System-activity approach as the basis of the Federal State Educational Standard for preschool education

The significance of changes in the system of additional education

The basis of the Federal State Educational Standard is a systematic, activity-based approach to each child, developing in the younger generation the ability to solve complex problems and tasks. Modern society puts forward serious demands on the process of additional education. Russia needs moral, educated, enterprising young people who are able to predict the results of their actions, who are ready to feel pride and responsibility for their family and country.

Since the priority of the educational system and society is the preparation of young people entering a new life, the result of training is characterized by their successful adaptation in society.

The system-activity approach as the basis of the Federal State Educational Standard is aimed at creating optimal conditions for self-realization of the younger generation of post-industrial society. A teacher cannot “sculpt” or “make” a child with a passive version of teaching and upbringing. Only by involving schoolchildren in joint activities can the desired result be achieved and the social order be fulfilled in full.

System-activity approach as the basis for the implementation of the Federal State Educational Standard for Education

System-activity approach as the basis for the implementation of the Federal State Educational Standard for Education

Authors: Moryakova A.V., Tregulova L.E., Khisamutdinova L.Kh.

(Municipal budgetary preschool educational institution “Kindergarten of a combined type No. 1 “Swallow” ZMR RT, Zelenodolsk)

“It is necessary that children, if possible,

studied independently, and the teacher guided

this independent process and

gave him material"

K.D. Ushinsky.

The system-activity approach is the methodological basis of the concept of the state standard of general education of the second generation.

The Federal State Educational Standard is based on a systemic and activity-based approach, which ensures:

• education and development of personality traits that meet the requirements of the information society;
• development of educational content and technologies that determine the ways and means of personal and cognitive development of students;
• development of the student’s personality based on the assimilation of universal educational actions of cognition and mastery of the world;
• recognition of the decisive role of ways of organizing educational activities and interaction of participants in the educational process in achieving the goals of personal, social and cognitive development of students;
• taking into account the role and significance of activities and forms of communication to determine the goals and paths of education and upbringing;
• a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities);
• enrichment of forms of interaction with peers and adults in cognitive activity.

The task of a modern preschool education institution is to prepare a graduate with the ability and desire to acquire knowledge that will allow him to feel confident in independent life. The use of a systemic-activity approach in the educational process makes it possible to create the environment necessary for the formation of a modern graduate of a preschool educational institution.

Currently, the use in teaching of techniques and methods that form the ability to independently obtain new knowledge, collect the necessary information, put forward hypotheses, draw conclusions and conclusions, and develop the skills of independence and self-development in preschoolers is becoming increasingly relevant in the educational process.

This can be achieved through a systematic, activity-based approach to teaching, the main goal of which is to teach how to learn.

The implementation of the activity method technology in practical teaching is ensured by the following system of didactic principles:

1. The principle of activity is that the child does not receive knowledge in a ready-made form, but obtains it himself.

2. The principle of continuity means such an organization of training when the result of activity at each previous stage ensures the beginning of the next stage.

3. The principle of a holistic view of the world means that the child must form a generalized, holistic view of the world (nature-society-himself).

4. The principle of psychological comfort involves the removal of stress-generating factors in the educational process, the creation of a friendly atmosphere in the preschool educational institution and in the classroom, focused on the implementation of the ideas of cooperation pedagogy.

6. The principle of variability presupposes the development of variable thinking in children, that is, an understanding of the possibility of various options for solving a problem, the formation of the ability to systematically enumerate options and select the optimal option.

7. The principle of creativity presupposes a maximum focus on creativity in the educational activities of preschoolers, their acquisition of their own experience of creative activity. Forming the ability to independently find solutions to non-standard problems.

The holistic structure includes six successive stages:

1. Introduction to the situation;
2. Updating;
3. Difficulty in the situation;
4. Children's discovery of new knowledge (method of action);
5. Inclusion of new knowledge (method of action) into the child’s system of knowledge and skills;
6. Comprehension (result).

Introduction to the situation

At this stage, conditions are created for children to develop an internal need (motivation) to participate in activities. Children record what they want to do (the so-called “children's goal”). It is important to understand that a “children’s” goal has nothing to do with an educational (“adult”) goal.

To do this, the teacher, as a rule, includes children in a conversation that is necessarily personally significant for them, connected with their personal experience.

The emotional inclusion of children in the conversation allows the teacher to smoothly move on to the plot, with which all previous stages will be connected.

The key phrases for completing the stage are the questions: “Do you want to?”, “Can you?”

With the first question (“Do you want?”), the teacher shows the child’s freedom of choice of activities. It is no coincidence that the next question is: “Can you?” All children usually answer this question: “Yes! We can do it!” By asking questions in this sequence, the teacher purposefully develops in children faith in their own strengths.

