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What are the dhow classes called. Classes as a form of education in kindergarten

Fetisova Natalia Anatolievna

There is such a profession - to educate and teach children. The one who chose her, deliberately embarked on a difficult, sometimes almost impassable road. Everyone has a different fate in the profession. Some simply fulfill their duties and do not try to discover anything new where, it would seem, everything is open. Others are in an endless search and do not want to repeat the same path over and over again with different groups of children.

CLASSES IN THE DOW. MAIN FEATURES. CLASSIFICATION

Class is an organized form of teaching and a time period of the teaching process, capable of reflecting all its structural components (general pedagogical goal, didactic tasks, content, methods and means of teaching).

An occupation is:

The main form of organizing a child's cognitive activity;

A dynamic, improving procedural system that reflects all aspects of the upbringing and educational process;

Elementary structural unit educational process, with the implementation of a certain part of the curriculum;

A single link in the system of educational and cognitive activity.

The main signs of occupation:

Lesson is the main unit of the didactic cycle and the form of organization of training;

In terms of time, it takes from 10-15 minutes (in the younger preschool age) to 30-35 minutes (in the older preschool age);

The lesson can be integrated, that is, devoted to more than one type of cognitive activity (for example: speech development + visual activity);

The leading role in the lesson belongs to the educator, who organizes the process of transferring and assimilating educational material, monitoring the level of development of each child;

The group is the main organizational form of uniting children in the classroom, all children are of approximately the same age and level of training, that is, the group is homogeneous (with the exception of heterogeneous or mixed groups), the main composition of the groups remains for the entire period of stay in a kindergarten;

The group works according to a single program, according to the grid of cognitive activity;

The lesson is held at predetermined hours of the day;

Holidays are held throughout the year, they correspond to the temporary period of school holidays (which is important even in order to ensure the continuity of the preschool educational institution and the school);

The year ends with summing up the results of the cognitive development of the personality of each child (according to the results of the child's activities in the classroom).

Lesson levels:

1. Higher: predicting ways of transferring activities to the result set by the learning goals based on feedback and overcoming possible difficulties in working with children.

2. High: inclusion of children in the solution of the problem, provided by the purpose of the lesson.

3. Average: revealing the knowledge and skills of children and communicating information according to the topic and objectives of the lesson.

4. Short: organization of interaction with children, explanation of new material according to a previously drawn up plan, without activating cognitive activity aimed at obtaining a positive result.

Signs of high learning ability (during the observation of preschool children):

Isolation and awareness of the problem, goal, issue, task;

Ability to predict your activities;

Ability to use knowledge in various (non-standard) situations;

Independence of activity and overcoming difficulties (independence of choice of solutions);

The logic of thinking;

Flexibility of thought;

The speed of transformation of the way of activity in accordance with the changed situations;

Ability to abandon standard solutions (from a stereotype);

Search for a suitable option (switching or changing the option).

Traditional occupations and their classifications

It is logical to classify traditional occupations on the basis of the selected tasks and the types of activities used for their implementation. Taking into account the psychological characteristics of the preschooler, analyzing the methodological recommendations for modern programs, it is inappropriate to single out a separate type of lesson for the study of new material, the development and improvement of knowledge and skills, since at each of the lessons there is a repetition, consolidation and expansion of the ideas of children.

Classification of classes, presented in "Pedagogy" by V. I. Loginova, leads to a mixture of types of classes with methods and techniques of teaching. The authors of modern programs present a classification of occupations for each type of activity.

For example, in "Rainbow" cognitive activities are divided into the following types:

Informational;

Workshops;

Final;

Informative stories;

Excursions;

- for musical activities:

Dominant;

Thematic;

- in the program "From childhood to adolescence":

Analytical;

Creative;

Theoretical, etc.

The variety of definitions does not change the tasks to be solved and the structure of classes; methods, techniques and the sequence of structural components remain variable.

Therefore, the classification presented below will help to determine the types of classes conducted for any type of activity for any program, their compliance with the assigned tasks and the selected structures.

Non-traditional occupations and parameters of their assessment

Types of non-traditional activities.

Competition classes (built on the basis of competition between children): who will name, find, identify, notice, etc. faster.

Classes-KVN (involve the division of children into two subgroups and are conducted as a mathematical or literary quiz).

Theatrical activities (micro-scenes are played out that carry cognitive information to children).

Classes-plot-role-playing games (the teacher enters the plot-role-playing game as an equal partner, prompting the storyline of the game and thus solving the learning problems).

Consultation classes (when a child learns "horizontally" by consulting another child).

Mutual learning classes (the child “consultant” teaches other children to design, apply, and draw).

Classes-auctions (conducted as a board game "Manager").

Classes-doubts (search for truth). (Research activities of children of the type: melts - does not melt, flies - does not fly, swims - drowns, etc.)

Formula lessons (suggested in the book by Sh. A. Amonashvili "Hello, children!").

Travel lessons.

Binary studies (author J. Rodari). (Compilation of creative stories based on the use of two objects, from a change in the position of which the plot and content of the story change.)

Fantasy classes.

Concert classes (separate concert numbers that carry cognitive information).

Dialogue classes (conducted by the type of conversation, but the topic is chosen relevant and interesting).

Classes of the type "Investigation are conducted by experts" (work with a scheme, a map of a kindergarten group, orientation according to a scheme with a detective storyline).

Classes of the "Field of Miracles" type (conducted as a game "Field of Miracles" for reading children).

Classes "Intellectual casino" (conducted by the type of "Intellectual casino" or quiz with answers to questions: what? where? when?).

Lesson requirements

1. Using the latest achievements of science and practice.

2. Realization in the optimal ratio of all didactic principles.

3. Providing conditions for the subject-spatial environment for the development of cognitive activity.

4. Compliance with sanitary and hygienic standards for the organization of children's activities.

5. Establishment of integrative ties (interconnection of various types of activities, content).

6. Connection with past activities and support on the level reached by the child.

7. Motivation and activation of the cognitive activity of children (methods and techniques).

8. The logic of building a lesson, a single line of content.

9. Emotional component of the lesson (the beginning and end of the lesson are always carried out on a high emotional uplift).

10. Connection with the life and personal experiences of each child.

11. Development of children's skills to independently acquire knowledge and replenish their volume.

12. Thorough diagnostics, forecasting, design and planning of each lesson by the teacher.

Cognitive Enhancement Methods

(Prof. N. N. Poddyakov, A. N. Klyueva)

Elementary analysis (establishment of cause-and-effect relationships).

Comparison.

Modeling and design method.

Method of questions.

Repetition method.

Solving logical problems.

Experimentation and experimentation.

Methods for increasing emotional activity(Prof. S. A. Smirnov)

Game and imaginary situations.

Coming up with fairy tales, stories, poems, riddles, etc.

Dramatization games.

Surprise moments.

Elements of creativity and novelty.

Humor and joke (educational comics).

Methods for teaching and developing creativity(Prof. N. N. Poddyakov)

Emotional richness of the environment.

Motivating children's activities.

Study of objects and phenomena of animate and inanimate nature (survey).

Forecasting (the ability to consider objects and phenomena in motion - past, present and future).

Game tricks.

Humor and joke.

Experimentation.

Problem situations and tasks.

Unclear knowledge (guesses).

Assumptions (hypotheses).

Comprehensive and integrated classes.

"Dictionary of foreign words ":

complex -

integration - restoration, replenishment, integration into a whole of any parts.

"Dictionary of the Russian language" CM. Ozhegova:

complex - aggregate, combination of something, any representations;

integration - unification of any parts into a whole.

"Soviet Encyclopedic Dictionary":

complex - a set of objects or phenomena that make up one whole;

integration - a concept that means the state of connectivity of individual differentiated parts and functions of a system, an organism as a whole, as well as a process leading to such a state. The process of convergence and communication of sciences, which occurs along with the processes of their differentiation.

We invite teachers of preschool education of the Tyumen region, Yamalo-Nenets Autonomous Okrug and KhMAO-Yugra to publish their methodological material:
- Pedagogical experience, copyright programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with family and teachers.

Why is it profitable to publish with us?

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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Introduction

1 Theoretical study of classes as a form of organization of children in preschool institutions

1.1 Concept, distinctive features of classes in preschool institutions

1.2 Classification of occupations in a preschool educational institution. Traditional and non-traditional occupations, their classification

1.3 Features of the organization and conduct of classes in different age groups

1.4 Forms of teaching, content, organization of classes and management of the activities of children in kindergarten

2 Empirical study of occupation as a form of organization of children in preschool institutions

2.1 Research model of occupation as a form of organization of children in preschool institutions

2.2 Research results

2.3 Memo on preparing the teacher for the lesson

Conclusion

List of sources used

Applications

INTRODUCTION

The content of the developmental function of learning is the development and formation of cognitive mental processes and personality traits; logical techniques, operations, judgments, inferences; cognitive activity, interest, abilities. The implementation of the developmental function in the process of primary education ensures the development of the properties of higher nervous activity, provides the cognitive and intellectual capabilities of the child. The upbringing, education and development of a child is determined by the conditions of his life in kindergarten and family. The main forms of organizing this life in kindergarten are: play and related forms of activity, classes, subject-based practical activity.

A significant place in the life of a kindergarten belongs to classes. They are aimed at transferring knowledge, skills, and abilities by the teacher to the child. It is usually assumed that this leads to the enrichment of the child's physical and spiritual culture, contributes to the formation of his independence, the ability for joint coordinated activity, and curiosity. However, the prevailing practice is that the content of knowledge transmitted in the classroom adjusts the child mainly to the tasks of learning in school. The dominant method of conducting classes - the direct influence of the teacher on the child, the question-answer form of communication, disciplinary forms of influence - is combined with formal assessments. A child's achievement is assessed against group standards.

Because lesson in preschool institutions is the main form of teaching children - the study of its organization and conduct is relevant.

The purpose course work is to identify the features of the organization of the lesson, to determine the effectiveness of the pedagogical process.

