Prerequisites for the formation of educational activities in preschool age. Elements and motives of educational activities in preschool age Formation of prerequisites for educational activities in preparatory groups

The term "learning activity" in relation to schooling entered scientific use thanks to the famous works of A.P. Usova and was met with ambiguity. Thus, V.V. Davydov believes that the use of the term “learning activity” in a strict sense in preschool education is hardly justified: “The goal of developmental preschool education is not the formation of any specific elements of educational activity, but the creation of its universal genetic prerequisites." However, the positions of scientists agree on the main thing - between the formation of educational activities in kindergarten And primary school there must be continuity.

A.P. Usova wrote in her works that from the various relationships of a child with adults, already at the stage of preschool childhood an activity can be isolated and formed that can be called teaching or educational activity. Characteristic of this activity is the child’s acquisition of knowledge and skills. The educational activity of a preschooler is a new way of acting, different in nature and motives from the game of labor and self-service. If the method of assignments provides freedom of action in the design and its execution within the limits of a broad norm, then in teaching the child is led along the path of assimilation of knowledge and skills from explanations and demonstration of execution practice. In the first case, children hardly have to restrain themselves. In learning, all the child’s behavior is based on the fact that he must concentrate on a given phenomenon and action, distract himself from everything extraneous, follow the indicated path.

IN preschool age educational activity is not the leading one. In the relationship between play and learning activities in preschool age, play plays a dominant role. At preschool age, a unique form of educational activity arises: teaching in the plot - role-playing game in which a separate learning task is highlighted. In this case, educational activity does not follow directly from the game and is not a game, but is formed under direct pedagogical influence, notes A.P. Usova.

Learning as an activity takes place where a person’s actions are controlled by the conscious goal of acquiring certain knowledge, skills, and abilities. Teaching is a specifically human activity, and it is possible only at that stage of development of the human psyche when he is able to regulate his actions with a conscious goal. The teaching makes demands on cognitive processes (memory, intelligence, imagination, mental flexibility) and volitional qualities (attention management, regulation of feelings, etc.).

Learning activities combine not only the cognitive functions of activity (perception, attention, memory, thinking, imagination), but also needs, motives, emotions, and will.

The study of educational activity as a specific activity allowed researchers to identify the following main characteristics:

• - it is specifically aimed at mastering educational material and solving educational problems;
• - it masters general methods of action and scientific concepts;
• - general methods of action precede problem solving;
• - educational activities lead to changes in the person himself - the student;
• - changes occur in the mental properties and behavior of the student depending on the results of his own actions.

The original concept of educational activities was proposed by V.V. Davydov. In the process of educational activity, a person reproduces not only knowledge and skills, but also the very ability to learn, which arose at a certain stage in the development of society.

The main result of educational activity in the proper sense of the word is, according to some scientists, the formation of theoretical consciousness and thinking in the child. It is on the formation of theoretical thinking, which replaces empirical thinking, that the nature of all knowledge acquired in the course of further education depends.

According to I.I. Ilyasov’s definition, the activity of teaching is self-change, self-development of the subject, transforming him from one who does not possess certain knowledge, skills, and habits into one who has mastered them. The subject of educational activity is the initial image of the world, which is clarified, enriched or corrected in the course of cognitive actions. The psychological content, the subject of educational activity, is the assimilation of knowledge, mastery of generalized methods of action, in the process of which the student himself develops.

The means of educational activity with the help of which it is carried out are:

• - intellectual actions, mental operations (analysis, synthesis, generalization, classification, etc.);
• - sign language means in the form of which knowledge is acquired.

Methods of educational activity can be varied: reproductive, problem-creative, research and cognitive activities (V.V. Davydov).

The product of educational activity is an internal new formation of the psyche and activity in motivational, value and semantic terms, the formation of knowledge and the ability to apply it to solve a variety of practical problems.

Educational activity has an external structure consisting of the following elements: 1) motivation; 2) educational tasks in certain situations in various forms of tasks; 3) educational activities; 4) control turning into self-control; 5) assessment, turning into self-esteem.

The main components of educational activity according to V.V. Davydov are the following: educational task, educational actions, control and evaluation.

A child of preschool age is encouraged to learn by a wide variety of motives:

• - motives for the child’s direct emotional relationship to the materials used in the lesson;
• - motives for learning related to the interests of practical or gaming activities;
• - motive of prestige;
• - motive of social necessity;
• - motive of cognitive interest.

A child's acceptance of a learning task largely determines the success of learning activities. The educational task in preschool education covers the content of knowledge, abilities, skills, methods of mental and practical activity. At a younger age, the educational task often merges with a practical one, for example, “Draw a house” or “Count how many cubes.” At the same time, the majority of children of this age do not consider the specific content of the activity obligatory, but perceive the task as permission to activity, manipulation with objects. Gradually, the teacher develops in children the ability to perceive and accept the learning task. To do this, the following techniques are used: assessing the results of the child’s activities in productive activities; comparison of the result with the sample; the coincidence of the teacher’s questions with the manifestations of objects of perception, for example, “What is the bird doing?”; the coincidence of task questions with the child’s investigative or transformative actions, for example: “Touch the fur and tell me is it fluffy or smooth?”

Gradually, by middle preschool age, the child begins to differentiate practical and educational-cognitive tasks. At the beginning of the lesson, children accept a general learning task; during the lesson, the teacher must break it down and specify it with the help of questions and assignments. The most important conditions Further development in children of the ability to accept an educational-cognitive task is its specificity and certainty, connection with a practical task and closeness to children's experience.

Educational tasks in classes with older preschoolers acquire an educational and cognitive character and are aimed at children mastering practical and mental activities.

At preschool age, such a component of educational activity as the child planning his actions is mastered. Planning includes: selection of means and methods of activity, establishment of a sequence of actions in accordance with the assigned educational task. During the planning process, significant mental work occurs, logical reasoning thinking develops - one must anticipate the process of completing a task, follow it, and control one’s actions. Scientists (L.A. Paramonova, D.B. Sergeeva, D.I. Vorobyova, etc.) identify several levels of planning:

• - situational planning, i.e. discussion of actions as work progresses;
• - fragmented planning - planning 1-2 stages before the start of activity;
• - schematic planning, i.e. a general sequence of work is outlined, but the discussion of the stages is superficial, without a detailed disclosure of their content;
• - complete planning is when children reasoned, discuss the content and sequence of stages of activity, determine the amount of work for each group member.

The formation of the ability to plan goes through several stages: the first stage - children are taught to accept the adult’s plan, the second stage - joint planning of activities with the teacher, and the third stage - independent planning. In order to teach children to plan, the teacher uses a set of methods and techniques:

• - repeating the plan given by the teacher, asking children questions about the sequence and content of the upcoming work;
• - telling children about the work already done, assessing the result of the work in accordance with the planned plan;
• - children’s independent preliminary thinking about the process of activity;
• - joint discussion of the plan with children;
• - self-control during performance and at the end of the activity.

The success of a child’s educational activities is associated with the ability to control the progress of activities and correctly evaluate its results. Elements of assessment and self-esteem begin to form in early and middle preschool age through the use of differentiated assessment of practical activities (A.P. Usova, T.N. Doronova).

Scientists distinguish three types of control:

• - control based on the result (the child masters methods of comparing, for example, a drawing with the depicted object, identifies errors and corrects them;
• - control over the method of action (comparison of the actions performed by the child with certain methods of their implementation, compliance with the solution of the assigned tasks);
• - prerequisites for anticipatory control (the child’s ability, when planning an activity, to anticipate the occurrence of possible difficulties by assessing his skills and abilities and comparing them with the given ones and to avoid them by practicing the skill.