At the stage of introduction to the situation, a methodologically sound mechanism of motivation (“need” - “want” - “can”) is fully included. And at the same time, meaningful integration of educational areas and the formation of the most important integrative qualities of the individual are carried out.

Update

This stage can be called preparatory to the next stages, at which children must “discover” new knowledge for themselves. Here, in the process of didactic play, the teacher organizes children’s objective activities, in which mental operations (analysis, synthesis, comparison, generalization, classification, etc.) are purposefully updated, as well as the children’s knowledge and experience necessary for them to independently construct a new way of action. At the same time, children are in the game plot, moving towards their “childish” goal and do not even realize that the teacher, as a competent organizer, is leading them to new discoveries.

In addition to training mental operations and updating children’s experience, the teacher pays attention to the development of such integrative qualities as the ability to listen to an adult, follow his instructions, work according to rules and patterns, find and correct one’s mistakes, etc.

The actualization stage, like all other stages, must be permeated with educational tasks, the formation in children of primary value ideas about what is good and what is bad (for example, you can’t fight, offend little ones, it’s not good to tell lies, you need to share, you need to respect adults, etc.). d.).

Difficulty in the situation

This stage is key, since it contains, as in a “seed,” the main components of the structure of reflexive self-organization, which make it possible to determine the right way to overcome the difficulty. Within the framework of the selected plot, a situation is simulated in which children are faced with difficulties in individual activities.

The teacher, using the question system “Could you?” - “Why couldn’t they?” helps children gain experience in identifying difficulties and identifying their causes.

Since the difficulty is personally significant for each child (it interferes with the achievement of his “childish” goal), the child has an internal need to overcome it, that is, now cognitive motivation. Thus, conditions are created for the development of curiosity, activity, and cognitive interest in children.

In early preschool age, this stage ends with the words of an adult: “That means we need to find out.”, and in older groups with the question: “What do you need to know now?” It is at this moment that children acquire the primary experience of consciously setting an educational (“adult”) goal for themselves, while the goal is articulated by them in external speech.

Thus, strictly following the stages of technology, the teacher leads children to the point that they themselves want to learn “something.” Moreover, this “something” is absolutely concrete and understandable to children, since they themselves (under the guidance of an adult) named the cause of the difficulty.

Children's discovery of new knowledge (method of action)

At this stage, the teacher involves children in the process of independently solving problematic issues, searching for and discovering new knowledge.

Using the question “What should you do if you don’t know something?” The teacher encourages children to choose a way to overcome the difficulty.

In early preschool age, the main ways to overcome difficulties are the methods “I’ll figure it out myself,” “I’ll ask someone who knows.” An adult encourages children to ask questions and teaches them to formulate them correctly.

In older preschool age, another way to overcome the difficulty is added: “I’ll figure it out myself, and then test myself according to the model.” Using problematic methods (leading dialogue, stimulating dialogue), the teacher organizes the children’s independent construction of new knowledge (method of action), which is recorded by the children in speech and signs. Children develop such an important integrative quality as “the ability to solve age-appropriate intellectual and personal tasks (problems).” Children begin to comprehend their actions and their results, and gradually realize the way through which new knowledge is acquired.

Thus, children gain experience in choosing a method for solving a problem situation, putting forward and justifying hypotheses, and independently (under the guidance of an adult) “discovering” new knowledge.

Inclusion of new knowledge (method of action) into the child’s system of knowledge and skills

At this stage, the teacher offers situations in which new knowledge (the constructed method) is used in conjunction with previously mastered methods. At the same time, the teacher pays attention to the children’s ability to listen, understand and repeat the adult’s instructions, apply the rule, plan their activities (for example, in older preschool age questions like: “What will you do now? How will you complete the task?”). In the senior and preparatory groups, individual tasks can be completed in workbooks (for example, when playing “School”).

Children develop their ability to independently apply acquired knowledge and methods of action to solve new tasks (problems), and transform methods of solving problems (problems). Particular attention at this stage is paid to developing the ability to control the way they perform their actions and the actions of their peers.

Comprehension (result)

This stage is a necessary element in the structure of reflexive self-organization, as it allows one to gain experience in performing such important universal actions as recording the achievement of a goal and determining the conditions that made it possible to achieve this goal.

Using the question system “Where were you?” - "What did you do?" - “Who did they help?” The teacher helps the children comprehend their activities and record the achievement of the “children’s” goal.

Next, using the question “Why did you succeed?” The teacher leads the children to the fact that they have achieved the “children’s” goal due to the fact that they have learned something new and learned something. Thus, he brings together “children’s” and educational (“adult”) goals and creates a situation of success: “You succeeded. because you have learned (learned).” In younger groups, the teacher spells out the conditions for achieving the “children’s” goal himself, and in older groups, children are already able to independently determine and voice the conditions for achieving the goal. Considering the importance of emotions in the life of a preschooler, special attention should be paid to creating conditions for each child to receive joy and satisfaction from a job well done.