In this regard, the following were delivered tasks:

Conduct a theoretical analysis of psychological and pedagogical literature on the problem of organizing classes for children in preschool institutions;

Reveal the positive and negative sides in the lessons conducted by educators;

Make a comparative analysis of the features of the conducted classes;

Hypothesis: many educators make mistakes in the construction of the lesson plan and its further implementation, which reduces the productivity of their activities. Children learn the material worse.

An object research: behavior of educators in preschool institutions.

Item research: classes in preschool institutions.

Scientific novelty course work consists in a theoretical analysis of the features of the organization of classes for preschool children.

Practical significance coursesOh work: the results obtained can be used in the work of a practical psychologist, in carrying out psychoeducational activities in order to improve the efficiency of planning classes by educators.

1 THEORETICALSTUDYCLASSESHOWFORMSORGANIZATIONSCHILDRENVPRESCHOOLINSTITUTIONS

1.1 Concept,distinctivepeculiaritiesclassesvpreschooluchreexpectations

The leading form of organization of training for pupils of a preschool educational institution is a lesson, and at school - a lesson. The use of classes and lessons as the main form of teaching children was substantiated by Ya.A. Comenius.

The form organization learning- This is a joint activity of the trainer and the trainees, which is carried out in a certain order and established mode.

Yang Amos Comenius in the pedagogical work "Great Didactics" he really characterized the classroom system as "the universal art of teaching everyone everything", developed the rules for organizing the school (concepts - school year, quarter, vacation), a clear distribution and content of all types of work, substantiated the didactic principles of teaching children on lessons. Even then, Comenius put forward the principle of accessibility, systematicity and consistency of teaching, concentricity, clarity, activity, etc. Subsequently, didactic principles were developed by the founder of Russian pedagogy, K.D. Ushinsky; based on the achievements of physiology and psychology of the second half of the XIX century. the great teacher gave a scientific basis for didactic principles.

K. D. Ushinsky he psychologically substantiated and developed the didactic principles of teaching children in the classroom, emphasized that already in preschool age it is necessary to separate serious teaching from play “you cannot teach children by playing, learning is work”. Therefore, the tasks of preschool education, according to K.D. Ushinsky, is the development of mental powers (the development of active attention and conscious memory) and the gift of speech in children, preparation for school. However, at the same time, the scientist put forward the thesis of the dual unity of teaching and upbringing of preschool children. Thus, the problem of the existence of differences between the teaching of children in the classroom in kindergarten and in the classroom in primary school was raised.

Soviet pedagogy puts forward the following didactic principles, which make up basis learning children preschool age.

Principle developing learning. In order for training to successfully solve the tasks facing it, it must be developmental. The idea of developing education was put forward by the prominent Soviet psychologist L.S. Vygotsky. Its essence lies in the fact that learning should not be guided by an already achieved level, but always be ahead of it, running a little ahead, so that the student needs to make efforts to master the new material. In this regard, L.S. Vygotsky defined two levels of mental development: the first is the present level of preparedness, which is characterized by what tasks the student can perform independently; the second, the "zone of proximal development," is what the child copes with with a little help from an adult. The teacher, guided by the principle of developmental education, gives children tasks at a sufficiently high level of difficulty so that their fulfillment requires some effort, active mental activity.

Principle educating learning. Soviet pedagogy clearly defined this principle, proceeding from Lenin's position on the partisanship of schools and education. The task of teaching is not just to give knowledge, but also to form through it the correct attitude to life, to the surrounding reality, to work, to people. Education and upbringing as processes are inseparable.

Determining the content of the lesson, the educator also outlines educational tasks that must be solved in the course of it. For example, when planning a lesson on the topic "How people learn about each other", the teacher sets an educational task - to clarify and systematize the knowledge of children about what means of communication people use to learn about each other, what subjects are needed in order to write and send letter. Together with the teacher, the children compose a letter to a sick comrade, select the most beautiful drawings for him, thus showing care and attention.

The kids observe the work of the nanny, find out what her job is, how much she gives them strength; the educator seeks to arouse in children a desire to help the nanny, to take care of her work, that is, educational and upbringing tasks are solved at the same time.

Principle accessibility learning. Education is effective only when it is feasible, accessible to children. Both the content of the training and its methods should be accessible. For the first time, the principle of accessibility was formulated by Jan Amos Komensky as follows: “from close to far, from simple to complex, from familiar to unfamiliar”. This principle is at the heart of curriculum design. The program for preschoolers primarily provides for the study of those objects and phenomena that directly surround the child, familiarization with them goes from close to far. So, first, children get to know what is directly in the group room, then - in kindergarten, in its environs, in their hometown, village, and only then with the concepts of "our Motherland", "the capital of the Soviet Union." The principle of accessibility presupposes compliance with the measure of difficulty in the content of new material, the correct ratio of difficult and easy. The accessibility of education is ensured by relying on the knowledge available to children, the concreteness of the presentation of the material.

Principle systematic and sequences assumes such a logical order of studying the material so that new knowledge is based on previously obtained. This is how the material is arranged in the program. This principle must be observed in the practical organization of training. The teacher distributes the study of program material in the classroom in such a way as to ensure its consistent complication from lesson to lesson, the connection of the subsequent material with the previous one, which contributes to the clarification and consolidation of knowledge. For example, drawing on the theme "Autumn in the Garden" is preceded by observations of autumn nature at the kindergarten site and in the park, conversations about autumn, and reading poems.

On the basis of the consistent accumulation of knowledge about the surrounding phenomena, the educator forms generalized concepts in children. So, during the fall, children daily observe, together with the teacher, changes in nature. In a generalizing conversation, which is held at the end of the season, the teacher leads the children to the conclusion about the characteristic features of autumn, its difference from other seasons.

In the preparatory group for school, the child must acquire a certain range of knowledge about the work of adults: work for the benefit of society is an honorable and necessary business; those who particularly distinguished themselves in work are awarded prizes, certificates, orders, medals. To prepare children to understand the social significance of labor, the educator, starting from the younger group, consistently introduces the types of labor activities that are available to them, emphasizing each time how important the work of a cook, postman, builder, collective farmer, teacher, etc. Those who work conscientiously are respected in our country. On the basis of the knowledge accumulated by children, the teacher forms a generalized idea of the importance of human labor for society.

Principle conscience and activity children v assimilation and applyingenii knowledge... Knowledge is strong when it is realized, comprehended. Awareness of them is the more effective, the more actively the child operates with them; mastery of knowledge is more successful if mental tasks are set for children.

In the study of learning issues, such an experiment was carried out. Children were given two types of instructions — directions on how they should act. The first type was conventionally called dictation: preschoolers were, as it were, dictated to a sequence of actions. Each new action was named after the previous one was performed. The second type of instruction was conventionally called integral: the task was posed to the children at once, in its entirety. Practice has shown that with a holistic instruction, children act more independently, more confidently, although they sometimes forget the sequence of operations. The splitting of the process into small operations in the case of a dictation instruction causes a purely mechanical execution of actions; at the same time, children can do quite difficult work, but they do not develop mentally. A holistic instruction gives the child more freedom of action, offers a more mentally difficult task. This contributes to the development of the child's activity, his greater independence.

Widely used in kindergarten reception comparisons... In the process of observation, the teacher teaches children to highlight the characteristic features of the appearance of objects, living objects, to find the similarities and differences between them. At first, such a comparison is possible only when looking at two objects or living objects at the same time, and later preschoolers can find similarities or differences when looking at only one object based on the idea of what is being compared with it. Comparative observations make it possible to draw a conclusion not only about external similarities or differences, but also to establish some patterns arising from them. For example, when comparing a dragonfly and a butterfly, children establish that their appearance depends on the way of feeding: "A butterfly has a proboscis, but a dragonfly does not, because a butterfly drinks juice, and a dragonfly catches flies on the fly."

To activate children in the learning process, different techniques can be recommended.

First of all, it is necessary to provide the opportunity to be active in the course of classes precisely for those preschoolers who show themselves little. So, in stories based on a picture, according to a plan, according to a model, in solving problems, it is necessary that these children speak first. A challenge for an answer should not turn into a teacher's communication with only one child. By giving a task to one of the children, the whole group should be interested in it; in the process of telling, observing, it is necessary to note what is important for all the kids, on which they also need to work hard. Then the children will treat what each of them does or says as their own business. Therefore, you also need to be able to draw their attention to what a particular child says or does.

Gradually, all children become active, but for this it is necessary to organize their life in a team in a pedagogically expedient manner, to lead it.

Principle visibility is especially important in teaching preschoolers, because the child's thinking is visual and figurative. Put forward by Comenius, this principle was formulated as follows: “Everything that can be provided for perception by the senses, namely: visible - for perception by sight, heard - by hearing, smells - by smell, subject to taste - by taste; accessible to touch - by touch. If any objects can be perceived by several senses at once, let them be immediately encompassed by several senses. "

Principle individual approach To children. Children differ in different levels of flexibility in mental activity - some quickly find answers, others need to think carefully in order to come to the correct conclusion; different pace of assimilation of knowledge - one quickly grasps and remembers, others need long work and repetition in order to learn new material. Skills are also formed at different rates: one child performs actions automatically after a dozen repetitions, for others this number of repetitions doubles and triples, and only then the action becomes automated.

The teacher organizes work with children, taking into account their individual characteristics. If he dealt with all preschoolers in the same way, then some would successfully cope with the material, while others would gradually lag behind more and more. It is wrong if the teacher in his work relies only on children who know the material, those who always raise their hand; then the same guys are actively working, and some part remains passive. Not keeping up with the thought of active children, they gradually lag behind in the development and assimilation of knowledge. A differentiated approach to teaching requires a certain flexibility from the educator: to give a more difficult task to a strong child, to pose a more difficult question to him, to entrust him with a larger amount of work - this will maintain his interest in classes; at the same time, make sure that all children fulfill the tasks assigned to them, ask those who do not raise their hand; provide timely assistance to the weaker ones, select individual tasks for them within their individual "zone of proximal development", ask them available questions, make them feel that they are also capable of assimilating the material.