To form control based on the result, the following basic techniques are used: showing and explaining techniques for visually comparing the result of an activity with a given sample, first by the teacher, then by individual children; collective discussion of the implementation of control actions, mutual testing between children; remember the task that was performed, repeat the teacher’s instructions and compare your results with the task.

As you master the methods of control based on the final result, you can begin to teach children of senior preschool age step-by-step control. To this end, it is necessary to teach children to think which method of action will be the most rational, clearly highlight in front of the children the method of action - what and how to do, put children in a situation that requires them to constantly control the method of action.

When children have mastered stable skills in performing outcome control and control over the method of action, we can begin to teach them how to perform anticipatory control actions. For this purpose, it is advisable to discuss with children actions that are difficult for them and, first by the teacher, and then by individual children, to show and explain how to perform these actions.

Mastering control actions helps children develop the ability to plan their own activities.

L.F. Obukhova identifies the following structure of educational activities:

• - A learning task is something that a student must master.
• - Learning action is change educational material necessary for the student to master it, this is what the student must do to discover the properties of the subject he is studying.
• - The control action is an indication of whether the student correctly performs the action that corresponds to the model.
• - The action of assessment is determining whether the student has achieved the result or not.

There is reason to believe that the various components of educational activity are unequal. D. B. Elkonin notes that the central place in this structure belongs to the learning task. Its difference from any other tasks lies in the fact that the goal of solving an educational task “is to change the acting subject itself, i.e. in mastering certain methods of action."

An educational task acts as a specific educational task that has a clear goal, but in order to achieve this goal, it is necessary to take into account the conditions in which the action must be carried out. According to A. N. Leontiev, a task is a goal given under certain conditions. As learning tasks are completed, the student himself changes. Learning activities can be presented as a system of learning tasks that are given in certain learning situations and involve certain learning actions.

An educational task acts as a complex system of information about some object, a process in which only part of the information is clearly defined, and the rest is unknown, which must be found using existing knowledge and solution algorithms in combination with independent guesses and searches for optimal solutions.

Educational activity as a whole includes a number of specific actions and operations at different levels. I. I. Ilyasov considers executive educational actions of the first level:

• a) actions to understand the content of educational material;
• b) actions of processing educational material.

In addition to executive actions to understand and process the material, control actions take place in parallel with them , the nature and composition of which depend on the same conditions as the composition of enforcement actions (source and form of receipt educational information). Along with mental ones, perceptual and imaginary actions and operations, reproductive (performing, patterned) and productive (aimed at creating a new) actions are implemented in educational actions.

U.V. In the structure of a preschooler’s educational activity, Ulyenkova identifies an intellectual component (emerging qualities of the mind) and non-intellectual components: a positive emotional attitude (degree of expression) to intellectual activity; habitual methods of self-control and self-assessment of this activity at its main stages.

S.A. Lebedeva includes preschoolers in the structure of educational activities : motives tasks methods of action product. The formation of educational activities, in her opinion, should be based on a game where it is necessary to consistently include elements of teaching: cognitive motives that contain the rationale for the need to master various areas of the surrounding world; educational tasks outlining the content that the child must master; methods of action aimed at solving cognitive problems using sign-symbolic means; the ability to act according to the demonstration and instructions of an adult; The products of educational activities are the child’s real advancement in development and mastery of program content.

E.E. Kravtsova proves that the presence of prerequisites and sources of educational activity in preschool age is an indicator of psychological readiness for schooling. Pedagogical practice shows that very often difficulties in teaching primary school children are associated not only with violations cognitive processes- memory, thinking, attention, but to a greater extent with the inability to organize one’s activities, accurately follow the teacher’s instructions, with lack of independence, passivity of children or disinhibition and impulsiveness in their behavior. Often these reasons are primary, and they, in turn, lead to gaps in knowledge and failure to master the school curriculum. She identifies the following elements of the educational activity of preschoolers: the ability to act according to a model, the ability to listen and follow instructions, the ability to evaluate both one’s own work and the work of other children.

Summarizing the elements of a preschooler’s educational activity identified by researchers, the psychologist identifies the following structure in educational activity: the ability to act according to a model, the ability to listen and follow instructions, the ability to evaluate both one’s own work and the work of other children; positive emotional attitude towards intellectual activity; habitual methods of self-control and self-assessment of this activity; ability to work in a team (E.E. Kravtsova).

Based on the experiments conducted and extensive research material, A.P. Usova identified specific signs of mastery of educational activities by preschoolers. Conventionally, they were divided into three levels, characterizing different degrees of development.

First level- is distinguished by the arbitrariness and purposefulness of all processes of cognitive activity, an active, interested attitude to learning, the ability to self-control one’s actions, and evaluate results. Based on the acquired knowledge and skills, children can solve problems available to them in practical and mental activities. Preschoolers listen carefully to the teacher, ask questions if something is unclear, plan their activities, get the result and analyze it.

Second level- characterized by greater arbitrariness of the processes of perception, attention, observation, and greater systematicity of knowledge acquisition. Children listen to the instructions of an adult, but are not always guided by them; they mostly act by imitation and do not always achieve results.

Third level- the beginning of the formation of educational activity, when the processes of mental activity are not yet sufficiently arbitrary. Children listen to the teacher, but do not hear his instructions, are not guided by them in their activities, and do not get the desired result.

U.V. Ulyenkova identified five assessment levels and areas of development of educational activity of preschoolers. They are based on the following criteria for mastering the orientational-motivational, operational, regulatory components of educational activity (Table No. 1).

Table 1

Criteria for mastering the main components of educational activities

Educational activities differ significantly in preschool and primary school age. In elementary school, educational activity becomes the leading one. Educational activities in the concept of developmental education deserve separate analysis. According to this concept, the meaning of educational activity as a leading activity is in the formation of the foundations of theoretical thinking. Unlike a traditional school, developmental education sees the meaning of educational activities not in the child’s acquisition of knowledge, skills, and abilities, although all this is very important; knowledge, abilities, skills are included in the general context of educational activities; they are needed at school insofar as they form the foundations of theoretical thinking.

Educational activities must be structured exactly in accordance with the mode of existence of theoretical thinking, that is, from the abstract to the concrete. At the beginning, the student must highlight an abstract concept through a meaningful generalization, highlight a meaningful cell that captures the universal relationship that defines a given subject. For example, in the educational concept analyzed by V.V. Davydov’s concept of number, the cell that stands out is the ratio of quantities. This further develops into a complex system of specific tasks: how to measure quantities with different standards, how to convert one measurement into another, how to build a number system - all this is the concretization of the concept of number, the development of the original cell.

At the initial stages, educational activities are carried out in the form of joint activities between teacher and student. By analogy with mastering objective actions in early age, we can say that at first everything is in the hands of the teacher and the teacher “acts with the hands of the student.” However, at school age, activities are carried out with ideal objects (numbers, sounds), and the “teacher’s hands” are his intellect. Educational activity is a substantive activity, but its subject is theoretical, ideal, so joint activity is difficult. To implement it, you need to materialize objects; without materialization you cannot act with them. The process of development of educational activity is the process of transferring its individual links from teacher to student.

The process and result of the formation of the educational activity itself, which actively develops at the beginning of schooling, depends on the teaching methodology and on the forms of organizing the educational work of children.