The system-activity approach to education is not at all a set of educational technologies or methodological techniques. This is a kind of philosophy of education, a methodological basis on which various systems of developmental education are built. The main idea of ​​the activity approach is connected not with the activity itself, but with activity as a means of formation and development of the child’s subjectivity.

“A bad teacher presents the truth, a good teacher teaches you to find it” A. Disterverg

Literature:

1. A. G. Asmolov. Systematic - activity-based approach to the development of new generation standards.
2. Abdillina L.E., Peterson L.G., Formation of prerequisites for universal educational activities in preschoolers // Preschool Education Management. - 2013. - No. 2
3. A.A. Leontyev. Technology of developmental education: some considerations // “School 2000.” Concepts. Programs. Technologies. Vol. 2. – M., 1998.
4. Selevko G.K. Modern educational technologies: Textbook.-M.: Public education.-1998.- p.60-65
5. Federal State Educational Standard for Preschool Education 2013
6. L.G. Peterson, Yu.V. Agapov, M.A. Kubysheva, V.A. Peterson. System and structure of educational activities in the context of modern methodology. M., 2006.
7. Catalog “Preschool education. Everything about preschool education: methods, articles, advice to parents, educational games, manuals, materials, fairy tales" - http:\\www.shcool.edu.ru

New educational trajectories

The system-activity approach as the basis of the Federal State Educational Standard involves assessing the quality of education according to certain criteria:

• learning results are personal and socially significant;
• high-quality knowledge allows children to build individual educational trajectories for personal development;
• differentiation of training is allowed while maintaining the unity of theoretical material;
• increased motivation of schoolchildren to study is manifested;
• conditions are created for personal and general cultural improvement;
• the formation of competencies is carried out in different subject areas.

The system-activity approach as the basis of the Federal State Educational Standard has practical significance; it is relevant and in demand in modern society.

History of formation

The idea of ​​combining activity and systems approaches was proposed by domestic scientists and teachers. The system-activity approach as the methodological basis of the Federal State Educational Standard appeared in 1985. Among its developers, we highlight E.V. Ilyenkov, E.G. Yudin, and psychologist A.G. Asmolov. The developers of the new educational system carefully studied the experience of foreign colleagues, as well as the methods of developmental and advanced learning created by L. S. Vygotsky, L. V. Zankov, D. B. Elkonin.

The system-activity approach as the methodological basis of the Federal State Educational Standard was the result of a synthesis of various innovative technologies created in the 20th century by foreign and domestic psychologists and scientists. He included the best teaching experience of several decades. Today, the system-activity approach is the basis of domestic education at all levels, including the preschool system.

The educational process in preschool educational institutions is regulated by state standards developed for the preschool educational program.

CHILDHOOD GUIDE

In domestic pedagogy and psychology, the theory of activity was formed thanks to the research of L.S. Vygotsky, A.N. Leontyeva, D.B. Elkonina, P.Ya. Galperina, V.V. Davydova and others.

The activity approach is understood as a way of organizing the educational and cognitive activity of preschoolers, in which they do not passively perceive and remember information, but actively participate in the process of cognition.

Currently, the activity-based approach is the basis for organizing the entire educational process in preschool educational institutions.

The main ideas of the activity approach in preschool education:

1. The child’s psyche develops through activity.
2. On the basis of external activity with objects and objects, internal (intellectual) activity is formed.
3. Each stage of a child’s mental development is characterized by a leading type of activity.
4. The individual characteristics of the child influence his attitude to the activity and the quality of his mastery of the activity.

Thus, the teacher must remember that the child as a person develops through activity. Only through his own activities does he assimilate scientific achievements and culture, ways of understanding the world, forms and improves personal qualities.

Therefore, it is necessary to build an interaction in which there will be no transfer of ready-made knowledge, but an organization of children’s activities, during which children themselves make “discoveries” , learn something new by solving available problem situations and tasks. Knowledge, abilities and skills are formed, applied and preserved in the process of active actions of preschoolers themselves.

Solving problem situations also implies a certain level of difficulty, because the child does not have ready-made ways to resolve them; he needs to find a solution on his own. As a result, students develop the ability to search, focus on achieving goals, and the methods they find are generalized and freely used in new situations .

I will give one example in which the algorithm for solving such problem situations is very clearly visible.

The children were given the task: move the building blocks to the opposite corner of the playroom (group) as quickly as possible. (Motivation: we need to help the piglets build a house very quickly to hide in it from the wolf.) The children, pushing and interfering with each other, tried to quickly move the cubes in their hands to the opposite corner of the group.