Guided by didactic principles, the teacher achieves the best results in teaching children.

When selecting program material, it should be taken into account that, on the one hand, it is feasible for children, and on the other hand, it maximizes their mental abilities; that it was not only a store of information, but also made it possible for preschoolers to come closer to understanding the laws that they would stifle to the world around them; so that children receive such knowledge that would encourage them to observe their surroundings, establish connections and dependencies, draw conclusions.

Soviet scientists are constantly working to improve the educational program, taking into account the capabilities of children.

Independent activities of children are organized in the classroom in order to consolidate knowledge, develop skills and abilities. In this case, the most optimal conditions are created when performing tasks on the handout, as well as exercises of a different nature, including creative ones.

At the end of the lesson, the general result of cognitive activity is formulated. At the same time, the educator strives to ensure that the final judgment is formulated by the children themselves, encourages them to an emotional assessment of the lesson. In conclusion, an assessment of educational activities, the skills of the group as a whole and individual children is given.

Learning activity is formed gradually. Based on research A.NS. Usova identified three levels of development of educational activities. Highest, first level characterized by the fact that children listen to the instructions of the teacher, are actively guided by them in their work, correctly assess what has been done and ask about the incomprehensible, achieve the desired results. At this level, children act consciously, do not resort to mechanical imitation. In this case, it can be considered that the educational activity of preschoolers is basically formed.

Second level- weaker. The existing signs of educational activity are unstable. At the same time, children can already learn: they listen to instructions, adhere to them in their work, when performing a task, they are inclined to imitate each other, self-control is exercised by comparing their result with the results of others.

Third level- the lowest. It is characterized by a purely external general discipline in the classroom, but children still cannot learn: they listen to instructions, but as if they do not hear them, they are not guided by them in their work, they do not achieve results, and are not sensitive to assessment.

Research and practice show that children more successfully master educational activities in the learning process in the classroom, quickly assimilate the requirements imposed on them, if teaching certain knowledge, skills and abilities (for example, teaching literacy, the formation of elementary mathematical concepts) begins in a timely manner, with taking into account the age characteristics and capabilities of children.

At the preschool age, especially in the younger, the role of play motivation in learning and the formation of learning activity is great. “The cat wants milk, let's sculpt bowls for her”, “Let's build a house for the doll”, “We'll tell (read) a poem to the doll,” says the teacher, and the children willingly get down to business. The teacher should gradually form in children the cognitive motives of educational activity, that is, interest not only in the final result, but also in the process of acquiring knowledge, in the ways of performing actions, so that they receive satisfaction from the acquisition of new knowledge and skills. Didactic principles are the main provisions that guide the educator when organizing training. The term didactic comes from the Greek word didacticos, which means instructor.

Comparing a lesson at school and a lesson at a preschool educational institution, the following can be distinguished signs similarities.

1. One and that the same essence: management of the cognitive activity of children, equipping them with knowledge and skills and simultaneous all-round education. Education in both school and preschool educational institution is conducted according to programs.

2. Clear and strict organization: always the same time, a clear schedule, the obligation to learn for each child, the collective work of the teacher with all children on the same material.

Along with this similarity with school education, preschool education has its own characteristics (Table 1).

Differences in school and preschool education are dictated by the age characteristics of children. These differences must be taken into account in the work.

Table 1



At school there is subject teaching, students master the basics of science, knowledge is given in strict scientific logic. The content of school education also includes equipping students with rather complex practical skills of mental labor: solving mathematical problems, writing essays, dictations, drawing up diagrams, working with a book (reading, taking notes, quoting).
Form of organization
a) by duration: 4-6 lessons of 40 minutes. b) by structure: Organizing time; Checking and evaluating homework; Communication of new material or frontal knowledge testing (test); Consolidation of what has been learned; Homework	a) by duration: 2-3 sessions per day, lasting from 10 to 35 minutes. b) by structure: Organizing time; The beginning of the lesson (attitudes towards the course of the lesson); The course of the lesson; assessment of the activities of children, summing up (end of the lesson). There is no assessment of knowledge on a 5-point system, only verbal assessment, no homework, no tests.
Applied methods and techniques
The school is dominated by verbal and practical methods combined with visual and playful ones.	In preschool educational institutions, visual and play methods, combined with verbal ones, prevail. For example, E.I. Tikheeva believed that the process of teaching children in kindergarten should be built on the basis of clarity in teaching. She argued that at the same time, the special organization of the environment contributes to the expansion and deepening of children's ideas.

organization of the lesson preschool children

In addition, when organizing the education of children in preschool educational institutions and conducting classes, teachers must take into account the following requirements.

You should not confuse the learning process with the game, because in the game, the child masters the ways of communication to a greater extent, masters human relations.

Classes should be of a developing nature, provide maximum activity and independence of the learning process. This thesis was first put forward by I. Pestalozzi, who created a system of elementary elementary education for children, focused on the all-round development and formation of "mind, heart, hand", believed that it is necessary to develop the basic abilities of children - to count, measure, speak. It was he who expressed the idea of developing education, which modern teachers adhere to.

To widely use didactic games (board-printed, games with objects (plot-didactic and staging games), verbal) and game techniques, didactic material for teaching purposes.

In this regard, one cannot but recall those who stood at the origins of the development of modern didactic games and materials: M. Montessori and F. Frebel.

M. Montessori created didactic material, built on the principle of autodidactism, which served as the basis for "self-education and self-study." She argued that the learning process should and can be organized in the subject-developing environment created by the teacher. At the same time, M. Montessori considered the main form of teaching to be specially organized classes in the form of an individual lesson, which should be conducted in the space of a given environment and using didactic materials developed by her.

F. Fröbel developed a system of collective teaching of children in kindergarten classes using special didactic material ("Frobel's gifts"), developed a system of classes and didactic games for sensory education and the development of productive activities (modeling, drawing, folding and cutting out of paper, weaving, embroidery) ...

Classes in preschool educational institutions should not be conducted using school technologies.

Classes should be carried out in a certain system, connect them with the daily life of children (the knowledge gained in the classroom is used in free activity).

In organizing the learning process, it is useful to integrate content, which makes the learning process meaningful, interesting for children and contributes to the effectiveness of development. For this purpose, integrated and comprehensive classes are conducted.

Class is an organized form of teaching and a time period of the teaching process, capable of reflecting all its structural components (general pedagogical goal, didactic tasks, content, methods and means of teaching).

Class - this is:

The main form of organizing a child's cognitive activity;

A dynamic, improving procedural system that reflects all aspects of the upbringing and educational process;

An elementary structure-forming unit of the educational process, with the implementation of a certain part of the curriculum;

A single link in the system of educational and cognitive activity.

The main signs classes:

Lesson is the main unit of the didactic cycle and the form of organization of training;

In terms of time, it takes from 10-15 minutes (in the younger preschool age) to 30-35 minutes (in the older preschool age);

The lesson can be integrated, that is, devoted to more than one type of cognitive activity (for example: speech development + visual activity);

The leading role in the lesson belongs to the educator, who organizes the process of transferring and assimilating educational material, monitoring the level of development of each child;

The group works according to a single program, according to the grid of cognitive activity;

The lesson is held at predetermined hours of the day;

The year ends with summing up the results of the cognitive development of the personality of each child (according to the results of the child's activities in the classroom).

Levels holding classes:

- higher: predicting ways of transferring activities to the result set by the learning goals based on feedback and overcoming possible difficulties in working with children;

- high: inclusion of children in the solution of the problem, provided for by the purpose of the lesson;

- average: revealing the knowledge and skills of children and communicating information according to the topic and objectives of the lesson;

- short: organization of interaction with children, explanation of new material according to a previously drawn up plan, without activating cognitive activity aimed at obtaining a positive result.

Signs high learnability(during the observation of preschool children):

Isolation and awareness of the problem, goal, issue, task;

Ability to predict your activities;

Ability to use knowledge in various (non-standard) situations;

Independence of activity and overcoming difficulties (independence of choice of solutions);

The logic of thinking;

Flexibility of thought;

The speed of transformation of the way of activity in accordance with the changed situations;

Ability to abandon standard solutions (from a stereotype);

Search for a suitable option (switching or changing the option).

Learning in the classroom translates the process of assimilating knowledge from spontaneous activity into purposeful and organized activity. The task of teaching is that the child's activity in assimilating concepts is highlighted and comprehensively organized. This will contribute to the fact that the process of assimilating concepts will gradually ascend from focusing on isolated, external, random signs to focusing on a system of essential signs that characterize the essence of the phenomenon, will help the formation of a clear system of knowledge in children.

In preschool age, especially at its early stages, the acquisition of knowledge by children is largely unconscious. This is evidenced by the fact that children cannot explain the correctness of their actions and to the teacher's question "How did you find out?", "How did you decide?" they either do not answer at all or indicate false grounds, and often simply answer: "I know what is right." Forming a conscious attitude of children to the learning process, the educator thereby provides a lively interest, attention, concentration, cognitive activity, and the child's ingenuity in the learning process.

Thus, education for a child is both a source and a means of mental development, especially in cases where the educator allows children to make small discoveries on their own. Making the activity of learning a child's inner need is a serious pedagogical task, since the more inquisitive the child is, the more active he is in satisfying his curiosity, the more successful his mental development is.

What is the teaching of preschoolers? This is a complex, interrelated process of the activity of the educator and the child, during which the educator organizes, directs, guides the cognitive activity of the child, and the child actively assimilates the generalized experience accumulated by mankind in the form of knowledge, ability, and skills. At the center of training is, on the one hand, the educator, who separates the cognitive abilities and creative powers of the child, and on the other hand, the child, his teaching, his active movement towards cognition of ever deeper connections and dependencies that exist in objects and phenomena of the surrounding reality.

The success of the teaching of preschoolers, and, consequently, the development of their cognitive abilities depends, firstly, on the content of the educational material, and secondly, on the pedagogical skill of the educator, his use of advanced teaching methods and techniques; thirdly, on the personal qualities and individual characteristics of the child.

