6. 3 4 5 7. 2 4 5 8. 9. 1 2 3 10. 1 2 3 11.1 2 3 12. 2 4 5 13. 3 14. 2 15.
"Labor education of preschool children"
1. a 2. a, b 3. b, c 4. b 5. b, c, d 6. b c d 7. a, b, d 8. a, c, d 9. b, c 10. a ,c,d 11.a,b,c 12.a,b 13.a 14.b,c 15.b,d
S E M I N A R - P R A C T I K U Mfor educators
"AWARENESS FOR PRESCHOOL CHILDREN
AGE WITH SOCIAL ACTUALITY"
(senior teacher Revina N.P.)
I seminar: ACTIVITY AS A CONDITION FOR CHILDREN’S COGNITION
SOCIAL REALITY.
Activity is both a condition and a means that provides the child with the opportunity to explore the world around him and become a part of this world himself. Activities enable the child to acquire knowledge, express his attitude towards what he has learned, and acquire practical skills for interacting with the outside world. Since each type of activity activates different aspects of the personality, the educational effect is achieved when using in the pedagogical process a set of activities that are logically connected with each other.
Activities, especially joint ones, are a kind of school of re-
giving social experience. Not in words, but in deeds, the child sees and understands
how people interact with each other, what rules and norms make this interaction most favorable. The child has the opportunity, in the process of joint activities with adults and peers, to observe them in natural conditions. Activities enable the child to be independent in understanding the social world.
Activities also provide conditions for the formation of many personal qualities that characterize the child as a higher, social being.
And finally, the activity serves as a kind of school of feelings. The child learns empathy, experience, masters the ability to express his attitude and reflect it in different accessible forms (age) and products of activity.
An important condition is that the activity must contain
telny. In other words, its content should provide the child with some developmental information and be interesting for him.
Activities that stimulate creativity are also helpful.
We can distinguish three pedagogical tasks that are solved through purposeful, organized activities of children:
consolidation of formative assessments, deepening knowledge, nurturing personality traits;
the child’s acquisition of life experience among people of the same age and adults; awareness of the importance and necessity of mastering the norms and rules of interactions and activities;
satisfying the child’s desire for the adult lifestyle and to participate in it.
Taking into account these tasks, all types of activities can be combined into two groups. The first group includes those types of activities that allow the child to “enter” the social world in an imaginary way. The content and motive of such activities are always related to the fulfillment of the child’s need to do something that is not available to him in real life. This activity is the result of cognition, which is carried out during observation, listening, viewing, etc.
The first group includes games and visual activities. The game gives the child accessible ways to model the life around him, which make it possible to master the reality that is inaccessible to him. The play role determines by its content the child’s actions not only in relation to the object, but also in relation to other participants in the game. The role should be full of actions that characterize a positive attitude towards other people, things, events, i.e. it is necessary to be enriched with content that has educational potential. A child’s games reflect the most significant events; from them one can trace what worries society, what ideals are being formed in the younger generation. By reflecting the events of the surrounding world in the game, the child, as it were, becomes a participant in them, gets acquainted with the world, acting actively. He sincerely experiences everything he imagines in the game. It is in the sincerity of the child’s experiences that the power of the educational impact of the game lies.
The creative processing of impressions that a child receives from the surrounding life is facilitated by visual activity. Visual activity becomes a source of manifestation of social emotions, but they are generated not by visual activity as such, but by social reality. The nature of the depiction of these phenomena, the choice of color, the arrangement of objects, their relationships, etc. will depend on how the child perceived social phenomena and what attitude he had towards them.
“Reflection activity” allows the child, with the help of work and fantasy, to get used to the world of adults and get to know it, but it does not give him the opportunity to actually participate in social life.
The second group includes those types of activities that give the child the opportunity to join the world of people in real life. This group includes subject activity, labor, and observations.
Objective activity includes the ability to cognize the immediate environment with the help of the entire group of sensory senses. By manipulating with objects, the child learns about their properties, qualities, and then their purpose and functions, and masters operational actions. At a certain period of a child’s development, object-based activities satisfy his cognitive interests and help him navigate the world around him.