The teacher praised them and asked: “How else could you quickly move the cubes? What other ways are there?” And it turned out that preschoolers know many other ways to solve this situation:

- put the cubes in the back of a toy car and transport them;

- stand shoulder to shoulder and pass the cubes from hand to hand along the chain;

- put the cubes in a large bag and transfer them, and other methods.

The most important thing is that the children understood that there are different ways to solve this problem.

This is the essence of the activity approach - not only to acquire specific knowledge and skills, but also to master methods of action (how to do it), that is, learn to manage one’s activities.

To apply the activity approach, the teacher must use active methods and educational technologies. (I fully disclosed several technologies in the book “Methodological tips for Federal State Educational Standards for Preschool Education: a book for educators” in section 3. “The use of technology in some areas of development of preschool children”).

It turns out that our child is no longer an object, but a participant in his own learning. In this case, the teacher is not the only source of knowledge, but a mentor, assistant and consultant.

Examples of the activity approach in lesson notes can be found at these links:
What a child of three years old should know and be able to do What needs to be done to successfully pass certification What is role-playing play and why should you play with children Artistic and aesthetic development of preschoolers through creative projects >

The essence of the approach

The system-activity approach as the basis of the Federal State Educational Standard for preschool education has the following essence:

• development and education of personal qualities that fully meet the needs of the information environment, modern economy, based on tolerance and respect for representatives of other nationalities;
• the system-activity approach, the basis of the Federal State Educational Standard of Preschool Education, is considered as a transition in the educational environment to a strategy of social construction and design based on the content and methods of education, ensuring individuality, cognitive activity and personal development of students;
• focus on learning outcomes (the student’s personality is formed on the basis of his assimilation of universal learning actions in the process of learning about the world around him);
• a decisive role is given to methods of organizing activities, as well as options for achieving social, personal, cognitive improvement of students.

Forms and methods

The system-activity approach as the basis for the implementation of the Federal State Educational Standard makes it possible to take into account the age-related, physiological, and psychological characteristics of children. Particular importance in the new educational system is given to the search for forms of communication between mentor and student for full and productive joint activities.

New technologies ensure a smooth transition from preschool education to the school level.

The system-activity approach as the basis for the implementation of the Federal State Educational Standard is distinguished by various organizational forms and allows taking into account the individual abilities of each individual student. Teachers can work not only with gifted children, but also with children with health limitations.

Personality development

As a result of joint fruitful activities, children get the opportunity to realize their creative potential.

The system-activity approach is the basis for the effective implementation of the second generation Federal State Educational Standard. This method differs from traditional educational technologies in its variety of forms and the possibility of active inclusion in search and research activities.

How else do innovative educational technologies differ? The system-activity approach is the basis of the Federal State Educational Standard of LLC, without it it is difficult to fulfill the requirements that society places on the level of modern education.

The basis for the success of each child, the formation of his skills and numerous competencies, should be a systematic change of methods and types of activities, which is fully ensured by innovative educational technologies.

The system-activity approach as the technological basis of the Federal State Educational Standard needs an updated methodological base. It involves the selection of a set of innovative approaches and techniques that allow the teacher to enhance the students’ own activities.

“Math is always a difficult task for children.” This is what D.I. Pisarev argued almost a century and a half ago. We must give the child the opportunity to feel that he can understand and master not only particular concepts, but also general patterns. And the most important thing is to know the joy of overcoming difficulties.

Nowadays, not only new methods of studying mathematics have appeared, but mathematics itself is a powerful factor in the development of a child, the formation of his cognitive and creative abilities. Its study contributes to the development of memory, speech, imagination, emotions, forms volitional qualities, and the creative potential of the individual.

Teaching children mathematics in preschool age contributes to the formation and improvement of intellectual abilities: logic of thought, reasoning and action, flexibility of the thought process, ingenuity and ingenuity, and the development of creative thinking. The human brain requires constant training and exercise. As a result of exercise, a person’s mind becomes sharper, and he himself becomes more resourceful and quick-witted.

Practice has shown that older preschoolers show increased cognitive interest in mathematics only when they are intrigued and amazed by something unknown to them. Confucius also said: “If you want to feed a man once, give him a fish. If you want to feed him for life, teach him to fish.” By teaching a preschooler to independently acquire knowledge, we help him to be successful in school and increase his competence. And competence is knowledge in action.

And the teacher helps them with this. All work is carried out in the zone of proximal development: along with tasks that children perform themselves, they are offered tasks that require their guesswork, ingenuity, and observation. Successfully overcoming obstacles on their own helps children experience the joy of victory and develops the desire and ability to overcome difficulties. As a result, all children master the “minimum”, but at the same time the progress of more prepared children is not slowed down.