The problem of teaching preschoolers is very complex and is not sufficiently developed in the psychological and pedagogical literature. The same can be said about the practice of preschool institutions, where preschoolers are often given a passive role in their education. The learning process in the classroom is seen as a transfer of knowledge, and sometimes as a transfer of skills and even ways of thinking. Undoubtedly, this understanding is a consequence of the inability to properly manage the cognitive activity of preschoolers.

Thus, the essence of the learning activity of preschoolers is, first of all, in the assimilation of methods for solving mental and practical problems, in the development of the cognitive and creative abilities and abilities of the child.

Education in kindergarten has its own specifics, it differs from school education in its content, organizational forms and methods.

Unlike school education, where students learn the basics of scientific knowledge, in preschool institutions, children acquire elementary, scientifically reliable knowledge about the surrounding objects and phenomena.

The main the form learning v children's garden- an occupation that differs from a school lesson in flexibility (variety of structure, change in duration). A large share in the pedagogical process of kindergarten is occupied by the teaching of preschoolers in everyday life: in games, everyday life, work.

The leading place in preschool education is occupied by visual and practical methods, as well as game techniques in combination with the teacher's word.

1.2 ClassificationoccupationsvPreschool. Traditionalandnon-traditionalandonnybusyI amtia,theirclassification

Currently, the following classification of activities with preschool children is widely used (Table 2).

Table 2 - Classification of occupations in preschool educational institutions (according to S.A.Kozlova)

Currently dominated by complex classes, on which several didactic tasks are simultaneously solved (systematization of knowledge, skills and the development of creative abilities, etc.)

By content classes can be integrated, i.e. combine knowledge from several fields and differentiated.

Integrated join is not arbitrary or mechanical. It is necessary to provide for the integration of knowledge in such a way that they complement, enrich each other when solving didactic problems.

Integration makes significant adjustments in the ratio of the study of several sections of educational activity, since the logical structure of the passage of the sections of the program changes, and thus the time allotted for the study of individual issues is reduced by removing repetitions in one or another subject, which makes it possible to more actively use game forms of work on classes.

Integration in the content of classes performs 2 main functions: content and formal.

Thus, integrated lessons are more consistent with the concept of student-centered learning and contribute to the development of the child's personality, while single-type lessons are focused on the development of activities.

Classes are held on following sections learning:

Acquaintance with the surrounding life and the development of the speech of children;

Development of elementary mathematical concepts;

Visual activity and design;

Physical education;

Musical education.

The content of a specific lesson is developed on the basis of the requirements of the "Education Program" for this section, taking into account the level of formation of educational and cognitive activities of children and the mastery of the previous program, as well as the general tasks of upbringing and development of children of different age groups. Program of each classes provides for:

A certain amount of knowledge about the properties and qualities of objects, their transformation, connections, methods of action, etc., their primary assimilation, expansion, consolidation, generalization and systematization;

The amount of practical skills and abilities in teaching productive activities;

The amount of skills and abilities required for educational and cognitive activities, their primary formation or improvement, exercise in application;

Formation of children's attitude to phenomena and events, to knowledge that is communicated and assimilated in this lesson, fostering attitudes towards their own activities, establishing relationships of interaction with peers.

The volume of educational content in each lesson is small, it is determined taking into account the volume of memory and attention of children of different age groups, the possibilities of their mental performance. Excursions are a special kind of activities. Educational and educational tasks during excursions are solved in unity. At the same time, it is necessary to remember about the local history and seasonal principles, as well as the principles of repetition, gradualness, and clarity. In any lesson, it should be clearly formulated triune sadacha busyI amtiya.

Educational: increase the level of development of the child.

Educational: to form the moral qualities of a person, views and beliefs.

Developing: when teaching to develop in pupils cognitive interest, creativity, will, emotions, cognitive abilities - speech, memory, attention, imagination, perception.

A classic lesson in a preschool educational institution has the following features (Table 3).

Table 3 - Structure of a classic lesson

Structural component
Beginning of the lesson	Assumes the organization of children. Switching the attention of children to the upcoming activity, stimulating interest in it, creating an emotional mood, accurate and clear attitudes to the upcoming activity (sequence of the task, expected results)
Course (process) of the lesson	Independent mental and practical activity of children, the implementation of all assigned educational tasks. In the process of this part of the lesson, the individualization of training is carried out (minimal help, advice, reminders, leading questions, demonstration, additional explanation). The teacher creates the conditions for each child to achieve a result.
End of class	Dedicated to summing up and evaluating the results of educational activities. In the younger group, the teacher praises the diligence, the desire to do the job, activates positive emotions. In the middle group, he has a differentiated approach to assessing the performance of children. In the senior and preparatory groups for school, children are involved in the assessment and self-assessment of results.
Depending on the section of training, on the goals of the lesson, the methodology for conducting each part of the lesson may be different. Private methods provide more specific recommendations for each part of the lesson. After the lesson, the teacher analyzes its effectiveness, the development of program tasks by children, reflects on the activity and outlines the future of the activity.

Traditional classes and their classification (Table 4):

Table 4

Forms of training organization	Peculiarities
Individual	Allows you to individualize training (content, methods, means), but requires a lot of nerve costs from the child; creates emotional discomfort; inefficiency of training; limiting cooperation with other children.
Group (individual-collective)	The group is divided into subgroups. Reasons for completing: personal sympathy, community of interests, but not in terms of development levels. In this case, the teacher, first of all, it is important to ensure the interaction of children in the learning process.
Frontal	Working with the whole group, a clear schedule, a single content. At the same time, the content of training in frontal classes can be an activity of an artistic nature. The advantages of the form are a clear organizational structure, simple control, the ability to interact with children, cost-effectiveness of education; the disadvantage is the difficulty in individualizing training.

You can use these forms of organization of training both in the classroom and in everyday life. At school, circle work, additional individual lessons can be organized, at a preschool educational institution - special time is allocated in the process of conducting regime moments, individual work with children is organized. The content of training in this case is the following types of activity: subject-game, labor, sports, productive, communication, role-playing and other games that can be a source and means of teaching.

Classification traditional occupations it is logical to carry out on the basis of the selected tasks and the types of activities used for their implementation. Taking into account the psychological characteristics of the preschooler, analyzing the methodological recommendations for modern programs, it is inappropriate to single out a separate type of lesson for the study of new material, the development and improvement of knowledge and skills, since at each of the lessons there is a repetition, consolidation and expansion of the ideas of children.

Classification of occupations presented in "Pedagogy" by V.I. Loginova, leads to a mixture of types of classes with methods and techniques of teaching. The authors of modern programs present a classification of occupations for each type of activity.

For example, cognitive activities are divided into the following types:

Informational;

Workshops;

Final;

Informative stories;

Excursions;

Musical activity:

Dominant;

Thematic;

In the program "From childhood to adolescence":

Analytical;

Creative;

Theoretical, etc.

The variety of definitions does not change the tasks to be solved and the structure of classes; methods, techniques and the sequence of structural components remain variable.

Therefore, the classification presented below will help determine the types of classes conducted for any type of activity for any program, their compliance with the tasks and the selected structures.

Unconventional shape occupations. Currently, in the practice of preschool institutions, non-traditional forms of organizing education are effectively used: classes in subgroups, which are formed taking into account the age characteristics of children. They are combined with circle work: manual labor, visual activity. Classes are enriched with game and fairy tales. The child, carried away by the concept of the game, does not notice the hidden learning task. These activities help free up the child's time, which he can use at his own discretion: to relax or do something that is interesting or emotionally significant to him.

The project method is widely used today in work with pupils of different age groups, groups of short-term stay of children in preschool educational institutions. At the same time, according to N.A. Korotkov and a number of other researchers, classes in this case, unlike the traditional approach, can be carried out in the form of joint partnership activities between an adult and children, where the principle of voluntary inclusion in activities is observed. This is especially true for engaging in productive activities: designing or modeling, drawing, application.

Various forms of "activities with passion" are widely used, saturated with games and independent creative activities. All this, of course, makes the lesson more interesting, attractive, more effective.

Such forms as lesson - conversation and lesson - observation are widely used in the practice of organizing and conducting lessons. These forms are used in senior groups of preschool educational institutions.

Fairytale therapy classes are popular. Fairytale therapy sessions with children are a special, safe form of interaction with a child, which is most consistent with the characteristics of childhood. This is an opportunity to form moral values, to correct undesirable behavior, a way to form the necessary competencies that contribute to the constructive socialization of the child.

The use of didactic fairy tale therapy trainings in the format of preschool education allows children to easily and quickly acquire the necessary knowledge.

Views non-traditional classes.

Competition classes (built on the basis of competition between children): who will name, find, identify, notice, etc. faster.

Classes-KVN (involve the division of children into two subgroups and are conducted as a mathematical or literary quiz).

Theatrical activities (micro-scenes are played out that carry cognitive information to children).

Classes-plot-role-playing games (the teacher enters the plot-role-playing game as an equal partner, suggesting the storyline of the game and thus solving the learning problems).

Consultation classes (when a child learns "horizontally" by consulting another child).

Mutual education classes (the "consultant" child teaches other children to design, apply, and draw).

Classes-auctions (conducted as a board game "Manager").

Classes-doubts (search for truth). (Research activities of children of the type: melts - does not melt, flies - does not fly, swims - drowns, etc.)

Formula lessons (suggested in the book by Sh. A. Amonashvili "Hello, children!").

Travel lessons.

Binary studies (author J. Rodari). (Compilation of creative stories based on the use of two objects, from a change in the position of which the plot and content of the story change.)

Fantasy classes.

Concert classes (separate concert numbers that carry cognitive information).

Dialogue classes (conducted by the type of conversation, but the topic is chosen relevant and interesting).

Classes of the type "Investigation are conducted by experts" (work with a scheme, a map of a kindergarten group, orientation according to a scheme with a detective storyline).

Classes of the "Field of Miracles" type (conducted as a game "Field of Miracles" for reading children).