The child’s social experience is enriched by mastering work activities.
The child begins to pay attention to the work actions of adults early.
The child begins to imitate adults not only in play, but also in real life, making attempts to wash, sweep, do laundry, etc.
The value of work activity for the socialization of a child’s personality can be viewed from several perspectives. Firstly, mastering labor skills and work activities allow the child to independently ensure vital functioning. As the child acquires labor skills, he becomes emancipated from the adult and gains a sense of confidence. Secondly, work activity contributes to the development of strong-willed qualities and the formation of the ability to make efforts to achieve a goal. Labor activity contributes to the development of creativity not only at the level of imagination, as happens in play, but also at the level of obtaining material results of creativity.
Observation occupies a special place in a child’s knowledge of the social world. Often observation is carried out by children unconsciously. However, a preschooler can also observe events, specific manifestations of a person (his activities, relationships with other people) consciously. Observation enriches children's social experience. Observation stimulates the development of cognitive interests, gives rise to and consolidates social feelings, and prepares the ground for actions.
Communication as an activity takes on a significant burden in the child’s social personality. Communication unites an adult and a child, helps the adult convey social experience to the child, and helps the child accept this experience, which is presented to him in a simplified form, taking into account his level of development. Communication can satisfy a child’s various needs: for emotional closeness with an adult, for his support and evaluation, for cognition, etc.
In preschool age, educational activity begins, which is also important for understanding the social world. In the process of learning in the classroom, a child has the opportunity to acquire knowledge under the guidance of an adult, who organizes the communication of knowledge, monitors its assimilation by children, and makes the necessary correction.
Awareness of learning is helped precisely by the fact that the teacher relies on the process of forming educational activities and takes into account the peculiarities of teaching preschool children.
Four characteristic features of teaching preschoolers are identified.
The first feature is teaching with words. Here, the teacher’s speech, its imagery, specificity, and clarity of formulation of thoughts are of great importance.
The second feature is that in teaching the word should be based on the child’s direct perception of reality, his sensory experience.
Teaching preschoolers should also touch the child’s emotions, evoke an emotional attitude, and promote children’s activity in acquiring knowledge.
Another feature of the education of preschool children is that it is organized by an adult and takes place under his direct supervision
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II seminar: MEANS AND METHODS OF FAMILIARIZING CHILDREN WITH SOCIAL REALITY.
The effectiveness of the process of introducing children to social reality largely depends on what means the teacher uses.
The first, most voluminous and significant means is social reality itself. It is not only an object of study, but also a means
acting on the child, feeding his mind and soul.
Not any object of the social world is a means of education, but
only that part of it that can be understood and perceived by a child of a certain age and a certain level of development and subject to adequate methodology.
Therefore, important pedagogical tasks are the analysis and selection from the social environment of such content that carries developmental potential and can become a means of introducing the child to the social world.
The teacher draws up a “social portrait” of the environment in which the social institution is located. “Such a social portrait” includes: a description of social objects in the immediate environment (school, store, library, etc.); a list of streets, squares, indicating the names and a brief description of the content of the names, indicating significant dates that will be celebrated by the city this year (city day, Maslenitsa, etc.) and in which children will be able to take part; list of events that will take place in the preschool educational institution and the group (birthday of the preschool, landscaping of the site, etc.)
Then the teacher highlights for each item what is accessible and pedagogically appropriate for children of his age, and puts the corresponding work into the long-term plan.
In addition, the teacher thinks through how, using real life,
You can introduce children to the activities of people and their relationships.
A means of introducing children to the social world can be
objects of the man-made world with which the child constantly acts or
which he sees in his immediate environment.
But not every object becomes a means of understanding the social world, even if it is in the field of view of children. A child may not notice the object, not be interested in it until an adult points to it and creates conditions for the child to act with the object. Only in this case will the subject, subjectively, for a given child, become a means of understanding the world.
The objective, material world has a great influence on the formation of the needs of a little person and serves as a kind of support for him in communicating with other people. A toy occupies a special place in the objective world for a child. Through it, the child learns the diversity of life in its properties and qualities; the toy reflects the level of technical and social development of society.