The foundations of the activity approach were laid in the works of L.S. Vygotsky, A.N. Leontiev, where the personality was considered as a subject of activity, which itself was formed in activity and in communication with other people. The activity method technology was developed back in the mid-1990s. gg. This technology was adapted by Doctor of Pedagogical Sciences Lyudmila Georgievna Peterson, who is the scientific director of the Institute of System-Activity Pedagogy.

Activity is a system of human actions aimed at achieving a specific goal. The activity approach is the organization and management by the teacher of the child’s activities when he solves specially organized tasks of varying complexity and issues. These tasks develop not only the child’s subject, communicative and other types of competencies, but also the child himself as a person. Opening up the entire range of possibilities to the child and creating in him an attitude towards a free but responsible choice of opportunity.

The activity approach poses the following tasks to the teacher:

1. create conditions to make the child’s process of acquiring knowledge motivated;

2. teach the child to independently set a goal and find ways, including means, to achieve it;

3. help the child develop the skills of control and self-control, assessment and self-esteem.

The idea of ​​the activity approach is associated with activity as a means of child development. As a result of the work done, the child is able to choose the methods of his activities, evaluate himself, and design types of activities that satisfy his needs for self-realization. As well as monitor the progress and results of activities.

The essence of the activity approach is that the focus is not just on activity, but on the joint activity of children with adults in the implementation of jointly developed goals and objectives. The teacher does not give ready-made samples, he creates, develops them together with the children, jointly searches and composes the content of the educational process, implemented in the context of the activity approach. The activity approach is based on the following principles:

1) the principle of subjectivity of upbringing: the pupil is not an object of the educational process, he is the subject of the activity through which his self-realization is carried out.

2) the principle of taking into account leading types of activities and the laws of their change: takes into account the nature and laws of changing types of leading activities in the formation of a child’s personality as the basis for the periodization of child development.

3) the principle of taking into account sensitive periods of development: focuses on the sensitive periods of development of preschool children as the periods in which they are most “sensitive” to language acquisition.

4) the principle of overcoming the zone of proximal development and organizing joint activities of children and adults in it : the position formulated by L.S. is of particular importance. Vygotsky: “...by examining what a child can accomplish independently, we examine the development of yesterday; by examining what a child is able to accomplish in collaboration, we determine the development of tomorrow.”

5) the principle of designing, constructing and creating a situation for educational activities: the activity must be socially significant and socially useful.

6) the principle of mandatory effectiveness of each type of activity;

7) the principle of high motivation for any type of activity;

the principle of mandatory reflectivity of any activity: reflection is the process of self-knowledge by the subject of internal mental states, the analysis of the subject’s own experiences.

of activities used as a

10) the principle of cooperation in organizing and managing various types of activities;

11) the principle of the child’s activity in the educational process, which consists in the child’s purposeful active perception.

The activity approach involves opening up the entire range of possibilities to the child and creating in him an attitude towards a free but responsible choice of one or another opportunity.

Golden rules of the activity approach:

• Give your child the joy of creativity, awareness of the author's voice;
• Lead the child from personal experience to public experience;
• Be not “ABOVE”, but “NEAR”;
• Rejoice at the question, but do not rush to answer;
• Learn to analyze each stage of work;
• By criticizing, stimulate the child’s activity.

Specifics of the approach

The system-activity approach to teaching is the basis of the Federal State Educational Standard for preschool education. At the end of the last century, in domestic education attention was paid only to the acquisition of knowledge. No one attached importance to the issue related to the search for effective ways to assimilate theory, the development of individuality, the formation of citizenship and patriotism in the younger generation.

Training was based on the verbal method and forms of transmitting ready-made information, impersonality and monotony, and passive teaching of children. The information that they were forced to memorize was useless, schoolchildren did not need it in everyday life, and did not contribute to social adaptation and success in the profession.

Relevance of the method

Peterson created the system-activity approach. As the basis of the Federal State Educational Standard, he proposed the organization and control of educational and educational activities of preschool children in the context of life. A prerequisite is to take into account life plans, interests, values, and the use of innovative techniques and techniques.

The new preschool education paradigm has an activity-based version. Its main goal is the development of the personality of a preschooler on the basis of mastering universal methods of developing skills and abilities that form the instrumental basis of educational learning.

The system-activity approach is the basis of the Federal State Educational Standard of NEO. Its distinctive feature is the allocation of special attention to the process of development of the personality of a preschooler, his acquisition of moral, spiritual, and social experience.

It is this approach that has recently become the leading scientific method of cognition and transformation of objects. This direction of the methodology of theoretical research and social practice, based on the consideration of various subjects and objects as integral systems, makes it possible to identify the variability of educational subject areas.