Classes "Intellectual casino" (conducted by the type of "Intellectual casino" or quiz with answers to the questions: what? Where? When?). A special type of activity is excursions... Educational and educational tasks during excursions are solved in unity. At the same time, it is necessary to remember about the local history and seasonal principles, as well as the principles of repetition, gradualness, and clarity.

The structure of the excursion is traditionally the following (Table 4):

Table 5

Structural component
Preparatory stage	The teacher determines the scope of the excursion, program content, timing, the teacher examines the place of the excursion, thinks over the content, methods and techniques of conducting. Organizational issues are being resolved (route, escort, etc.). Preparing children for the upcoming excursion is to replenish knowledge (actualization)
Excursion progress	Observation is organized in a certain sequence: a holistic perception of the object, and then the analysis of its components for in-depth knowledge. Observation is the leading method of working with children on excursions, but at the same time, a variety of issues are of great importance: from organizing attention to stimulating creative thinking and imagination. During the excursion, the child's mental activity is supported (children ask questions, read poems, guess riddles, participate in games). At the end of the excursion, the results are summed up of what new and interesting things have been learned.
Post-excursion work	The knowledge gained is systematized, refined, reflected in other activities (design of excursion materials, work with fiction, productive activities, organization of games, generalizing conversations, etc.)

The content of the excursions may be related to natural phenomena, cultural sites and adult activities. It is determined by the program according to which the preschool institution operates. For children of younger preschool age, excursions are conducted inside the preschool institution and the site, and from 4 years old - outside the kindergarten. Therefore, it is very important for an adult to know the immediate environment of a preschool institution (libraries, museums, parks, etc.).

During the excursion, the initial bright holistic perception of objects and phenomena is provided, curiosity and cognitive interest awakens. Repeated excursions are conducted to expand, deepen, generalize children's ideas about a familiar object. At the same time, the program material is gradually becoming more complex due to the expansion of the range of observed phenomena and due to the consistent deepening and generalization of knowledge. For example, a whole cycle of excursions can be organized in the form of trips along the ecological path of the preschool educational institution. In this case, the excursion as a form of study is often combined with the use of such an unconventional form of study as the project method.

The project method is used today not only in the process of conducting classes on environmental education of children in preschool educational institutions. Its use characterizes the search by educators of new forms of organizing the learning process and conducting classes with children in preschool educational institutions.

For example, the Community program proposes the implementation of projects on various topics as the main form of organizing the educational process. The topic of the project is chosen together with children and adults, while the implementation of the project involves not only a free choice of topic, but also the work of children at will in different activity centers, the participation of parents and obtaining a certain result, as well as a joint discussion of what new children have learned, why learned what they did with their own hands.

The project method is widely used today in work with pupils of different age groups, groups of short-term stay of children in preschool educational institutions. At the same time, according to N.A. Korotkov and a number of other researchers, classes in this case, in contrast to the traditional approach, can be carried out in the form of joint partnership activities between an adult and children, where the principle of voluntary inclusion in activities is observed. This is especially true for engaging in productive activities: designing or modeling, drawing, application.

Complex classes

An integrated is an occupation aimed at a versatile disclosure of the essence of a certain topic by means of different types of activity that consistently change each other [N. Gavrish / 1, p. 22].

Comprehensive and integrated classes are necessarily thematic, in which the chosen topic or key concept is the basis for combining tasks from different types of activities.

Consequently, in the integrated and complex classes, it is provided for the presence of different types of activities for children, the combination of knowledge from different industries. But these types of classes differ significantly from one another, although both rely on interdisciplinary (interdisciplinary) connections.

A complex lesson provides for the occasional inclusion of questions and tasks from different disciplines, from different types of activity. This contributes to in-depth perception and understanding of a specific concept. For example, when studying the topic “Spring. Seasonal changes in nature ”the teacher activates the knowledge of children through conversation, accompanying the conversation with children's drawings and works of artists.

If the main goal of the lesson is to create a holistic image of "spring", it will integrate content from different disciplines, include tasks with different types of activities. The peculiarity of such an integrated lesson is that blocks of knowledge from different disciplines are combined in order to create an integral system of knowledge on a specific topic.

It is also believed that the main goal of integrated lessons is to create conditions for a comprehensive consideration by children of a specific object, concept, phenomenon, the formation of systemic thinking, awakening imagination, and a positive emotional attitude to cognition.

“In an integrated lesson, unification occurs with the penetration of elements of one activity into another, that is, the limits of such unification are blurred. In such a lesson it is almost impossible, at least it is very difficult to separate one activity from another. In a complex lesson, one activity replaces another, and this transition is palpable: we draw, now let's play, and then listen to a fairy tale. A complex lesson resembles a multi-layer cake, in which each of the layers remains separate ”[N. Gavrish / 1, p. 23].

The difference between an integrated lesson and a complex one

The content of a complex and integrated lesson differs in that in an integrated lesson it is very difficult to divide the task by type of activity. So, for example, in a complex lesson called "Adventure of a Chicken in the Woods" (or "Chicken"), the chicken will simply be the main character who will be the key figure in the lesson. Children can be offered the following tasks with different types of activity: cognitive - a conversation between Chicken and Buratino to update knowledge about the rules of behavior in the forest; physical - physical education or outdoor game "Who is faster?"; musical - performance of a song about a stream, imitation of the sounds of forest nature, the game "Guess who said?", counting activity "What is more in the forest?" etc.

Accordingly, each of the tasks is related to a general theme, but fulfills its specific goal in accordance with the type of activity: physical - to develop psychophysical properties (speed, endurance, etc.); artistic - to teach to convey an artistic image by various means of art, etc. And most importantly, while completing these tasks, children's knowledge on the topic "Chicken" is not systematized and most likely does not expand.

On the same topic "Chicken" in an integrated lesson, you can offer the following tasks:

a conversation to update knowledge about the character of the lesson or the game "Guess who am I?" (work with cards, which depict various properties: color, texture, habitat, size, etc.);
compilation of the story "Why does the chicken squeak?" (you can use the picture)
performing tasks such as "What was - what is - what will be?" (to establish a logical sequence of events - the necessary conditions for the appearance of a chicken (incubator));
didactic game "Who is friends with whom?" or "Russell animals" (domestic and wild animals, birds)
solving simple arithmetic and logical problems ("A chicken eats half a glass of millet a day. How many glasses does a chicken need for 2 days?" and etc.)
construction from geometric shapes (taking into account the shape, size, composing elements from separate parts) - this task can combine artistic, cognitive and speech activities of children
proof of the statement "the chicken cannot swim" (consideration of the structural features).

In the tasks mentioned, it is difficult to determine which goal is the main one, since they are integrated in nature, allow you to consider the main concept (topic) from different angles, reveal the main properties and features of the object.

Completing all these tasks, children systematize their knowledge on the topic "Chicken", have the opportunity to learn something new.

Taking into account the age characteristics of children when conducting integrated and complex classes

There are no age restrictions for conducting complex and integrated classes with children. The main thing is the teacher's ability to organize the work of children in the lesson, the correct choice of the topic of the lesson and its content.

The above-described approximate content of the integrated and complex lesson "Chicken", with an appropriate level of preparation and the selection of tasks appropriate for the age of children, the teacher can carry out in the younger group.

Moreover, we note that almost all classes with young children are complex.

When planning integrated and complex classes in your work, it should be remembered that such classes require special preparation for both children and the educator. Accordingly, the daily conduct of such classes is a colossal burden, primarily on the educator.

When preparing integrated and complex lessons, you need to know the basic requirements for planning and organizing them:

highlight in the program from each discipline (spheres of life) similar topics or topics that have common aspects;
identify connections between similar elements of knowledge;
change the sequence of studying the topic, if necessary;
take into account specific tasks in the process of studying the topic for each of the disciplines;
when planning a lesson, formulate the main goal and task;
simulate the lesson (analysis, selection, verification) of the content of the lesson, fill it with material that meets the purpose of the lesson;
identify the optimal load of children (mental, physical, speech activity, etc.).

Conducting integrated and complex lessons provides ample opportunities regarding the use of a variety of visuals in the classroom. So the educator can use children's drawings to create examples and simulate problems. Using the same drawings, you can compose small stories, fairy tales with children.

Literature:

Suchasne busy in the preschool mortgage: navch.-method. posib. / ed. N. V. Gavrish; ed. count .: N.V. Gavrish, O.O. Linnik, N.V. Gubanova. - Lugansk: Alma-mater, 2007 .-- 496 p.

Sazonova Anastasia

Theme: Organization of classes in a preschool educational institution. Types of activities.

Target: systematize the knowledge of teachers about the structure of classes, their classification and features, improve the professional level of teachers, creative activity.

Materials: Course of the lesson:

The concept of "Occupation" - What is an occupation?Class - form of organization of education in kindergarten.

Lesson structure - The lesson includes three stages: organizing the children, the main part of the lesson and the end of the lesson.

Organization of children:

Checking the readiness of children for the lesson (appearance, correct landing, concentration of attention)

Creation of interest in the lesson (techniques containing amusement, surprise, mystery)

The main part of the lesson:

Organization of children's attention

Explaining the material and showing the method of action or setting the educational problem and joint solution (3-5 min)

Consolidation of knowledge and skills (repetition and joint exercises, independent work with didactic material)

End of the lesson:

Summing up (analysis of completed work with children, comparison of work with didactic tasks, assessment of children's participation in the lesson, message about what they will do next time)

Switching children to another activity

Classification of occupations

Classes of assimilation of new knowledge and skills

Classes to consolidate previously acquired knowledge

Classes of creative application of knowledge and skills

Combined classes (several didactic tasks are solved at the same time)

2. Content of knowledge

One-dark (Classical lessons by section of study)

Complex

Integrated

3. Form of organization

Traditional

Non-traditional (classes - competitions, classes - theatrical, classes - consultations, classes - role-playing games, classes - mutual learning, classes - auctions, classes - doubts, classes - travel, classes - concerts, classes - games: the investigation is conducted by experts, the field miracles, What? Where? When ?, KVN, etc.)

- Each of these types of activities will differ in the structure of the main part.