A technical toy helps a child get acquainted with the achievements of technical thought, with methods of controlling objects, and gives an idea of a person’s ability to influence the world around him. The toy is story-driven and enriches children’s understanding of the world of adults and their activities.
A folk toy helps to introduce a child to his national roots, to his people, which is also very important for the socialization of the individual. A special place among toys is given to the doll, because it stimulates the development of social feelings. Artistic media play a major role in introducing children to social reality: literature, fine arts, music.
Fiction is both a source of knowledge and a source of feelings. In order for literature to become a means of introducing children to the social world, it is necessary to correctly determine the reading range of preschoolers. It is important to select literary works of different genres: fairy tales, short stories, epics, poems and different content - educational. humorous, on moral themes. The perception of text by preschoolers is closely related to, and often depends on, illustrations. Pictures in a book can also become a means of introducing children to the social world...
Fine art clarifies and expands children's understanding of the world. When we talk about fine art as a means of understanding the social world, we mean art, and not pictures and paintings that the teacher uses for didactic purposes. The works of great artists touch the soul of even a small child and are capable of not only “informing” about certain objects and phenomena, but also evoking high moral feelings. The selection of works is carried out on the basis of taking into account the child’s age, his interests, and the level of development of perception of visual creativity.
Thus, the child becomes acquainted with the social world through a variety of means. All means as sources of obtaining information can be divided into three groups. The first group is sources from which obtaining information is completely controlled and managed by an adult.
The second group is sources that can be partially controlled by adults (fiction, visual arts, music), while the influence of an adult - a teacher, a parent - on the source itself, as a rule, is absent. Only means are selected from the standpoint of their pedagogical expediency. And finally, the third group includes those sources that an adult practically cannot control (random “information” that a child can receive from communication with peers, older children, from his own observations of the surrounding reality."
The teacher’s task is to ensure that children receive most of the reliable information from the first two sources and, if necessary, timely correct the information received from the sources of the third group.
METHODS.
The method as a way of transmitting information and influencing the formation of personality is important. It determines the effectiveness of introducing children to social reality. Therefore, the teacher needs to consciously approach the selection of methods, correlating them with the purpose and objectives of education and training. There are two large groups of methods - education methods and teaching methods. A group of teaching methods is aimed at cognition. These methods are classified according to the main sources of transmission and perception of information (these are verbal, visual, practical methods.)
You can base the classification on the logic of knowledge acquisition, and then these will be inductive and deductive methods.
If the classification is based on types of cognitive activity, then these will be reproductive, problem-game, search, and research methods.
Particular importance must be attached to the classification and selection of knowledge when introducing children to the social world. This is due to the fact that children are not only imparted knowledge. At the same time, the child develops an attitude towards himself, other people, and events in social life; conditions are created for his active involvement in social reality; the personal significance for a growing person of what is happening around increases...
Preschool children are able to consciously perceive social phenomena. However, this ability manifests itself to a small extent when the process of acquiring knowledge is organized in such a way that stimulates the child to show curiosity, creativity, express feelings, and be active.
To solve such a triune task, methods for introducing children to social reality can be presented in four groups: methods that increase cognitive activity; methods that increase emotional activity; methods that facilitate the establishment of connections between different activities; correction methods, clarifying children's ideas about the social world.
Let's consider each group of methods separately.
^ METHODS THAT INCREASE COGNITIVE ACTIVITY.
The cognitive activity of preschool children should be understood as the activity that arises regarding cognition and in its process.
Methods of this group: ELEMENTARY AND CAUSAL ANALYSIS.
The ability to implement helps to assimilate knowledge consciously. In the process of elementary analysis, children understand external signs, as if dividing the phenomenon under study into visible components. The synthesis corresponding to such an analysis, also as a method of cognition, helps to present an object or phenomenon as a whole. For example, children look at a picture of a builder with a working tool against the background of a house under construction. The teacher asks to name the signs by which the children determined the profession of this person. Such elementary analysis is the necessary starting point for more complex CAUSAL analysis. This analysis allows for causal connections and dependencies between the characteristics identified in the elementary analysis. The synthesis corresponding to such an analysis helps the child understand significant, meaningful connections and relationships. So, continuing to consider the above picture, the teacher offers the children a
mother, why does a builder need a trowel that he holds in his hand, why is the crane so high, why build such a big house, who can be pleased with the work of a builder, etc. With the help of such questions, the child begins to delve into the essence of phenomena, learns to think about internal relationships, as if to see what is not depicted in the picture, and acquires the ability to draw independent conclusions.