The lack of formation of educational activities among primary schoolchildren before they enter the middle grades of school leads to children's developmental lag and is one of the main difficulties that teenage students face when starting to study theoretically complex subjects. The German scientist G. Klaus identified a system of parameters by which it is possible to assess the maturity of schoolchildren’s educational activities (Table No. 2).

table 2

Individual differences and parameters by which one can evaluate the development of educational activities in schoolchildren

Motivational-structural analysis of the formation of a preschooler’s educational activity (according to N.G. Salmina) involves clarifying:

• - the child’s acceptance of the learning task as a guide to action;
• - maintaining an accepted task or slipping to another in the process of completing it;
• - maintaining or losing interest in the problem during its solution.

Another point in the motivational-structural analysis of the formation of educational activities is the clarification of:

The child’s attitude towards the teacher, which can manifest itself in reacting to the teacher’s comments, in accepting or ignoring them, in the student’s attitude towards the help provided to him by the teacher.

Functional signs of the formation of educational activity contain characteristics of the executive part of the activity, as well as its control part.

The characteristics of the orientation part of the activity presuppose the establishment of the presence of orientation itself (whether the child is able to analyze given patterns of actions, evaluate the resulting product, and relate it to a given pattern). This includes asking:

• - the nature of the orientation (collapsed - expanded, chaotic - thoughtful, organized - disorganized);
• - orientation step size (small, operational or large, in whole blocks).

Characteristics of the performing part of the activity include:

The student copying the actions of an adult or another student or performing the activity independently.

The characteristics of the control part of the activity contain information about whether the child notices errors, corrects them, or skips them without noticing.

Thus, the concept of educational activity is multifaceted; it includes actions specifically aimed at mastering educational material and solving educational problems; mastering general methods of action and scientific concepts; changes occurring in the learner himself, including changes in mental properties and behavior depending on the results of his own actions. Educational activity is understood as activity specifically aimed at mastering educational material and solving educational problems, which leads to changes in the mental properties and behavior of students. All researchers highlight the structure of educational activity, which consists of four links: educational task, educational action, control action, evaluation action.

The structure of educational activities consists of various elements. For preschoolers this is: the ability to act according to a model; the ability to listen and follow instructions; the ability to evaluate both their own work and the work of other children; ability to work in a team. The first beginnings of educational activity in preschoolers appear in play; As each of the structural components of educational activity is purposefully formed, preschoolers develop personal readiness for school.

Organization: MDOU "CRR "Zvezdochka" - kindergarten No. 8"

Locality: Kursk region, Zheleznogorsk

Content:

1 . Relevance of the problem at the present stage.

2. Theoretical justification of the topic.

2.1 Research by famous teachers and psychologists on the specifics of educational activities.

2.2 The role of the game in the formation of the prerequisites for educational activities.

3. Description of the experience.

3.1. Diagnostics of the level of development of prerequisites for educational activities.

3.2. Tasks for the formation of prerequisites for educational activities in older preschoolers.

3.3. Stages of work.

3.4 Long-term plan.

3.5 Forms of work with parents.

3.6. Results of final diagnostics.

3.7. Conclusions.

4. Applications.

1. Relevance of the topic at the present stage.

Currently, much attention is paid to the issue of preparing children for school.

The vast majority of children entering first grade can read, count, solve simple problems, and have a large stock of knowledge and ideas about the environment. But despite all these achievements, many children experience difficulties in school. They are often inattentive in class, do not complete the teacher’s assignments, find it difficult to do independent work, find it difficult to negotiate with other children, and most importantly, there is a lack or decreased interest in learning. A situation arises when first-graders have a large stock of knowledge and skills, but are not ready for educational activities. Experience shows that in order to master any type of activity (game, educational, etc.) at the previous stage of development, certain prerequisites must be formed that allow the transition to this activity without much difficulty. Also, for the development of educational activity, its prerequisites must be formed already in preschool age.

The task of forming the prerequisites for educational activities is very important in preschool education. In the Federal Law “On Education in Russian Federation", in article 64 "Preschool education" it is noted that preschool education is aimed at creating the prerequisites for educational activities, as well as at preschool children achieving the level of development necessary and sufficient for their successful development of educational programs of preschool education. The Federal State Educational Standard for preschool education also names as one of its tasks the formation of prerequisites for educational activities, ensuring the continuity of goals, objectives and content of education.

The prerequisites for educational activities are:

-formation of cognitive interest;

-children’s ability to analyze, compare, generalize, draw simple conclusions and conclusions;

The ability to designate and replace various phenomena and events with signs and symbols, and perform simple schematization and modeling actions;

- the ability to hear and listen, accurately perform tasks according to the model;

- consciously subordinate your actions to the rule;

- independently find ways to solve practical and educational problems;

- control over the way you perform your actions;

-ability to interact with peers.

2. Theoretical justification of the topic

2.1. Research by famous teachers and psychologists on the specifics of educational activities.

In order to correctly and effectively organize the work of forming the prerequisites for educational activities in preschoolers, it is important to have an idea of ​​what educational activities, as the leading activity in the school.

Educational activity is characteristic of a certain period of mental development school child age. This is a complex activity, consciously aimed at mastering scientific and theoretical knowledge through the implementation of general methods of action in the process of solving practical problems. Educational activity includes solving problems that can only be solved in a theoretical way that is accessible to the thinking of a primary school student, but not a preschooler. After all, as you know, preschooler-practitioner: he “thinks with his hands”, he can solve practical problems..

The analysis carried out in the studies of D.B. Elkonin and V.V. Davydov showed that educational activity has a specific structure, including:

-learning task;

-learning activities;

-control;

- assessment.

From the point of view of D.B. Elkonin and V.V. Davydova educational is an activity during which children master a system of scientific and theoretical concepts and based on them general solutions specifically practical problems. Children’s assimilation and reproduction of these methods serves as the main educational goal - children’s mastery of general methods of action, that is, methods that allow them to solve a number of practical or cognitive problems, highlight new connections and relationships.

Children's work in educational situations is realized in educational actions, with the help of which they learn examples of general methods of solving problems. Full-fledged activity in a situation of a learning task presupposes execution of control.

The child must correlate his learning activities and their results with given patterns.

Closely related to control is assessment, which records the compliance or non-compliance of results with the requirements of the learning situation.

D.B. Elkonin noted that the central place in the structure of educational activity belongs to the educational task. The ability to accept a learning task and the ability to solve it is an important criterion for readiness for school.

But in order for the components of educational activity to be formed, it is necessary to have prerequisites for educational activities.

Analysis of psychological and pedagogical research allows us to draw a conclusion. In science, two concepts have emerged for the formation of prerequisites for educational activity in preschoolers: in the depths of play activities and in the process of specially organized training.

In the process of learning, children acquire knowledge, their ideas are formed, and their horizons are enriched. Thanks to training, the plots, content and rules of games develop and expand. But learning at this age should be carried out in the process of leading, i.e., play activity with its acquisitions and new formations.

2.2. The role of games in the formation of prerequisites for educational activities

The prerequisites for educational activity are formed mainly within the leading activity inherent in preschool age - that is, in play.

It is with its help that the main directions of child development are laid out and most effectively formed: development creative imagination, imaginative thinking, self-awareness, arbitrariness of behavior and many others. Through play, children learn to build their personal life plans, go through the school of constructive communication and interaction with other people.

It is well known from “folk pedagogy” that a preschooler who has “underplayed” quickly loses interest in learning. Therefore the game is preschool stage has a special value: it contributes to the development of a child’s curiosity and desire to acquire new knowledge. An integral part of any game are the rules.