3. The difference between complex and integrated classes

Complex is integrity formed from separate parts (arts, types of children's activities). Comprehensive classes are usually scheduled quarterly in lieu of music or visual arts classes. A comprehensive lesson is based on material familiar to children. In such a lesson, the tasks of each of the activities are solved.

For example : before drawing a festive city street, children sing a song about the holiday, read poetry.

^ Integrated classes suggest a deeper form of interconnection, interpenetration of different content of upbringing and teaching children. In integration, one type of activity is pivotal, while others help broader and deeper understanding. An integrated lesson focuses on learning new material. The lesson is planned on a common topic for several subjects, it can be conducted by several educators. The integration of the content of the educational material takes place around a specific topic.

For example: The lesson "Fairy bird - swan" included the following methodological techniques:

A story about the lifestyle and characteristics of these birds

Conversation: Human Behavior in Relation to the Animal Kingdom

Discussion of the image of a swan from the fairy tales "Wild Swans", "The Tale of Tsar Saltan", "The Ugly Duckling"

Listening to a fragment from Tchaikovsky's ballet "Swan Lake", Saint-Saens "Swan"

Completing a creative task: show how the swan moves to the music.

Examination of Rylov's paintings "In the blue space", Vrubel's "The Swan Princess"

Drawing flying swans.

This lesson combines tasks for the sections of the child and the world around, the development of speech and literary reading, music, visual activity. And the purpose of all these tasks: to form in children an idea of a fabulous bird - swans.

4. Practical task

Educators receive flashcards with brief descriptions of the activities. It is necessary to determine what type of occupation they relate to, what types of activities they combine.

Determine what type of open classes conducted by teachers are.

5. Preparing the teacher for classes

Preparing a teacher for classes consists of three stages: planning classes, preparing equipment, preparing children for classes.

Lesson planning:

Select program content, outline methods and techniques, think over in detail the course of the lesson

Make a plan - a synopsis that includes:

-Program content (educational tasks)
-equipment
-preliminary work with children (if necessary)
-the course of the lesson and methodological techniques

It is necessary to plan not one lesson, but a system, gradually complicating and consolidating the material. We use methodological literature, but we do not rewrite it mechanically, but we use it taking into account the peculiarities of children.

Equipment preparation:

On the eve of the lesson, select the equipment, check if it is working properly, if there is enough didactic material, etc.

Some activities need to be prepared in advance (for example, if it is necessary to show the germinated seed of a plant, it must be germinated in advance)

When conducting an excursion, the teacher must go to the place in advance, select objects for observation, think over how the children will be placed, choose the shortest and safest route.

Preparing children for classes

Create interest in the work ahead

Warn children about the beginning of the lesson in advance (10 minutes) so that the children have time to finish their games and tune in to the lesson

Organize the work of those on duty to prepare for the lesson

6. Summing up

Introduction

1. Classes as a form of education in kindergarten

2 Features and structure of classes

3. Classification of occupations

4. Non-traditional forms of training

5. Features of the organization and conduct of classes in different age groups

6. Preparing the teacher for the lesson

7. Analysis of advanced teaching experience

8. Pedagogical conclusions

Bibliography

Introduction

The upbringing, education and development of a child is determined by the conditions of his life in kindergarten and family. The main forms of organizing this life in kindergarten are: play and related forms of activity, classes, subject-based practical activity.

1. Classes as a form of education

The leading form of organization of training for pupils of a preschool educational institution is occupation.

The use of classes as the main form of teaching children was substantiated by Ya.A. Comenius.

Jan Amos Comenius in the pedagogical work "Great Didactics" really characterized the classroom system as "the universal art of teaching everyone everything", developed the rules for organizing the school (concepts - school year, quarter, vacation), a clear distribution and content of all types of work, substantiated didactic principles teaching children in the classroom. In addition, he was one of the first to put forward the idea that the beginning of systematic upbringing and education lies in preschool age, developed the content of teaching preschool children and presented them in the pedagogical work "Mother's School".

K. D. Ushinsky psychologically substantiated and developed the didactic principles of teaching children in the classroom, emphasized that already in preschool age it is necessary to separate serious learning from play “you cannot teach children by playing, learning is work”. Therefore, the tasks of preschool education, according to K.D. Ushinsky, is the development of mental powers (the development of active attention and conscious memory) and the gift of speech in children, preparation for school. However, at the same time, the scientist put forward the thesis of the dual unity of teaching and upbringing of preschool children. Thus, the problem of the existence of differences between the teaching of children in the classroom in kindergarten and in the classroom in primary school was raised.

A.P. Usova developed the basics of teaching preschool children in kindergarten and family, revealed the essence of teaching in kindergarten; substantiated the position of two levels of knowledge that children can master.

She attributed to the first level the elementary knowledge that children acquire in the process of playing, living, observing and communicating with people around; to the second, more complex level, she attributed knowledge and skills, the assimilation of which is possible only in the process of purposeful learning. At the same time, A.P. Usova identified three levels of educational activity, depending on the cognitive motives of children, the ability to listen and be guided by the instructions of an adult, evaluate what has been done, and consciously achieve the set goals. At the same time, she emphasized that children do not reach the first level immediately, but only by the end of preschool childhood, under the influence of purposeful and systematic education.

Systematic instruction in the classroom is an important means of educational work with preschool children.

Over the course of several decades of the twentieth century. all leading researchers and practitioners of preschool education, following A.P. Usova paid great attention to classes as the leading form of frontal education for children.

Modern preschool pedagogy also attaches great importance to classes: undoubtedly, they have a positive effect on children, contribute to their intensive intellectual and personal development, systematically prepare them for schooling.

Currently, the improvement of classes in various aspects continues: the content of education is expanding and becoming more complex, the search for forms of integration of various types of activity, ways of introducing play into the learning process, the search for new (non-traditional) forms of organization of children is carried out. Increasingly, one can observe the transition from frontal classes with the entire group of children to classes with subgroups, small groups. This trend ensures the quality of education: an individual approach to children, taking into account the peculiarities of their advancement in the assimilation of knowledge and practical skills.

Another important trend is being observed - the construction of systems of classes in each area, which is introduced to preschoolers. A chain of gradually becoming more complex activities, organically related to the activities of everyday life, is the best way to ensure the necessary intellectual and personal development of preschoolers.

The form of organization of training is a joint activity of the trainer and the trainees, which is carried out in a certain order and established mode.

Traditionally, the following forms of training organization are distinguished:

individual, group, frontal

You can use these forms of organization of training both in the classroom and in everyday life. In the preschool educational institution, special time can be allocated in the process of conducting regime moments, individual work with children can be organized. The content of training in this case is the following types of activity: subject-game, labor, sports, productive, communication, role-playing and other games that can be a source and means of teaching.

2. Characteristics and structure of classes

Learning in the classroom, regardless of the form of its organization, is primarily programmatic. The teacher outlines the program content that should be implemented during the lesson.

Classes have a certain structure, which is largely dictated by the content of education and the specifics of the activities of children. Regardless of these factors, in any lesson, there are three main parts, inextricably linked by the general content and methodology, namely:

the beginning, the course of the lesson (process) and the end.

Beginning of the lesson presupposes the direct organization of children: it is necessary to switch their attention to the upcoming activity, arouse interest in it, create an appropriate emotional mood, and reveal the educational task. On the basis of explaining and showing the methods of action, the child forms an elementary plan: how he will have to act on his own, in what sequence to perform the task, what results to strive for.

Course (process) of the lesson - This is an independent mental or practical activity of children, consisting in the assimilation of knowledge and skills, which are determined by the educational task. At this stage of the lesson, techniques and teaching are individualized in accordance with the level of development, the pace of perception, and the peculiarities of thinking of each child. Appeals to all children are necessary only if many have errors in the performance of the educational task as a result of the teacher's fuzzy explanation.

The minimum help is provided to those who quickly and easily remember, are attentive, know how to analyze, compare their actions, results with the teacher's instructions. In case of difficulty, advice, a reminder, a guiding question is enough for such a child. The teacher gives each pupil the opportunity to think, to try to find a way out of a difficult situation on their own.

The educator should strive to ensure that every child has a result that demonstrates his progress, shows what he has learned.

End of class is devoted to summing up and evaluating the results of educational activities of children. The quality of the result obtained depends on the age and individual characteristics of the children, on the complexity of the educational task.

Depending on the section of training, on the goals of the lesson, the methodology for conducting each part of the lesson may be different. Private methods provide more specific recommendations for each part of the lesson. After the lesson, the teacher analyzes its effectiveness, the development of program tasks by children, reflects on the activity and outlines the future of the activity.

In the structure of classes in kindergarten, there is no test of the assimilation of knowledge, skills and abilities. This check is carried out in the process of observing the activities of children in class, analyzing the products of children's activities, as well as in everyday life and in the course of a special study of the achievements of children using various scientific methods.

3. Classification of occupations in preschool educational institutions

Currently, the following classification of activities with preschool children is widely used.

Classification of occupations in preschool educational institutions (according to S.A.Kozlova)

Currently, complex classes prevail, in which several didactic tasks are simultaneously solved (systematization of knowledge, skills and the development of creative abilities, etc.)

Integrated join is not arbitrary or mechanical. It is necessary to provide for the integration of knowledge in such a way that they complement, enrich each other when solving didactic problems.

Integration in the content of classes performs 2 main functions: content and formal.

Classes are held in the following sections of training:

- acquaintance with the surrounding life and the development of the speech of children;

- development of elementary mathematical concepts;

- visual activity and design;

- physical education;

- musical education.

The program of each lesson includes:

- a certain amount of knowledge about the properties and qualities of objects, their transformation, connections, methods of action, etc., their primary assimilation, expansion, consolidation, generalization and systematization;

- the amount of practical skills and abilities in teaching productive activities;

- the amount of skills and abilities required for educational and cognitive activities, their primary formation or improvement, exercise in application;

- the formation of children's attitudes to phenomena and events, to knowledge that is communicated and assimilated in this lesson, fostering attitudes towards their own activities, establishing relationships of interaction with peers.