The method of analysis and synthesis is closely related to the METHOD, or methodological technique, of COMPARISON.
The classes include tasks for comparison by contrast and similarity. Children can compare a person and an animal (how they are similar, how they are different), games, actions, etc. In all cases, comparison helps the formation of specific, vivid ideas and feelings, the process of forming an evaluative attitude towards oneself and surrounding people, towards events becomes more effective and conscious and phenomena of the social world. The technique of comparison that children have mastered helps children complete grouping and classification tasks. For example: “Distribute the pictures into two groups - in one, select everything that a cook needs for his work, and in the other, everything that a doctor needs for his work,” etc.
Manifestations of independence, creativity, and invention are facilitated by the METHOD OF MODELING and CONSTRUCTION. This method is necessary when introducing a child to the social world. It is advisable to teach children to make a plan - a map. This could be a plan - a map of a street, a road to a kindergarten, a school site, etc. Children learn to place objects in space, correlate them, and “read” a map. Modeling and construction develops thinking, imagination and prepares the child to perceive a world map and globe.
QUESTION METHOD: asking children questions and developing the ability and need to ask questions, formulate them competently and clearly.
Children should be encouraged to pose questions in class with direct sentences (“Do you want to know anything else about the North Pole? Ask, I’ll try to answer.”). At the end of the lesson, you can leave 2-3 minutes for children’s questions. The teacher’s task is to quickly and intelligently respond to questions: answer one immediately (if it relates to the topic of today’s lesson), say about others that this is the topic of the next lesson and the child will hear the answer later, offer to answer the third one of the children or assign for the child to look for the answer in the illustrations of the book, and then tell everyone. Teaching your child to independently search for answers to his questions is very important. But the teacher is required to have tact and a sense of proportion so as not to extinguish the desire to ask questions to adults.
^ REPEAT METHOD.
Repetition is the most important didactic principle, without the use of which it is impossible to talk about the strength of knowledge acquisition and the education of feelings. There are three possible forms of organizing repetition in classes to familiarize yourself with social reality.
DIRECT REPEAT - children are required to repeat what they have learned. Repetition occurs at the level of reproduction in the form and in the formulations that were given during the initial perception of the material... This type of repetition does not imply a creative attitude towards the material being absorbed, therefore it is used along with other types.
APPLICATION OF KNOWLEDGE IN A SIMILAR SITUATION. This form of repetition is based on associative connections that arise during the perception of new material, new objects, objects. “What is this object like? What fairy tale of the Russian people does the Ukrainian fairy tale “The Mitten” remind you of? This form of repetition leads to the manifestation of generalizations, promotes independent formulation of conclusions, and increases cognitive activity.
REPETITION AT AN INTERMEDIATE LEVEL is the third form of repetition. The child returns to previously acquired knowledge in a new situation, when it is necessary to rely not on specific examples, but on previously made generalizations and conclusions.
^ METHODS AIMED AT INCREASING CHILDREN'S EMOTIONAL ACTIVITY WHEN LEARNING KNOWLEDGE ABOUT THE SOCIAL WORLD.
Emotional activity is an interested perception of cognitive material, empathy, compassion, a desire to take part in an event, to evaluate it. Emotional activity can manifest itself in expressive speech, facial expressions, gestures, and movements.
The emotional potential of an activity to familiarize children with social reality depends on the adult. A teacher who does not know how to “infect” children with his emotions will not be able to provoke their emotional activity, yes
using social techniques for this. Therefore, it is so important to understand that the teacher’s ability to convey his attitude to the content of knowledge is a necessary condition for influencing the emotional sphere of the child; and special methods and techniques only help the teacher to intensify this process.