Federal state requirements of the new generation require the allocation of a certain number of hours for the regional component in all academic disciplines. For example, as part of environmental education, children get acquainted with the trees, plants, and animals of their region, and gain experience in a tolerant attitude towards living nature.

The essence of the technique is to consider independent components in interconnection, movement, constant development and improvement.

This activity-based approach is the basis of the Federal State Educational Standards LLC, which are currently introduced into Russian preschool education.

A differentiated approach to education makes it possible to identify systemic integrative properties, as well as qualitative characteristics necessary for the harmonious development of the younger generation in Russia.

The historical, functional, substantive aspects of an integrated approach require a combination of such principles of analysis as specificity, historicism, taking into account development and comprehensive connections.

The cultural-historical aspect is based on the theoretical provisions of the pedagogical concepts of Galperin, Leontiev, Vygotsky. They paid special attention to the basic psychological laws of the processes of education and training, the structure of the educational activities of preschoolers, with mandatory consideration of the main features of the individual age development of children.

The main type of thinking that is associated with the new educational concept involves empirical thinking. The child gets the opportunity to select his own content of education, to choose in large quantities those areas that are interesting to children.

“Technologies of the activity approach in the practice of preschool educational institutions”

Makarevich Svetlana Yurievna

Deputy Head of Educational

and methodological work of the municipal budgetary preschool educational institution of the Petrozavodsk urban district “Child Development Center - kindergarten No. 21 “Kapelka”

“Technologies of the activity approach in the practice of preschool educational institutions”

Abstract: the article presents the experience of the municipal base site of the kindergarten of the Petrozavodsk urban district. The possibilities of implementing a system-activity approach in the work of preschool educational institutions and the use of modern pedagogical technologies are revealed.

Keywords:

Activity

- the process (processes) of conscious active interaction of a subject (intelligent being) with an object (surrounding reality), during which the subject purposefully influences the object, satisfying any of its needs, achieving a goal.

https://ru.wikipedia.org/wiki/%D0%94%D0%B5%D1%8F%D1%82%D0%B5%D0%BB%D1%8C%D0%BD%D0%BE%D1 %81%D1%82%D1%8C#:~:text=%D0%94%D0%B5%CC%81%D1%8F%D1%82%D0%B5%D0%BB%D1%8C%D0 %BD%D0%BE%D1%81%D1%82%D1%8C%20%E2%80%94%20%D0%BF%D1%80%D0%BE%D1%86%D0%B5%D1 %81%D1%81%20(%D0%BF%D1%80%D0%BE%D1%86%D0%B5%D1%81%D1%81%D1%8B)%20%D1%81%D0 %BE%D0%B7%D0%BD%D0%B0%D1%82%D0%B5%D0%BB%D1%8C%D0%BD%D0%BE%D0%B3%D0%BE,%D0% BB%D0%B8%D0%B1%D0%BE%20%D1%81%D0%B2%D0%BE%D0%B8%20%D0%BF%D0%BE%D1%82%D1%80% D0%B5%D0%B1%D0%BD%D0%BE%D1%81%D1%82%D0%B8%2C%20%D0%B4%D0%BE%D1%81%D1%82%D0% B8%D0%B3%D0%B0%D1%8F%20%D1%86%D0%B5%D0%BB%D0%B8.

System-activity approach

– methodological basis of the concept of the state standard of general education of the second generation.
The system
-
activity approach
allows us to highlight the main results of training and education in the context of key tasks and universal educational actions that students must master.

https://www.yugschool2.ru/images/fgos/fgossoo/2/sdp.pdf

Pedagogical technology

is an ordered set of actions, operations and procedures that instrumentally ensure the achievement of the predicted result in the changing conditions of the educational process. (V.A. Slastenin)

https://cito-web.yspu.org/link1/metod/met49/node3.html

Educational quest

- a problem that implements educational tasks, differing from an educational problem by elements of a plot, role-playing game, associated with the search and discovery of places, objects, people, information, for the solution of which the resources of a certain territory or information resources are used.

Case technology

is an interactive
technology
for learning based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills in students.

https://www.google.com/search?sxsrf=AOaemvLMG5iCkrCa2YuECalNZK0m9rBicA:1630848450702&q=%D0%A7%D1%82%D0%BE+%D1%82%D0%B0%D0%BA%D0%BE%D0%B5+ %D0%BA%D0%B5%D0%B9%D1%81+%D0%B2+%D0%BE%D0%B1%D1%80%D0%B0%D0%B7%D0%BE%D0%B2% D0%B0%D1%82%D0%B5%D0%BB%D1%8C%D0%BD%D0%BE%D0%B9+%D1%82%D0%B5%D1%85%D0%BD%D0% BE%D0%BB%D0%BE%D0%B3%D0%B8%D0%B8+%D0%BA%D0%B5%D0%B9%D1%81+%D0%BC%D0%B5%D1%82 %D0%BE%D0%B4%3F&sa=X&ved=2ahUKEwiKjdj09-fyAhU0SPEDHddCBDcQzmd6BAghEAU&biw=1317&bih=593

“Today, keeping up with the times means falling behind.