Excursions are a special kind of activities. Educational and educational tasks during excursions are solved in unity. At the same time, it is necessary to remember about the local history and seasonal principles, as well as the principles of repetition, gradualness, and clarity.

The structure of the excursion is traditionally as follows:

Structural component	Content
Preparatory stage	The teacher determines the scope of the excursion, program content, timing, the teacher examines the place of the excursion, thinks over the content, methods and techniques of conducting. Organizational issues are being resolved (route, escort, etc.). Preparing children for the upcoming excursion is to replenish knowledge (actualization)
Excursion progress	Observation is organized in a certain sequence: a holistic perception of the object, and then the analysis of its components for in-depth knowledge. Observation is the leading method of working with children on excursions, but at the same time, a variety of issues are of great importance: from organizing attention to stimulating creative thinking and imagination. During the excursion, the child's mental activity is supported (children ask questions, read poems, guess riddles, participate in games). At the end of the excursion, the results are summed up of what new and interesting things have been learned.
Post-excursion work	The knowledge gained is systematized, refined, reflected in other activities (design of excursion materials, work with fiction, productive activities, organization of games, generalizing conversations, etc.)

The triune task of the lesson

Educational: improve the level of development of the child

Educational: to form the moral qualities of a person, views and beliefs.

Developing: when teaching, to develop in pupils cognitive interest, creativity, will, emotions, cognitive abilities - speech, memory, attention, imagination, perception.

4. Non-traditional forms of training

Currently, in the practice of preschool institutions, non-traditional forms of organizing education are effectively used: classes in subgroups, which are formed taking into account the age characteristics of children. They are combined with circle work: manual labor, visual activity. Classes are enriched with game and fairy tales. The child, carried away by the concept of the game, does not notice the hidden learning task. These activities help free up the child's time, which he can use at his own discretion: to relax or do something that is interesting or emotionally significant to him.

Various forms of "activities with passion" are widely used, saturated with games and independent creative activities. All this, of course, makes the lesson more interesting, attractive, more effective.

Such forms as lesson - conversation and lesson - observation are widely used in the practice of organizing and conducting lessons. These forms are used in senior groups of preschool educational institutions.

The use of didactic fairy tale therapy trainings in the format of preschool education allows children to easily and quickly acquire the necessary knowledge.

5. Features of the organization and conduct of classes in different age groups

Achieving positive results depends on the correct organization of the educational process. When attending classes, first of all, you should pay attention to the observance of hygienic conditions: the room must be ventilated; under general normal lighting, the light should fall from the left side; equipment, tools and materials and their placement must meet pedagogical, hygienic and aesthetic requirements.

The duration of the lesson should correspond to the established norms, and the time should be used fully. The beginning of the lesson, the organization of children's attention, the setting of an educational or creative task for the children, and an explanation of the ways of its implementation are of great importance.

It is important that the educator, during the explanation, showing the methods of action, should activate the children, encourage them to comprehend and remember what he is talking about. Children should be given the opportunity to repeat, pronounce certain positions (for example, how to solve a problem, make a toy). The explanation should not take more than 3-5 minutes.

During the lesson, the teacher attracts all children to actively participate in the work, taking into account their individual characteristics, forms the skills of educational activities in children, develops the ability to evaluate and control their actions. The educational situation is used to develop in children a benevolent attitude towards comrades, endurance, dedication.

During the lesson, the teacher communicates knowledge to children in a strict logical sequence. But any knowledge (especially new) should be based on the subjective experience of the child, his interests, inclinations, aspirations, individually significant values that determine the originality of the perception and awareness of the world around each child.

In the process of communication in the classroom, there is not only one-sided influence of the teacher on the child, but also the reverse process.

The child should be able to make the most of his own, already existing experience, personally significant for him, and not just unconditionally accept ("assimilate") everything that the teacher tells him.

In this sense, the teacher and the child act as equal partners, carriers of heterogeneous, but equally necessary experience. The main idea of a personality-oriented lesson is to reveal the content of the child's individual experience, to harmonize it with what is being asked, and thereby achieve personal assimilation of this new content.

The teacher must think over not only what kind of material he will report, but what possible cross-references of this material with the personal experience of children.

When organizing a lesson, the teacher's professional position consists in a deliberately respectful attitude to any statement by the kid on the content of the topic under discussion.

We need to think about how to discuss children's "versions" not in a rigidly evaluative situation (right or wrong), but in an equal dialogue. Only in this case children will strive to be "heard" by adults.

One of the forms of increasing the working capacity of children, preventing fatigue associated with great concentration, prolonged tension of attention, as well as a monotonous position of the body while sitting at the table, is a physical education minute. Physical education minutes have a positive effect on the revitalization of children, help prevent postural disorders. In all kindergartens of the city, physical education is organized systematically. Usually, these are short breaks (2-3 minutes) for 2-3 physical education exercises in the classroom of mathematics, native language, and physical activity. In the second junior and middle groups, physical education minutes are held in a playful way. The time of their implementation and the selection of exercises are determined by the nature and content of the lesson. So, for example, in classes in drawing, modeling, physical education includes active flexion, extension of the arms, bringing and spreading fingers, free shaking of the hands. In classes for the development of speech, mathematics, exercises are used for the muscles of the back - stretching, straightening with deep breathing through the nose. Children tend to stay in their places during exercise. In order to enhance the emotional impact of physical culture minutes, educators can use small poetic texts.

In each age group, classes have their own peculiarities both in terms of time and organization.

4th year of life - 10 lessons lasting no more than 15 minutes.

5th year of life - 10 lessons lasting no more than 20 minutes.

6th year of life 13 lessons lasting no more than 25 minutes.

7th year of life - 14 lessons lasting no more than 30 minutes.

Classes for additional education, if any, are provided for by the work plans of the preschool educational institution, are carried out in agreement with the parent committee. In the second younger group - 1 lessons, in the middle - 2 lessons, in the older group - 2 lessons, in the preparatory group for school - 3 lessons per week.

In accordance with the approximate daily schedule and time of year, it is recommended that group classes be held from September 1st to May 31st. The teacher is given the right to vary the place of classes in the pedagogical process, to integrate the content of various types of classes, depending on the goals and objectives of training and education, their place in the educational process; to reduce the number of regulated classes, replacing them with other forms of education.

At an early preschool age, games are held with children. In the first group of early age children are taught individually. Due to the fact that in the first year of a child's life, skills are formed slowly and frequent exercises are required for their formation, games - classes are carried out not only daily, but several times during the day.

In the second group of early age, 2 lessons are held with children. The number of children participating in classes depends not only on their age, but also on the nature of the class and its content.

All new types of activities, until the children master the primary skills and master the necessary rules of behavior, are conducted either individually or with a subgroup of no more than 3 people.

With a subgroup of 3-6 people (half of the age group), classes are held on teaching subject activity, construction, physical education, as well as most of the classes on the development of speech.

With a group of 6-12 people, you can conduct classes with a free form of organization, as well as music and those where the leading activity is visual perception.

When uniting children into a subgroup, it should be borne in mind that their level of development should be approximately the same.

The duration of the lesson is 10 minutes for children from 1 year 6 months and 10-12 minutes for older ones. However, these numbers may vary depending on the content of the learning activity. Newer types of activities, as well as those that require more concentration from the children, can be shorter.

The form of organizing children for classes can be different: the kids sit at the table, on chairs arranged in a semicircle, or move freely around the group room.

The effectiveness of a lesson largely depends on how emotionally it proceeds.

An important didactic principle on the basis of which the methodology of classes with children of the 2nd year of life is based is the use of visualization in combination with the word.

Early education should be visual and actionable.

In groups of older children, when cognitive interests are already well developed, it is enough to report on the topic or the main goal of the lesson. Older children are involved in organizing the necessary environment, which also contributes to the emergence of interest in the lesson. However, the content and nature of the formulation of educational tasks are of primary importance.

Children gradually become accustomed to certain rules of behavior in the classroom. The teacher constantly reminds the children of them both when organizing a lesson and at the beginning of it.

At the end of the lesson with older children, a general total of cognitive activity is formulated. At the same time, the educator strives to ensure that the final judgment was the fruit of the efforts of the children themselves, to encourage them to an emotional assessment of the lesson.

The end of the lesson in the younger groups is aimed at strengthening the positive emotions associated with both the content of the lesson and the activities of the children. Only gradually in the middle group is some differentiation in the assessment of the activities of individual children introduced. The final judgment and assessment is expressed by the educator, from time to time attracting children to her.

The main form of training: developing classes using techniques, didactic games, game techniques.

The main forms of organization of children of older groups in the classroom are frontal and subgroup.

6. Preparing the teacher for the lesson

When organizing a lesson with preschoolers, it is necessary, first of all, to determine its main goal. And it consists in whether this activity will be of a developing nature or pursue a purely educational goal. In a training lesson, children accumulate the necessary personal experience: knowledge, skills, skills and habits of cognitive activity, and in a developing lesson, using the experience they have acquired, they independently acquire knowledge. Therefore, in the educational process of a preschool institution, both developmental and training sessions should be used. It should be remembered that in order for a child to be successful in his own research activities, he needs certain knowledge and skills.

Children begin to acquire skills of independent research activity in training sessions. For this purpose, they introduce elements of problematic presentation of educational material, heuristic conversation, organize a collective or individual independent search, experimental activity. Often in practice, such classes in a preschool institution are called developmental. Unfortunately, this is not true. Such classes are just an approach to real developmental activities, the essence of which is the development of the categorical structure of consciousness and the ability for independent search activity on the child's own initiative, the ability to redefine and redefine tasks coming from an adult. Educational and developmental classes are built according to completely different schemes, and educators should know this well. Below we provide models for constructing training (often called traditional) and developmental classes.

Model for constructing a training lesson

Such a model for constructing a training lesson leaves the teacher a large enough scope for using various methods and teaching technologies, since the psychological chain of activity: "motivation - perception - comprehension" is not destroyed, and, as a rule, the educational goal can be achieved in the overwhelming majority of cases.