In creative play, these are hidden rules embedded in game conventions, when children accept for themselves the importance of observing the order of roles, the correct correspondence of game actions to the chosen role. In games with rules, didactic, active, children’s voluntary behavior develops. The child learns to subordinate his actions to a model, which can be the behavior, opinion and assessment of others.

By the end preschool period The child gains the ability to control his behavior, obey rules and requirements.

Research by E.E. Kravtsova proved that children with a low level of development of play activity are characterized by a low level of development of educational activity.

In the game, an important motive arises and is realized - the desire to become adults, to actually fulfill the functions of an adult.

Cognitive activity younger preschoolers is formed through experimental games, didactic, active, and passes into the cognitive need of children of senior preschool age. In play, children's mental activity is always associated with the work of their imagination. For example, in a role-playing game, largely due to the fact that the child replaces real items and takes on a variety of roles. If the start of the game ( younger age) is marked by the replacement of objects and the performance of a role, then in older preschool age children already perform actions not in the real, but in the imaginary plane, that is, the game takes place in the internal plane. Taking on a role, understanding its difference from his real one, the child brings a lot of himself into it.

In games, children identify and realize certain social norms and requirements, learn to obey them, to act according to the rule. Obeying the rules of the game voluntary, which is very important for the education of will. No wonder L.S. Vygotsky called play a school of voluntary behavior.

Of great importance for the formation of prerequisites for educational activities are games with rules. They immediately precede educational activities. In them, the child learns to consciously obey the rules, and these rules easily become internal, non-coercive for him. The ability to obey rules and the transition of external rules into internal ones are of great importance for creating the prerequisites for educational activity.

It is in games according to the rules that the child begins to pay attention to the method of achieving the result, and not just to the result itself.

Play with rules can and is often combined with other types of play.

At older preschool age, children can already independently organize a game, they themselves are able to agree, change and create new rules, they are attentive to the implementation of other rules by others, they defend the implementation of the rules and follow them themselves.

Important quality " the child’s ability to work according to a model” is also formed during the play activities of preschoolers.

For example, in a role-playing game, a role is an example of how to act. The preschooler behaves according to this model: he controls and corrects the role behavior of his partner, and then his own. Ability to work according to example Didactic, outdoor games also contribute. The pattern can be given in the form of the actions of another person or in the form of an already identified rule.

The structure of an outdoor game includes game actions, rules and material, and often also a role and plot. The development of voluntary movements is associated with obedience to the rule.

In collective outdoor games, the formation of organizational and communication skills child. In games - competitions, games - relay races, a senior preschooler learns to maintain the goal of an activity, act according to an adult’s instructions, and control his behavior and actions. The child tests his capabilities and is proud of the results achieved. And at the same time, he learns to rejoice in the good fortune of a comrade, empathize with difficulties, and show mutual assistance.

According to L.S. Vygotsky, ability to work according to a model, can be considered an intellectual achievement of a child, since “a child can only imitate what lies within the zone of his own intellectual capabilities.”

Skillful use of games game exercises in the pedagogical practice of kindergarten it helps to expand the child’s understanding, develop the ability to generalize, classify, analyze and build cause-and-effect relationships, as well as draw conclusions.

A special type of gaming activity is didactic game. In didactic play, the child not only gains new knowledge, but also generalizes and consolidates it.

To the structure didactic game includes a didactic and game task, game actions, rules, result and didactic material .

The main goal of the didactic game is educational. Therefore, the main component in it is a didactic task, which is hidden from the kids in the game.

The child is simply playing, but in its internal psychological meaning it is a process of unintentional learning. The originality of a didactic game is precisely determined by the rational combination of two tasks: didactic and gaming. Gaming and didactic tasks in game actions.

An important indicator for the development of the prerequisites for educational activity is the development of voluntariness, which is associated with the child’s awareness of the individual components of the activity and of himself in the course of its activity.

In preschool age basis of self-esteem and self-control self-regulation of one’s own activities arises. Self-control is formed in connection with the awareness of the rules, the result and the method of action, if the child is faced with the need to explain his actions in detail, to independently find and correct mistakes.

At 5 - 7 years old self-control begins to act as a special activity aimed at improving work and eliminating its shortcomings. But still, children are easier to control their peers than themselves.

Self-control develops most successfully in a situation where preschoolers control each other. At mutual verification, When children change the functions of “performer” and “controller,” they become more demanding of their work, the desire to do it better, and the desire to compare it with the work of others. That is situation of mutual control gives incentive for mastering self-control, which requires the ability to correlate the activity being performed with the rule.

Mutual testing and self-control can be successfully included when playing with students in didactic games and exercises.

3. Description of the experience

Thus, having studied the materials of famous psychologists D.B. Elkonin, V.V. Davydov, L.S. Vygotsky about the role and structure of educational activities, the role of games in the formation of the prerequisites for educational activities, in my teaching activities I have developed a certain plan, according to which all older preschoolers can form the preconditions for educational activities, using didactic games and gaming exercises

3.1. At the initial stage, with preschoolers ( senior group) Was held diagnostics, the purpose of which is to identify the level of development of the prerequisites for educational activities. Evaluated:

1) level of development of mental operations (analysis, comparison, synthesis, comparison, generalization, classification, establishment of cause-and-effect relationships)

2) level of arbitrariness of pupils 3) level of development of communication skills.

To determine the level of development of prerequisites, she offered children various game tasks:

“How does one picture differ from another”, “Find identical objects”, “Continue the series”, “Free classification”, etc.

The quality of the completed task is determined by three indicators:

High level - the child copes with the task independently;

Intermediate level – the child copes with the task with the help of an adult;

Low level - the child cannot cope with the task even with the help of an adult.

Diagnosis of the level of development of the prerequisites for educational activities among students was carried out at the beginning of the year in the senior group and at the end school year in the preparatory group.

The diagnostic results at the beginning of the school year (senior group) were as follows:

27% of children were found to have a high level of development of mental operations,

the average level was noted in 63%, high level arbitrariness was noted in 12%, average level - 27%, low level - 51%; a high level of communication skills was found in 23%, an average level - 62%, a low level - 15%.

The diagnostic results at the initial stage made it possible to subsequently organize work taking into account the development of each child.

3.2 Based on the diagnostic results, the following were made: tasks:

1. To develop cognitive interest and cognitive activity in children;
2. Develop mental operations: analysis, comparison, synthesis, generalization, classification; the ability to reason, make simple conclusions and inferences;
3. Learn to solve problems using the simplest forms of substitution, symbolization and modeling;
4. Stimulate the development of independence and initiative.
5. Develop abilities for self-control and self-esteem.
6. Form motivation for educational activities.

To form the prerequisites for educational activities, I used system of didactic games and game exercises for sensory education, the formation of elementary mathematical representations, cognitive development.

All games have a problem-based and practical nature; they are included in life situations that affect the real interests of the child. All didactic games and exercises gradually become more complex in content.

3.3. Stages of work:

1. Game exercises and tasks for the development of logical operations (analysis, synthesis, comparison, classification, generalization).
2. Games for recreating figure silhouettes (“Tangram”, “Pythagoras”, “Mongolian game”, etc.).
3. Logical exercises to find patterns.
4. Problems to find missing figures.
5. Models and diagrams. Solving problems using modeling and schematization (the content of the problem is presented in the form of models and diagrams, signs and symbols, or solving the problem requires the use of code cards)
6. Final diagnosis of the level of development of the prerequisites for educational activities.