We must get ahead of time. See yourself in the future.

And if you see it, build it.”

A distinctive feature of the new standard is its activity-based nature, which sets the main goal of developing the student’s personality. We understand that a kindergarten can, with our help, become a place where a child will have the opportunity for broad emotional and practical independent contact with the areas of life that are closest and most significant for his development. Using the capabilities of an educational institution and the professionalism of teachers, a child can acquire the experience of cognition, activity, creativity, and comprehend his capabilities.

All this can be implemented in different types of children's activities through the introduction of pedagogical technologies.

Thus, wanting to shift the emphasis in education from mastering facts (the result is knowledge) to mastering ways of interacting with the world (the result is skills), we come to the realization of the need to change the nature of the educational process and the ways in which students act. For the successful socialization and adaptation of pupils, we need to form in them a desire to learn, discover, learn new things, that is, to form a cognitive motive and understanding of what exactly needs to be found out and mastered.

This entails a change in the educational and subject-spatial environment, updating methods, techniques, and technologies in working with students. The educational space should provide an opportunity for the effective development of the abilities and needs of all participants in the educational space. This means a change in the teacher’s attitude to the usual ways of his activity, which is what the activity method provides.

Thus, we came to the conclusion that work in this direction is very timely, relevant and interesting for teachers. The correct choice of modern pedagogical technologies, taking into account the requirements for them and their implementation in kindergarten practice, will allow us to successfully solve the main problems of education and upbringing of children today.

When planning the organization of the site, we analyzed all our capabilities: human, material, informational, and concluded that we have something to share with the city’s teachers. And if it is possible to involve social institutions in the work, the work of the site will receive scientific support.

When we started working on the project, we formulated the following goals:

1.Providing an understanding of the foundations of modern educational technologies of the activity type.

2.Training of teachers in techniques and mechanisms for using pedagogical technologies to achieve planned results in educational activities.

3.Creating conditions for building the educational space of a preschool educational institution based on the use of activity-type technologies that ensure the success of a preschooler.

Tasks for achieving the project goal have been defined:

1. Organize a system of training seminars.

2. Organize a system of events for the presentation of experience working on the project.

3. Organize a round table to exchange experience in organizing educational activities using technology.

4.Organization of a variable educational space from the perspective of opportunities for the formation of key competencies of preschool children through the use of activity-type technologies.

5.Improving the quality of the educational process and the level of professional training of teachers.

To achieve the goals and objectives of the site, we developed and implemented a system of working with teachers with the involvement of social institutions that provide scientific support for the work of the site.

The ability for educators and specialists to use modern pedagogical technologies, the use of flexible tactics for managing children's rooms, including play activities, the organization of a variable educational space from the perspective of opportunities for the formation of initial key competencies of preschoolers.

We have determined the timing and stages of the project. At the first information and preparatory stage, we set a goal

studying the capabilities and needs of the teaching staff in the use of a system-activity approach in organizing group space and activity-type technologies in different types of children's activities.
To achieve the goal, we have planned the following activities:
1. Launch of diagnostic sheets to determine the use of activity-type technologies in different types of children's activities.

2. Study of scientific and methodological literature on the problem.

3.Drawing up a plan for training seminars.

It was very important to determine the level of knowledge that teachers have in the direction of the project and organize work on training teachers, create a permanent group of teaching teachers, and identify project partners. They became:

MAU DPO "TsRO"

GAPOU RK "Petrozavodsk Pedagogical College"

· PetrSU

GAU DPO RK "Karelian Institute for Educational Development"

· Municipal budgetary educational institution of Petrozavodsk urban district "Lyceum No. 1"

· Municipal budgetary educational institution of Petrozavodsk urban district “Lyceum No. 40”

· MDOU and municipal educational institution of Petrozavodsk urban district.

The result of this stage was: theoretical preparation of teachers for practical work (literature was studied, resources were analyzed, work was planned, monitoring (conditions and competence) was carried out). The preparatory stage became the first step to the main practical stage

, the purpose of which was to test and introduce activity-based pedagogical technologies into the work process. Transform the educational environment. For this it was necessary:

· Informing employees and parents about the start of the project.

· Select pedagogical technologies and analyze the possibility of using them in practice.

· To increase the competence of teachers in the field of systemic activity approach (methodological associations, seminars - workshops, practice-oriented seminars, consultations, master classes, round tables, presentation of work experience, etc.).