^ SOME METHODOLOGICAL TECHNIQUES .
GAME TECHNIQUES increase the quality of assimilation of cognitive material and contribute to the consolidation of feelings. One of these techniques could be an IMAGINARY SITUATION: an imaginary journey, a meeting with imaginary characters, etc. The game “as if...” liberates children, removes the obligation to study and makes this process natural and interesting. For example, the teacher suggests: “Let's mentally imagine that we have flown to another planet. No one there knows what kind of people live on Earth. What will we tell them about us and our planet?” Or: “It’s as if a person came to us who had never been here. What will we show him, where will we take him?...”
The technique of INVENTING FAIRY TALES is close to this technique.
Dramatization games, which can be included in classes, help increase emotional activity.
SURPRISE MOMENTS AND ELEMENTS OF NOVELTY emotionally prepare the child for learning, heighten the desire to unravel the secret, solve the riddle and simply be happy and surprised. It is very important that classes are interesting and emotional. Then children immediately have a desire to find out. A surprise can be the presentation of a new toy, a slide show, the appearance of a child or adult in an unusual image, and many others.
The form and location of the lesson and, of course, its content can create novelty for children. The variety of shapes makes the activities attractive to children. So, you can conduct final classes in different ways in the form of a tour of the premises of the group or the entire kindergarten, drawing up a concert program, selecting paintings for an exhibition, coming up with a collective story.
Methods and techniques for increasing the emotionality of learning include HUMOR AND JOKE. The teacher should always be ready to smile at the child, laugh and joke with him. A cheerful, positive attitude not only attracts children to the teacher, but also to what he proposes to do. It is only important that the jokes are friendly and do not offend children. It is necessary to teach the child to accept and understand jokes without offense and to use them himself in communication with peers and adults.
^ METHODS AND TECHNIQUES FOR ESTABLISHING
CONNECTIONS BETWEEN DIFFERENT ACTIVITIES
The educational and developmental effects of knowledge about the social world increase when they are assimilated in different types of activities, provided that these types are meaningfully and logically related to each other. In order to establish connections between different types of activities, “didactic bridges” are needed. Already in the process of classes, the teacher uses the PROPOSAL and TEACHING method to establish connections between different types of activities. It is important that the child understands the meaning and need to establish such connections, then he responds to the teacher’s offer to learn how to establish connections. Thus, during a lesson on familiarization with technology, the teacher not only emotionally talks about human creativity, but also makes children want to try their hand at inventing themselves, expresses confidence in their capabilities, and offers to teach and help. Learning no longer happens in the classroom; for example, in the process of labor, visual activity.
PERSPECTIVE PLANNING plays an effective role.
Its essence is that children are asked to think about where, why and how this or that skill, this or that knowledge can be useful. For example, the teacher says: “Children today we learned how to sculpt vegetables and fruits. Where do you think we can use them? And when will the ability to sculpt well be useful to you? When discussing the possibilities of transferring skills or using the results of activities, children at the same time see the prospect of developing other activities - games in the store, making gifts for someone, etc.
A CONVERSATION with children about how they can play “this”, what can be made from drawings, rugs, etc. can serve as a connecting link, a “didactic bridge.”
^ METHODS FOR CORRECTING AND CLARIFYING CHILDREN'S CONCEPTS ABOUT THE SOCIAL WORLD.
In the process of observation, assimilation of knowledge about the social world, children form assessments and ideas about people, their relationships and activities, social phenomena and events, and about themselves.
All work with children in this area can be divided into two
large blocks: clarification of ideas about objective phenomena of the social world that do not personally affect the child, and clarification and correction of inadequate assessments and ideas about phenomena, events, facts directly related to the life of the child and his personal development.
Work in the first block is work in class and in everyday life.
The leading methods here are REPETITION, EXERCISE, EXPERIMENTATION and EXPERIMENTS i.e. everything that allows you to find out what and how children understood in the content of the knowledge communicated to them, and help in correct understanding. For example, during a lesson, children were told about technology created by human hands, and the child did not understand what a lever is and how “a simple stick becomes a technique.”