At each stage I used puzzles - jokes, tasks of ingenuity, logical endings, entertaining questions, riddles. Children, solving them, learn to prove and guess.

This is especially important, because popular wisdom says: “A mind without a guess is not worth a penny.”

3.4. Long-term plan

3.6. Forms of working with families.

All work on developing the prerequisites for educational activities in children was carried out in close cooperation with parents.

At the first stage, a consultation was held with parents “Is the child’s psychological readiness for school?”

Next, parent meetings were held on the topic “Educational games for preschoolers” with their demonstration, consultations “The role of games in the development of prerequisites for educational activities in preschoolers”, “Types of logical games and exercises”.

Parents were presented with a master class on organizing educational games and play exercises.

3.7. Results of final diagnostics.

All work on developing the prerequisites for learning activities in preschoolers lasted

for two years.

Didactic games and game exercises were actively included in educational activities as part of the lesson, in the form of mental warm-up, in joint activities, in the form of KVN,

intellectual games and tournaments.

By the end of the preparatory group, 93% of children were identified with a high level of mental operations, an average level was noted in 7%; a high level of voluntariness was noted in 50%, an average level in 50%; a high level of development of communication skills was noted in 62%, an average level - 38%.

Thus, the active use of educational games and play exercises in educational activities with preschoolers made it possible to form the prerequisites for educational activities in children. Pupils are active and inquisitive, show initiative and independence, are able to analyze, compare and generalize, and establish cause-and-effect relationships. Children accept the task assigned to them, think through and find not only ways of action to solve it, but also options for their implementation. Children learned to use models and diagrams to solve various gaming and educational problems.

Pupils subordinate their actions to the rule and know how to interact with each other.

All these achievements will help children be successful in school, and the learning process and school life itself will bring them joy and satisfaction.

Literature:

Bezrukikh, M.M. Steps to the school. MM. Armless. - M.: Bustard, 2007.

Anishchenko, O.M. Conditions for the formation of prerequisites for children’s educational activities // Preschool education. Text. / O.M Anishchenko. 1979. - No. 5.

Bezrukikh, M.M. Is your child ready for school? Text. / MM. Armless. M.: Publishing house. Ventana-Graf Center, 2005.

Davydov, V.V., Markova A.K. The concept of schoolchildren's educational activities. Text. /V.V. Davydov, A.K. Markova. Questions of psychology. -1981.-No. 6.

Preparing children for school in kindergarten./Wenger L.A., Davidchuk A.N., Bure P.S. and others. Text. /Under. ed. F. Sokhina, T.V. Taruntaeva. M.: Pedagogy.

Preparing children for school. Text. /Ed. A.B. Zaporozhets, T.A. Markova. M.: Education, 1990.

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Development prerequisites for educational activities in children of senior preschool age in the context of the implementation of the Federal State Educational Standard for Education

The targets of preschool education, outlined in the Federal State Educational Standard for Educational Education, imply the formation in preschool children of prerequisites for educational activities, subject to the requirements for the conditions for the implementation of the educational program.

Today, according to the requirements of the Standard, the learning process is not a ready-made outline, but a search and co-creation, in which children learn to plan, draw conclusions, and acquire new knowledge through their own activities. The more complete and varied a child’s activity is, the more significant it is for the child, the more successful his development is, and the more potential opportunities are realized.

Having crossed the threshold of school, yesterday's preschooler finds himself in a world completely unusual for him. It depends on how his acquaintance with this world will be, what he will give him, whether the child will make friends with him, or whether he will feel alien and unprotected. The child is not preparing for school or for the future life. He develops here and now, living through a significant age period when the formation of the basic components of the value-semantic picture of the child’s world takes place.

The implementation of the system-activity approach, which is the methodological basis of the Federal State Educational Standard for Education, leads us to the need for better development and adaptation in practice of active technologies, forms and methods of teaching that contribute to the formation of prerequisites for educational activities, the formation of the child as an active subject of cognition.

The problem of developing the prerequisites for educational activities is one of the most pressing. Teachers and psychologists have proven the need for theoretical development of this problem and its implementation in educational practice.

This problem faced L.S. at one time. Vygotsky, who defined it as “the relationship between learning and development.” However, the scientist only outlined ways to solve it. This problem is most fully developed in the concept of educational activity by D.B. Elkonina, V.V. Davydova.

Remaining within the framework of the cognitive paradigm, the authors of this concept developed the idea of ​​reference educational activity as cognitive, built according to a theoretical type. Its implementation is achieved through the formation of theoretical thinking in children through the special construction of an academic subject and the special organization of educational activities.

“Learning activity” is a rather ambiguous concept. There are three main interpretations of this concept, accepted both in psychology and pedagogy:

1. Sometimes educational activity is considered as a synonym for teaching, learning, teaching.

2. In “classical” Soviet psychology and pedagogy, educational activity is defined as the leading type of activity in primary school age. It is understood as a special form of social activity, manifesting itself through objective and cognitive actions.

3. In the interpretation of the direction by D.B. Elkonina - V.V. Davydov's educational activity is one of the types of activities of preschool children, aimed at their mastering, through dialogues (polylogues) and discussions, theoretical knowledge and related skills in such spheres of social consciousness as science, art, morality, law and religion.

Preschool age is the stage of child development from 5 to 7 years. Characterized by the fact that the leading activity is play. It is very important for the formation of a child’s personality. Research problem: is to determine pedagogical conditions development of prerequisites for educational activity in children of senior preschool age in play.

Purpose of the study: to theoretically substantiate and practically test the effectiveness of using gaming activities as a means of developing the prerequisites for learning activities in children of senior preschool age.

Object of study: the process of forming the prerequisites for educational activities.

Subject of research: psychological and pedagogical conditions for the formation of prerequisites for educational activities.

Research hypothesis: if carried out systematically and consistently play activities with children, this will contribute to the development of the prerequisites for educational activity in children of senior preschool age.

The formation of prerequisites for educational activity in children of senior preschool age during the game will be more successful if the following conditions are met:

Taking into account the development of mental processes of a preschooler;

Creating problematic situations during gaming activities;

Ensuring a situation of success during the game.

Research objectives:

1. To study the problem of forming the prerequisites for educational activities in preschool children.

2. Analyze the concept of “prerequisites for educational activity” and identify its structure.

3. To identify and justify the psychological and pedagogical conditions that ensure the effective development of prerequisites for educational activities in children of senior preschool age during the game.

Research methods:

1. Analysis of theoretical and methodological literature.

2. Observation.

3. Conversation.

4. Interpretation and processing of research results.

Psychological and pedagogical aspect of studying the problem of development of prerequisites for educational activities

What is educational activity? This, according to the classification of S.L. Rubinstein, the first type of teaching, directly and directly aimed at mastering knowledge and skills.

Analysis of educational activities carried out by D.B. Elkonin, V.V. Davydov, showed that it has its own structure, a specific structure, namely: it includes an educational task, educational actions, control and evaluation. The central place in the structure of activity belongs to the learning task. A learning task should not be understood as a task that the child must complete. The learning task is the goal. The essence of the goal is to master a generalized method of action that will help to complete similar tasks and solve problems of a given type.

So, the teacher sets a goal - to teach children to draw a deciduous tree. The main attention is paid to developing the ability to convey the essential features of an object: trunk, branches, their location. Having mastered the generalized method of drawing a tree as such, the child will be able to use it when performing any specific task of similar content (in drawing on the topics “ Autumn tree", "Blossoming Apple Tree", "Winter Square", etc.).