Developmental activity model

Usually, preparing for a lesson, the teacher selects didactic material that allows him to use tasks of varying degrees of difficulty.

The selection of didactic material for a student-centered lesson requires the teacher to also know the individual preferences of each child in working with the material. He should have a set of didactic cards that allow the child to work with the same content provided for by the program requirements, but transmit it in different ways: in a word, symbolic designation, drawing, subject image, etc.

Of course, the child must be given the opportunity to show individual selectivity in working with the material. Classification of didactic material, selection and use of it during the lesson requires special training of the teacher, and above all knowledge of the psychophysiological characteristics of children, the ability to identify and use them productively in the process of assimilation.

The scenario of the lesson and its "direction" are no less important. Communication in the classroom should be structured in such a way that the child himself can choose the most interesting task in terms of content, type and form - and thereby most actively express himself. To do this, the educator should classify all informational methods of work in the classroom (setting, informative, instructive) - to frontal, and all forms of independent or paired work - to individual ones. This requires taking into account not only cognitive, but also emotional-volitional, motivational-needful characteristics of children and the possibilities of their manifestation during the lesson. Therefore, in preparation for the lesson, it is necessary to design in advance all possible types of communication, subordinate to educational goals, all forms of cooperation between partners in knowledge.

Developing a flexible plan includes:

- Determination of the general goal and its specification, depending on the different stages of the lesson.

- Selection and organization of such didactic material that allows you to reveal the individual selectivity of children to the content, type and form of cognition.

- Planning of various forms of work organization (the ratio of frontal, individual, independent work).

- The choice of criteria for assessing the productivity of work, taking into account the nature of the tasks (literal retelling, presentation in your own words, performing creative tasks).

- Planning the nature of communication and interpersonal interactions in the course of the lesson:

a) the use of different forms of communication (monologue, dialogue, polylogue), taking into account the goals of the lesson;

b) designing the nature of the interactions of children in the classroom, taking into account their personal characteristics and requirements for intergroup interaction;

c) the use of the content of the subject experience of all participants in the lesson in the dialogue "child - teacher" and "child - children".

Planning the effectiveness of the lesson includes:

1) generalization of acquired knowledge and skills, assessment of their assimilation;

2) analysis of the results of group and individual work;

3) attention to the process of completing tasks, and not just to the result.

The lesson will be held correctly, fully, with the benefit of the children, if the teacher draws up the plan of the event correctly, prepares and organizes everything before it is held.

7. Analysis of advanced teaching experience

To analyze the advanced pedagogical experience, we used the experience of the senior educator of the MDOU "Center for the Development of Children - Kindergarten No. 38", Votkinsk, Republic of Udmurtia Nadezhda Afanasyevna Vinshnyakova on the topic "Integrated classes in kindergarten".

The author conducted an experiment on the problem of integrated learning, which is a new model of education aimed at the potential development of personality, student-centered learning and upbringing of children, taking into account their inclinations and abilities.

The kindergarten in which this experiment was carried out works according to the "Childhood" program edited by V. Loginova, T. Babaeva. The teachers chose it for themselves, primarily because it is focused on the holistic development of the child, which is understood by the authors of the program as a unity of individual abilities, personal qualities, the ability of the child to master the position of the subject in children's activities.

The integration of the content of the educational material takes place around a specific topic.

The author notes that classes based on the thematic principle are more effective, since children show an increased interest in the content of the tasks that are solved in these classes; children have a special breadth of interests - which in the future can become the basis for a diverse experience.

The topics of the classes are varied.

The implementation of tasks occurs through problem situations, experimental work, didactic games, etc. The connecting link is the topic (image) considered in the lesson.

The number of classes was determined by each teacher himself, they do not have a clear structure, but they have distinctive features.

So, some of the classes were held together with music directors, these are such classes as "Fair", "Winter's Tale", "Spring drops".

Classes with teachers in art activities included tasks on acquaintance with painting, graphics, productive activities: drawing, modeling, application. In the lesson "A Miracle in the Palm", knowledge about insects was generalized, and in conclusion the children drew a butterfly.

In the lesson "Flight into space", tasks of a cognitive and mathematical nature were solved, and with the teachers, the children performed the collective application "Outer space".

So, in the lesson "Construction firm" knowledge was consolidated about people working at the construction site, about the machines that help them; the parents formed an objective assessment of their child. The lesson was structured in this way - tasks were given to both children and parents, each completed, and then talked about his results. So the children had to name and arrange in the correct sequence the stages of building a house, and the parents had to solve a crossword puzzle where the word "construction" was the key word.

Joint parent-child classes prompted the author to come up with the idea of an integrated approach to various types of activities outside of class, and this was expressed in the form of thematic weeks, in the organization and conduct of which educators, children and parents participated. So one of these weeks was the week "Glory to the bread on the table." In the senior group, the “Cookery” center was equipped, where bakery products, various types of flour, bouquets of cereal plants, all the necessary utensils for making cookies and muffins were exhibited. Throughout the week, classes were held on the topic of bread, "In a certain kingdom in a grain state", "About how bread came to the table", "From grain to bun". It was a kind of immersion in the topic. As part of this week, contests for experts in sayings and proverbs about bread and a drawing contest were held. The mothers showed their baking skills.

The joint activity of adults and children aroused in the latter a sense of maturity, recognition of their capabilities on the part of their parents.

Work on the topic of experience was carried out at the MDOU for three years.

Having studied the work experience of Nadezhda Afanasyevna Vishnyakova, we can draw the following conclusion:

1. Classes of an integrated nature contribute to the formation of a holistic picture of the world, since an object or phenomenon is considered from several sides: theoretical, practical, applied;

2.Cognitive interest is formed in children, and classes are highly effective;

3. The transition from one type of activity to another allows each child to be involved in an active process;

4. Integrated classes bring children together with common impressions, experiences, contribute to the formation of collective relationships;

5. Such classes contribute to closer contact of all specialists and cooperation with parents, as a result, a child-adult community is formed;

6. Integration helps to reduce the number of activities, free up time for play activities and walks, which helps to improve the health of children.

8. Pedagogical conclusions

The regularity of teaching children is one of the most important principles for solving the complex of upbringing and educational work in preschool institutions. Only with the correct planning of the learning process can the program for the comprehensive development of the child's personality be successfully implemented.

An important principle of organizing the learning process is systematicity. At the stage of early childhood, the assimilation of knowledge, as well as the formation of skills, should take place systematically.

In view of the fact that a large interval between classes is undesirable, it becomes necessary to consolidate the knowledge gained in children, skills in independent activity and partly in classes aimed at mastering children with actions with objects in other classes.

The issue of repetition of classes requires special attention: the period of early childhood is characterized by an unusually fast pace of development, and each age micro-period must be approached differentially. A revision session should not be completely identical to the main session. A simple repetition of the same tasks can lead to mechanical, situational memorization, and not to the progressive development of mental activity in the classroom.

Special tact should be shown when planning individual work with children. It is important to remember that this work does not turn into additional activities. The teacher should only interest and arouse the child's desire to play with didactic material. It is impossible for the sake of additional activities to tear the child away from things that are interesting to him.

The analysis of the conducted classes requires special attention. The criterion can be an assessment of the level of independence of their implementation. Some children complete tasks quickly, without mistakes. Most of the children perform individual tasks with the periodic help of a teacher. They can make mistakes, correct them either on their own, or when the teacher asks “What’s wrong with you?”, Or with the direct participation of an adult. At the same time, children are very active, making repeated comparisons, comparisons, which allows them to master the tasks qualitatively. Some children need constant help in the form of element-by-element dictation. For preschoolers who are at this level of completing the task, the material of the classes turns out to be overestimated. You need to know the reason for their lagging behind (the children could be sick or just attend a child care facility a little). It is important for the educator to track the progress of the children from class to class.

So, for a lesson as a form of training organization, a number of features are characteristic:

1. In the classroom, children are mastering skills in one or another section of education.

2. Classes are held with all children of this age group, with a permanent composition of children.

3. Classes are organized and conducted under the guidance of an adult who determines the tasks and content of the lesson, selects methods and techniques, organizes and guides the cognitive activity of children in the development of knowledge, skills and abilities.

Classes occupy a special place in the system of educational work of a kindergarten. Classes are given a strictly fixed time in the mode of life of children.

As a rule, these are the morning hours, when the mental and physical performance of children is at its highest.

When combining classes, the degree of difficulty and the nature of the activities of children in each of them are taken into account.

Bibliography

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3. Aydasheva G.A., Pichugina N.O. Preschool pedagogy. M: Phoenix, 2004

4. Bolotina L.R., T.S. Komarova Preschool pedagogy. Moscow: Academy, 1997

5. Bondarenko T.M. Complex lessons in the second junior group of kindergartens. Moscow: Uchitel, 2007

6. Veraksa N.Ye., Veraksa A.N. Child Development in Preschool Childhood: A Guide for Preschool Teachers. Moscow: Mosaika-Sintez, 2006

7. Golitsyna NS Activities in kindergarten: Long-term planning: Second junior and middle groups. M .: Skriptoriy, 2007

8. Preschool pedagogy / Edited by V.I. Yadeshko and F.A. Sokhina. Moscow: Education, 1978.

9. Kozlova S.A., Kulikova T.A. Preschool pedagogy. M .: Academy, 2007

10. Kolesnikova L. Teaching without fatigue. // Preschool education. -2008 - No. 5–56–60 p.

11.L. Pavlova. Early age: the importance of games-activities in intellectual development. // Preschool education. - 2002 - No. 4–87–90 p.

13. The program of education and training in kindergarten. / Ed. M.A. Vasilyeva, V.V. Stamp. Moscow: Mosaic - Synthesis, 2007

14. Usova A.P., Teaching in kindergarten, Moscow: Enlightenment, 1970

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1. Adzhi A.V. Synopsis of integrated lessons in the middle group. Voronezh: TC "Teacher", 2006

2. Arapova-Piskareva N.A., Veraksa N.E., Antonova A.V. Education and training in the senior group of kindergarten: Program and guidelines. Moscow: Mosaika-Sintez, 2006

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