After class, the teacher invites the child to conduct an experiment using a lever, answer his own question and explain the answer to the teacher.
The point of such work is to find out in time what children did not learn, what turned out to be difficult for them, and to find methods and techniques that will make the material accessible to their understanding. At the same time, it is very important that the teacher knows well that this is the kind of knowledge the child needs, and accepts the reason for not mastering it. In some cases, when the teacher is obviously sure that the children cannot understand the essence of the question, and they don’t need it yet, he uses the METHOD OF SWITCHING TO ANOTHER ACTIVITY or the METHOD OF GENERAL ANSWER to the question. A similar situation arises, for example, when children themselves try to explain the process of human birth or the origin of life on Earth. The teacher resorts to EXPLANATION and CLARIFICATION, but takes the children away from unnecessary details that are difficult for preschoolers to understand.
Helps clarify ideas REPEATED PERFORMANCE OF THE TASK (“Draw again, but more precisely...., tell me again... do it again, etc.”)
Children’s ideas are also clarified in situations of CHOICE: “What would you do?... Why do you think that the boy did something bad?...”, etc.
Periodically, once every three months, the teacher conducts control subgroup and individual classes, the purpose of which is to clarify the children’s ideas and the dynamics of their development.
The second block is aimed at correcting and clarifying ideas,
acquired by children when spontaneously receiving information (the child’s own observations of people’s relationships, their activities, events, etc.) As a rule, adults are unable to control the content of such information and influence children’s assessment of it, and therefore it remains to further identify such ideas and, if possible, correct them. It is advisable to clarify or change children's ideas in an INDIVIDUAL CONVERSATION. Comparative analysis, assessment, explanation, imaginary situation, joint search for a way out of the situation, discussion of the method of action - all these methods and methodological techniques are used if necessary in the work of a teacher. This part of the teacher’s activity is the most difficult, as it is associated with a source of negative information, which can be people close to the child. Therefore, to achieve real success, it is important to work with parents.
Methods for introducing children to social reality are used by educators in various forms of pedagogical work and in various types of activities. They increase the educational potential of excursions, observations, and classes.
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III seminar: THE ROLE OF AN ADULT IN THE PROCESS OF INVOLVING CHILDREN IN SOCIAL REALITY.
An adult appears to children in two functions: as a bearer of social experience, norms and rules of life, knowledge about the world, and as an organizer of the process of raising and educating a child.
Both the first and second functions are implemented in two forms: spontaneously and purposefully.
The first function - an adult - a carrier of values - can be implemented purposefully. This happens in cases where parents and educators deliberately demonstrate to the child their assessments, attitudes, and actions, making themselves a role model, a kind of “visual aid.” This first function is overly significant for a developing personality.
The mechanism of influence on a child is based on such characteristics of childhood as imitation and the need to join the world of adults.
Binders are methods that contribute to the implementation of this function in a targeted form. For a child this is observation, and for an adult it is the organization of joint activities, pedagogical situations, demonstration.
In the spontaneous form of transferring social experience in the first function, observation remains significant for the child, and for an adult, illustration of his inner social and moral world. The teacher must remember that the child is constantly watching him and is always ready to imitate.
The second function of an adult in the socialization of a child’s personality is the function of an organizer of the process of transferring social experience. And this function is implemented both purposefully and spontaneously.
The teacher purposefully implements this function while carrying out his professional activities.
An adult is an intermediary between the child and the social world around him.
All adults who communicate with a child in one way or another can be conditionally divided into different “levels of intimacy.” Each level is characterized by three indicators: the frequency of contacts between adults and children, the emotional intensity of contacts, and information content. Parents should be included in the first level. All three indicators take place here, with the leading role of emotional saturation. Close to this level is the second, where a preschool teacher could go.
The third level of closeness is characterized by situational, perhaps even single contacts, varying degrees of emotional and informational richness. Here we can talk about people whom children observe on the street. in transport, as well as those whom they rarely see and observe them in some specific activity.
Finally, the fourth level of closeness includes those adults whose existence children know, but have never met directly, and perhaps cannot meet if these characters are from literature, from films, etc. In this form of communication, there are no distractions from everyday life, and the child feels the images of these people more deeply. Adults of the fourth level of intimacy influence the socialization of the child’s personality. Their impact can be emotionally intense and rich in information.