Having taught children a general method of composing a riddle, the teacher varies the tasks, offering different material to solve an educational task: make riddles about objects necessary for human labor, about animals, about garden flowers, etc.

Learning activities, with the help of which learning tasks are solved, consist of many different learning operations. In order for children to master educational actions, they must first be performed with all operations fully deployed. At first, operations are performed either materially - with the help of some objects, or materialized - with the use of images, their symbolic substitutes. For example, while mastering the concepts of equality and inequality of groups of objects, the child performs actions with toys, pictures, chips that replace real objects or their images. Only gradually, as one or another operation is practiced, the process of performing actions is curtailed and performed immediately as a single whole.

In the specialized literature there is information that in order to master any type of activity (game, educational, etc.) at the previous stage of development, certain prerequisites must be formed that allow the child to move on to this activity without any particular difficulties. At the same time, the structural components of this activity cannot be considered prerequisites.

Prerequisites for educational activities can be divided into two main groups:

Psychological (i.e. a sufficient level of development of cognitive processes: attention, memory, visual-figurative, logical thinking, imagination, arbitrariness of mental processes; the ability to assimilate and apply general methods of action, find independent ways to solve new problems, etc.)

Communicative or psychosocial (the ability to listen and hear, to subordinate one’s actions to instructions and comments, to understand and accept a learning task, to be fluent in verbal means of communication, to purposefully and consistently carry out educational actions and control and evaluation actions).

The problem of the psychological readiness of children of senior preschool age to study at school is closely related to the change in the leading type of activity in this age period, namely the transition from role-playing games to educational activities. According to the periodization of D.B. Elkonin, the crisis of seven years is significant in that the child turns from focusing on mastering social norms and relationships between people to mastering ways of acting with objects.

The analysis carried out in the studies of D.B. Elkonin and V.V. Davydov, showed that educational activities have a specific structure, including:

Learning objectives;

Learning activities;

Control;

Evaluation.

IN Everyday life adults and children solve dozens of problems. The difference between educational tasks and practical ones is that the main goal of children’s activities is to master general methods of identifying the properties of concepts or solving a certain class of specific practical problems. It is precisely the appeal from the results of activity to the methods that can be identified as the main characteristic of a full-fledged educational activity.

The work of children in educational situations is realized in educational actions, through which they “learn examples of general methods of solving problems and general techniques for determining the conditions for their application.” Full-fledged activity in a situation of a learning task involves performing one more action - control. The child must correlate his educational actions and their results with given samples, correlate the quality of these results with the level and completeness of the educational actions performed. Closely related to control is assessment, which records the compliance or non-compliance of results with the requirements of the learning situation.

It is noted that the central place in the structure of educational activity belongs to the educational task. The ability to accept an educational task and the ability to solve it in this case become the most important criteria for a child’s readiness for school.

Note that the concepts of “targeted learning” and “learning activity” are far from identical.

In order to trace the formation of the ability to solve an educational problem and highlight the conditions under which a reorientation from results to a method of action occurs, we will consider what prerequisites for this phenomenon arise in the game as the leading activity of an older preschooler.

The game undergoes significant changes throughout preschool age; the development of the game goes from a detailed imaginary situation and hidden rules to a hidden imaginary situation and explicit rules.

A role-playing game, which involves a detailed imaginary situation, precedes games according to the rules. It can be described as a kind of school of social relations, in which social forms of behavior are constantly modeled and strengthened. Through play, children learn the human capacity for cooperation. In role-playing games, the qualities necessary for subsequent learning at school are developed.

Games according to the rules are also of great importance for the formation of prerequisites for educational activities. They appear towards the end of preschool age and immediately precede educational activities. Games according to the rules, in contrast to role-playing games, require a special preparatory stage for mastering their principle. In them, the child learns to consciously obey the rules, and these rules easily become internal, non-coercive for him. The ability to obey rules and the transition of external rules into internal ones are of great importance for creating the prerequisites for educational activity.

During the transition to school education, this ability makes it possible to subordinate the child’s activity to the educational task and goals.

It should be emphasized that it is in games according to the rules that the child begins to pay attention to the method of achieving the result, and not just to the result itself. The importance of this acquisition can hardly be overestimated, given the fact that the central point in the formation of the educational activity of preschoolers is the reorientation of the child’s consciousness from the final result that must be obtained during a particular task to the ways of performing this task.

When a child enters school, educational activity becomes the leading one, and this contributes to the restructuring of all mental processes and thinking moves to the center of the child’s consciousness. This restructuring leads to the development of arbitrariness of mental processes and the formation in children of the ability to plan, control and self-control.

One of the significant moments in the formation of full-fledged educational activity, as shown by special psychological studies (L.S. Vygodsky, A.L. Wenger, E.I. and G.I. Kravtsov, E.O. Smirnova, etc.) is arbitrariness (arbitrariness behavior, attention, communication).

Conclusion: when considering the concept of “learning activity,” we were able to establish that it consists of several interrelated components:

1. An educational task, which in its content is a method of action to be learned.

2. Educational actions, which are actions as a result of which an idea or preliminary image of the action being learned is formed and the initial reproduction of the sample is performed.

3. Control action, which consists of comparing the reproduced action with a sample through its image.

4. The action of assessing the degree of assimilation of those changes that have occurred in the subject himself.

Theory D.B. Elkonin about the structure of educational activities is the basis for the formation of educational and organizational skills of children of senior preschool age, including:

Organizational and personal;

Organizational and technical;

Organizational and hygienic.

These in turn also include a range of skills. Thus, organizational and personal skills presuppose that the student’s personality has the following set of skills:

Goal setting;

Planning upcoming activities;

Performing actions according to the developed algorithm;

Self-control;

Self-esteem;

Adjustment.

The formation of full-fledged educational activity in children of senior preschool age occurs only when it is built in strict accordance with the basic structural components present in it and the entire complex of skills.

Development of prerequisites for educational activities in children of senior preschool age

In older preschool age, the child develops the following elements of educational activity:

Ability to determine the goal of the upcoming activity and ways to achieve it, to achieve results;

Self-control, which manifests itself when comparing the result obtained with a sample or standard;

The ability to exercise arbitrary control over the progress of activities in the process of obtaining intermediate results;

Ability to plan activities based on results.

As the study by A.P. showed. Usova, for the development of a child’s educational activity, it is necessary to develop the ability to listen and hear the teacher, look and see what he shows, and follow his instructions when performing an educational task. An important indicator of the developing educational activity of A.P. Usova considered the child’s attitude to the teacher’s assessment. If a child reacts to a positive or negative assessment of completing a learning task, it means that he lacks the desire for self-improvement (the need to consolidate success, correct a mistake, gain experience), and this reduces his learning opportunities.

The successful formation of educational activity depends on what motives motivate it. If a child does not want to learn, he cannot be taught. Externally, children’s activities in class may be similar, but internally, psychologically, they are very different. Often it is prompted by external motives that are not related to the knowledge being acquired and what the child is doing. The kid is not interested in mathematics, but during class he tries to complete assignments so as not to displease the teacher. Or the child doesn’t like to draw, but makes a picture to give to his grandmother for her birthday. In kindergarten, children often study because “that’s the way it’s supposed to be,” “that’s what they’re told to do,” “so they don’t scold them.”

Internal motivation is caused by the child’s cognitive interest: “interesting”, “I want to know (be able to).” In this case, knowledge is not a means of achieving some other goal (“so as not to be scolded,” “should be given to grandma”), but the goal of the child’s activity. The results of educational activities are much higher if they are motivated by internal motives.