^ METHODOLOGY FOR EDUCATION OF THE RELATIONSHIP OF CHILDREN TO ADULTS
The leading introductions of children to adults of different levels of intimacy are highlighted.
First and second levels. Since these levels are characterized by emotional closeness between a child and an adult, the leading method is the organization of joint activities of various forms and different content, as well as individual communication between adults and children. This can be joint work (cotton labor, work in nature, "book and toy repair workshop"); joint artistic activities (preparing a joint concert, surprise gifts, drawing a single picture), holidays (birthdays of parents, teachers, sports and other holidays); joint games (role-playing games with the participation of adults, dramatization games, where adults take on some of the roles).
Individual communication occurs both in the process of joint activity, and as an independent form, it has its own value. These are conversations on intimate topics, writing fairy tales, reading, etc.
In the pedagogical process, the above methods of working with children are logically combined and supplemented by others: children’s stories about their loved ones
(in the form of memories of pleasant moments, riddles); drawing (mom, dad, teacher); reading works of fiction about parents to children ("A Difficult Evening" by N. Artyukhova, "Let's Sit in Silence" by E. Blaginina, etc.), ethical conversations on various topics that enrich and clarify children's ideas about their relationship to parents and educators ("Who loves you as mom”, “What can make your teacher happy”, etc.), an exercise for the child in showing care and attention, learning how to show them.
When a teacher organizes work to develop attitudes among adults of the third level of closeness, the method of organizing observations becomes the leading method. Observation can be carried out during excursions, in specially created situations when children get acquainted with the activities of adults. It is important that children know what to watch.
Involving children in the activities of adults, ethical conversations, reading works of art, drawing on themes of observation of games, work by analogy with observation, etc. are also effective.
A certain place in the methodology is occupied by the work of clarifying and shaping the child’s ideas about an adult as such. How about a person to whom he, a child, is similar, and from whom he is still significantly different. For this purpose, the methodology includes a block called “Who are adults.”
The purpose of this section of the methodology is to maintain and develop children’s interest in the world of adults, to introduce them to various activities and personal qualities, to arouse in the child a desire to follow what is worthy of imitation, and to objectively evaluate what is unworthy in the behavior and activities of adults.
The world of adults attracts a child. Without even realizing it, he sees in an adult the prospect of his own development, searches for his ideal, and chooses to imitate from the variety of observed activities something that is quite specific and inherent to a particular person. The kid does not imitate everyone and everything, but those who are closer to his subconscious ideal, which serves as a kind of prism for perceiving the environment. For example, a group of children watches the work of a bus driver. if an adult does not direct their attention, then everyone observes as if according to their own program: one sees “how the driver turns the big steering wheel”, another - that “uncle sang all the time and smiled at us”, and the third - that “there are a lot of pedals on the bus and levers." And in subsequent games, drawings, and stories about what they saw, the children will reflect on what struck them most and turned out to be personally significant.
Due to the fact that a preschool child is still small, many are inclined to think that he is not able to objectively evaluate an adult, his actions, actions. For many years, teachers considered it advisable to create for a child an image of an adult as ideal, infallible, and not subject to criticism. The child was taught that everything that an adult does or says is the only true thing. However, the study of children's ideas about the environment and about adults suggests that preschoolers very early begin to differentiate their attitude towards people. At 4-5 years old, fairly correct assessments already appear: “I like this person, but I don’t like this one.” At 5-6 years old, children give reasons for their assessments, and their condemnation deserves the most careful analysis. The child appreciates kindness in adults, the ability to communicate with him, attitude towards animals, external charm, beauty. Children understand that not all adults are the same, that they too can commit negative actions and actions. At the same time, the desire to be an adult does not disappear, but the role model becomes specific, associated with a specific person. The teacher’s task is to make the best features of an adult attractive to the child; without turning a blind eye to shortcomings, show what makes a person a Human, and instill faith that he, a child, can become the same. And for a child, this should be, if possible, a real, specific person.
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