The indicators of the formation of prerequisites for educational activities included:

Ability to listen and remember a given task, oral explanation, sample;

The ability to analyze, isolate a method of action, and apply it to solve a given problem;

The ability to control one’s actions, evaluate tasks and performance results.

The criteria for assessing the formation of the prerequisites for educational activities were:

High level: understanding the educational task, its accurate implementation, highlighting the main method of completing the task, the ability to explain it, correctly evaluate the work of others and one’s own;

Average level: acceptance and partial completion of the task, the presence of individual errors, partial identification of the method for solving the problem, not always a clear, logical explanation of the task, unformed assessment and self-esteem;

Low level: incomplete or incorrect completion of the task, the presence of significant errors in execution, inability to explain the completion of the task, lack of sensitivity to assessment.

All of the listed types of readiness appear in the system and together ensure a painless inclusion of the child in the school regime, creating the prerequisites for mastering educational activities.

Conclusion: based on the above, we can conclude that in order to develop educational activities in children of senior preschool age, it is necessary:

So that they master the above learning activities;

So that their activity becomes an activity to solve educational problems and at the same time they realize that they are not just completing the teacher’s tasks, not just writing, drawing, counting, but rather solving the next educational problem. “The most important thing in the formation of educational activities,” noted D.B. Elkonin, is to transfer the student from focusing on obtaining the correct result when solving a specific problem to focusing on the correct application of the learned general method of action.”

And finally, it is necessary to structure the educational process in such a way, to organize it, that gradually the elements of self-study, amateur performance, self-development, self-education begin to occupy more and more of a place in this process. To do this, from the first days of classes, the educational process should be built on the principle of role-playing participation of schoolchildren in its organization and conduct. This means that gradually many of the teacher’s functions should be transferred to student government.

“Formation of educational activities,” wrote D.B. Elkonin, “there is a process of gradual transfer of the implementation of individual elements of this activity to the student himself for independent implementation without the intervention of a teacher.” And further: “There is reason to think that it is most rational to start with the formation of independent control. Children, first of all, must learn to control each other and themselves.”

Educational activity is a type of cognitive activity of the child himself. But the ability to work according to the instructions of the teacher is not enough for its formation. In cases where children accurately follow the teacher’s instructions, they perceive from him the method of action for solving a specific practical problem. To solve a group of problems of a certain type, you must first learn the general method of action.

Educational activities should attract children, bring them joy and pleasure. Therefore, from early childhood, cognitive interests should be cultivated in them, expressing the conscious orientation of personality, stimulating mental processes and functions, activating abilities. Based on interest in activities, the child’s internal forces are mobilized, it is important to take into account when organizing the educational activities of preschoolers is not justified in relying in this matter only on a sense of duty, responsibility, discipline. Of course, these qualities must also be taken into account when taking care of the formation of strong-willed preschoolers. It is also important to remember that children are still very poorly developed necessary for learning voluntary attention and voluntary memorization The level of his ability to work is low.

Knowledge acquired without interest and admiration will be formal, and such training will not contribute to the development of an inquisitive creative mind. K Ushinsky argued that “learning by coercion and willpower” does not contribute to the creation of developmental conditions * Therefore, the cultivation of cognitive interests and needs is an important prerequisite formation of educational activities After all, stable cognitive interests evoke in the child a desire to influence, constantly gain new knowledge and new knowledge.

Interest in learning arises and develops under the following conditions:

The ability for a child to independently search and discover new knowledge and solutions problematic tasks;

Variety of educational activities (monotonous material and methods of assimilating it quickly cause boredom in children);

Understanding the need and importance of educational material;

Connection of new material with previously learned material;

Ease of assimilation, cognitive complexity of new material (material that is too light and too heavy does not arouse cognitive interest);

Brightness and emotionality of educational material;

Positive assessment of children's success stimulates their activity

Educational activity is one of the types of cognitive activity of the child. The ability to work according to the instructions of the teacher is not enough for its formation. If children accurately follow the teacher’s instructions, they are perceived as his way of action for solving a specific practical problem, and in order to solve a group of specific problems, they must first learn the general method diy.

An important prerequisite for the educational activity of preschoolers is the independent search for ways to complete practical and cognitive tasks. Children of preschool age highlight not only the practical result of an action, but also the knowledge and skills that they acquire. When solving practical problems, children’s consciousness is reoriented from the final result to ways to achieve it. Preschoolers begin to comprehend their actions and their results, i.e. realize the way through which new knowledge is acquired. Such awareness stimulates the formation of new cognitive actions in them, and, accordingly, the formation of new complex knowledge. Children try to use the learned method of cognitive actions in new conditions. Solving similar, but not identical problems, they make certain generalizations on on the basis of which the possessed image is transferred to new mental conditions.

Education aimed at developing general methods for solving specific practical problems develops in children the ability to rationally analyze the conditions of a new task and independently find ways to solve it.

Another prerequisite for successful educational activity of preschoolers is mastering control over the way they perform their actions. Educational activity that takes place on the basis of a sample of actions, without comparing the child’s performance of an action with a sample (without control), is deprived of its main component. As evidenced by the results of psychological and pedagogical research, preparation For educational activities, you need to start with the formation of the ability to control and evaluate your actions. Such actions in preschool children are formed spontaneously, purposeful control of their actions is intended to be taught to preschoolers by the teacher.

Children, perceiving and analyzing the assessments with which adults characterize their work, the criteria by which their efforts and the results of these efforts are compared, begin to properly control their actions, evaluate their knowledge and skills. They develop skills of self-control and self-assessment in performing educational tasks, the emergence of which is the first stage of mastering learning activities.

To develop the prerequisites for educational activity, a special type of control is required, associated with the formation of the ability to independently determine and apply methods of action. The main condition for its development is special methods of teaching techniques for comparing the results obtained with a given method.

So, the main prerequisites for the educational activities of preschoolers are: the presence of stable cognitive interests in them; mastering general methods of action; independently finding ways to perform practical and cognitive tasks; control of the way of performing one's own actions The main components of this activity: acceptance of the task, choice of ways and means of its implementation, compliance with them, control, self-control and self-test, personal (motivational) component; motives that encourage preschoolers to master educational activities (cognitive interests) The structure of educational activities depends on the components and relationships between them.

Training content includes knowledge in close connection with abilities, skills, experience of creative activity and emotional and value-based attitude to the world. Its nature and scope are determined by the social order of the educational system. Each era shapes this content in accordance with its characteristic culture, philosophy and pedagogical theory. The main document that determines the content of various levels and areas of education is the state educational standard, on the basis of which curricula, programs, textbooks, etc. are developed. Thus, the content of general education gives a person the opportunity to participate in social, non-professional activities, forms a civic position, his attitude to the world and determining his place in it, and special education gives a person the knowledge and skills necessary in a specific field of activity.

Learning Objectives- organizing and directing the beginning of the educational process, determining its content, methods and forms. They include universal, social-group, individual and personal learning objectives. The objectives of learning change, as does the content of learning, as society changes and develops.

Subject of training- the central link in the system of elements of the learning process. A teacher who provides guidance to the activities of students acting as learning objects.

§ standards;

§ programs;

§ textbooks.

Currently, the following components of learning are most often distinguished:

♦ generalization of mental activity;
♦ awareness of thinking, determined by the relationship between its practical and verbal-logical aspects;
♦ flexibility of mental activity;
♦ stability of mental activity;
♦ independence of thinking, its receptivity to help.

The presence of these features in the mental activity of children determines the pace of their progress in the learning process. A.P. Usova (1981) identified specific signs of mastery of educational activities in children. Three levels have been identified, characterizing different degrees of development of educational activities.

Level I is distinguished by the productivity and purposefulness of all processes of cognitive activity; an active, interested attitude to learning, the ability to self-control one’s actions and evaluate one’s results. Based on what they have learned, children can solve problems available to them in practical and mental activity.

Level II is weaker. All signs of mastery of learning activities are still unstable. But at the same time, children can already learn, although all sorts of deviations are possible.

Level III - the beginning of the formation of educational activities, characterized by external discipline in the classroom.

These indicators do not reflect age-related development, but the development of the learning process and cognitive activity. Forming readiness for learning and Teaching also has several stages. Each of them is characterized by; complication of cognitive content; increasing demands on children’s mental activity; development of their independence.

At the primary stage there are children of primary preschool age. Their mental activity is not yet a fully conscious process, since they are acquiring knowledge, skills and abilities, but do not yet feel the need to learn. Children of middle preschool age show a readiness to assimilate knowledge, it becomes possible to teach them in the classroom and set cognitive tasks for them. But these tasks are also directly related to the living conditions and play activities of children, their communication with each other and with adults. At this age, learning serves the child’s practical needs and creates the prerequisites for the transition to a higher level of mental activity.

In older children, noticeable changes are observed in educational activity and in the ability for mental and volitional effort. This is evidenced by children’s questions and interest in identifying connections and relationships between objects and phenomena.

The intellectual demands of older children are also expressed in the fact that they are no longer attracted to simple games and toys. They develop an interest in acquiring knowledge and skills not only for current use, but also for future use. Curiosity, interest in knowledge and mental activity increases, and demands on oneself and others appear.

Educational activities for older preschoolers clearly stand out from other types of activities; they involve targeted training of children and their acquisition of certain knowledge, skills and abilities. Based on this baggage, the child becomes capable of solving various cognitive tasks. This skill is the most important criterion for the success of children’s educational activities and should be developed by the end of preschool childhood.

Thus, the full development of children’s educational activities allows them to develop their psychological readiness for school, and in particular for schooling.

General characteristics of the educational activities of a preschooler.

Educational activity is the first type of learning, directly and directly aimed at mastering knowledge and skills. Educational activity does not follow directly from a variety of children's games and is not a game, but is formed under direct pedagogical influence.

Practice shows that children in preschool age need to be taught so that they can master information and skills important for their proper development at this stage and prepare for school.

Educational activities require a special psychological attitude of the child. More than all other types of activity, it is based on the development of the child’s cognitive attitude to reality.

Speaking about teaching as a special means of influencing children, we associate the results of its educational influence not only with certain knowledge and skills that children can acquire, but also with mastering the method of acquiring them; not only with the fact that the child’s attention, perception, and memory will be better developed, but with the fact that all these individual mental qualities will give a more generalized expression of a certain type of activity (educational).

Structure of educational activities.

An analysis of educational activities carried out by D.F. Elkonin and V.V. Davydov showed that it has its own specific structure, namely

Learning task

Learning activities

Control

The central place in the structure of educational activity belongs to the educational task. A learning task should not be understood as a task that a child must complete in class. The learning task is the goal. The essence of the goal is to master a generalized method of action that will help to complete similar tasks and solve problems of a given type. The main attention is paid to developing the ability to convey the essential features of the subject.

Educational actions with the help of which educational tasks are solved consist of many different operations. In order for children to master educational actions, they must first be performed with all operations fully deployed. At first, operations are performed either materially - with the help of some objects, or materialized - using images, their symbolic substitutes.

Formation of elements of educational activity.

Conditions necessary for the development of educational activities of a preschooler.

The formation of educational activities, even with well-structured training, is a long process. At preschool age, the prerequisites for educational activity are laid and its individual elements are formed.

In early preschool age, in classes it is necessary to develop in children the ability to set goals for their own activities (at the stage of 2-3 years), teach them to master in various ways activities (at the stage of 3-4 years). After 4 years, activities acquire a clear focus on the final result. The teacher teaches children to listen to explanations and complete the task without interfering with each other; maintains interest in the content of classes, encourages effort and activity. All this is very important for the further development of educational activities.

In older preschool age, the child develops the following elements of educational activity:

The ability to determine the goal of the upcoming activity and ways to achieve it, to achieve results;

Self-control, which manifests itself when comparing the obtained result with a sample;

The ability to exercise arbitrary control over the progress of activities in the process of obtaining intermediate results;

Ability to plan activities based on results.

The teacher’s activities are aimed at organizing the process of active acquisition of knowledge, skills and abilities. Preliminary preparation of the lesson is important here (planning, provision of material and subject equipment, creation of a favorable emotional environment)

The ability to act according to a model is the first step to the formation of the educational activity of preschoolers, mastered before children learn to listen and follow instructions. In the first period, it is important to clearly show children the path proposed to them, as well as successfully completed work. To do this, the learning process is supplemented either by an analysis of children’s work, which is carried out by the teacher, or, what is even better and more effective for children, by a visual comparison of the work completed by each child with a model. A sample is placed on a separate table and children are asked to place near it those works where they have done “the same.”

The development of the ability to act according to a model is closely related to the ability to evaluate one’s own work and the work of other children. Usova notes that children very thoughtfully and with great interest compare their work with the model and almost never make mistakes in assessing it, often noticing even subtle discrepancies.

Formation of the ability to listen and follow instructions. Learning activities are formed through active work, rather than mechanical memorization and reproduction. This is helped by setting mental tasks for children, the solution of which directs them to master knowledge and skills.

An important stage in the development of educational activity is the emergence of self-control in the child, i.e. the ability to compare his actions and words with what he is taught.

Akhremenkova I.Z. teacher-defectologist

The child begins to control himself and his work, guided by the explanation and demonstration given to him. Such self-control is the basis for the development in children of attentiveness to the work process itself. You can often observe that before starting to draw or build, a child pauses and only then gets down to business. Self-control causes significant changes in the way children act, in their psyche. Now children not only listen to instructions, but also hear, being guided by them in their work. The ability to listen in children is associated with purely external organization, conditioned by correctly organized educational work in kindergarten. The ability to hear deeply captures the child’s personality and is associated with the adult’s reactions - the child asks questions, asks to retell something, etc.

An important structural element in the formation of educational activities of preschoolers is teaching them to work in a team.

The educational activities of preschoolers have the following features:

*it is formed in the process of gaming activity;

*has a structure consisting of elements: the ability to act according to a model, the ability to listen and follow instructions, the ability to evaluate one’s own work. and the work of other children; positive emotional attitude towards intellectual activity; habitual methods of self-control and self-assessment of this activity; ability to work in a team.

All elements of educational activity formed in kindergarten will be in demand by the school: in solving problematic problems, independently mastering material, in performing subject-related, external speech, and mental actions; in self-assessment of their results.

— the formation of individual elements of educational activity in kindergarten should be carried out systematically and purposefully;

- children must learn to act according to the proposed model in drawing and modeling classes;

— in kindergarten, a child must learn to work according to instructions and show independence;

- children must be taught to hear and understand the words and demands of an adult addressed to them, to encourage independence, attentiveness, and concentration in work, which leads to the formation of self-control;

— preschoolers who are accustomed to playing in a group of peers must learn to coordinate their actions with their friends, listen to advice, and help each other;

— it is important to instill in children a desire to learn new things, an interest in learning, in school.

All this is an indispensable condition for the child’s personal readiness for school education.