The result of this stage was a demonstration of educational activities based on the SDP (with the preparation of a technological map), using various pedagogical technologies in all types of children's activities, in the work practice of teachers. Improving the material and technical base of the kindergarten and equipping it with methodological literature, creating conditions for individualizing the environment. And the most important effect of this stage is the opportunity to demonstrate the professionalism and skill of our teachers in using educational technologies in working with students. Another successful result is the demonstration of the possibility of using technology regardless of the age of the students. Next, teachers had the opportunity to discuss their work at a round table and share their experience in using educational technologies in practice.

Evaluation stage

was aimed at summing up the effectiveness of the site in using educational technologies. At this stage, all project participants prepared and presented their educational product, using different technologies at the request of the teacher, with its subsequent defense. The defense was attended by Elena Dmitrievna Makarova, candidate of pedagogical sciences, methodologist at the Institute for Educational Development of the Republic of Karelia. Teachers received an assessment of the results of their work, saw the strengths of their work and determined directions for further activities.

At each event, at each stage, participants were offered a booklet that briefly presented the meeting material. For example: “The activity-based approach is the main requirement for organizing work in a preschool educational institution,” “The use of case technology in the work practice of a preschool educational institution teacher,” “Pedagogical technologies based on the activity-based approach” and others.

At the final, advertising stage, we presented the effects and prospects for implementing the project at the site of the Educational Development Center.

Our work does not aim to achieve high results in a short period of time. The main thing in it is to help children demonstrate their own potential, so that, as they grow up, they are ready to solve various problems and make independent decisions, and teachers grow professionally and acquire new competencies. As a result of this project, an effective system of work in kindergarten was created to introduce a systematic activity-based approach and activity-type pedagogical technologies into the work of preschool educational institutions.

Bibliography

1. Asmolov A.G. System-activity approach in the development of new generation standards / Pedagogy M.: 2009 - No. 4. - C18-22.

2. Atemaskina Yu.V. Modern pedagogical technologies in preschool educational institutions: Educational and methodological manual / Yu.V. Atemaskina. St. Petersburg: Childhood Press, 2012. – 112 s.

3. Dozmorova E.V. New system for assessing educational results//Methodological recommendations for the formation of content and organization of the educational process/cells. T.V. Rastashanskaya. - Tomsk: TOIPKRO, 2010.

4. Matyash N.V. Innovative pedagogical technologies: Project-based learning: Textbook / N.V. Matyash.-M.: Academy, 213.-272 p.

5. Panfiova A.P. Innovative pedagogical technologies. Active learning/A.P. Panfilova. - M.: Academia/2013.-272 p.

6.Peterson L.G., Activity-based teaching method: educational system “School 2000...”. - M.: 2007.

7.Peterson L.G., Kubysheva M.A., Kudryashova T.G. Requirements for drawing up a lesson plan according to the didactic system of the activity method. - M., 2006.

8.Peterson L.G. What does it mean to be able to learn? Moscow, 2006

9.Selevko G.K. Modern educational technologies. Moscow, 1998

10. Stepanov E.N. Luzina L.M. To the teacher about modern approaches and concepts of education. Moscow, 2002.

11. Erganova N.E. Pedagogical technologies in vocational training: Textbook // N.E. Erganova.-M.: Academy, 2018.-224 p.

Transformations to preschool educational institutions

The system-activity approach accompanies the modernization of the general educational paradigm, which is reflected in the transition:

• From setting the goal of modern preschool education as the acquisition of skills, abilities, and knowledge to setting a goal as a way of developing the competence to learn and master new universal skills.
• From the limitation of educational material within the scope of the subject, an orientation towards understanding the teaching as a way of adaptation in modern society is assumed.
• From the chaotic educational activity of the child there is a transition to the development of an individual educational path of development.
• From an individual type of learning material to an awareness of the important role of cooperation in the process of achieving basic educational goals.

Let us note that competency-based and competency-based approaches to learning do not contradict the tasks that the second generation Federal State Educational Standard sets for teachers of preschool educational institutions. The combination of various pedagogical techniques with project and research activities gives the desired result and helps teachers develop in students all the qualities specified in the modern educational paradigm.

The system-activity approach is currently the most suitable option for taking into account the psychological and mental characteristics of preschool children. It fully corresponds to the priorities chosen for the modernization of the Russian educational system.

The pedagogical initiative “Our New School”, introduced in modern Russian education, places special demands on the professional level of teachers in the Russian Federation. They must not only have theoretical knowledge about all the features of child psychology, master the subject being taught, but also perform the functions of a tutor. The task of a modern teacher is to help children develop independence, creativity, and find a field of professional activity. The key feature of Russian education should be educational, rather than educational, activity.

The basis, the foundation of the teacher’s pedagogical activity, which determines both the process and the final result of the work, is the teacher’s system of actions. It is characterized by the characteristics of the teacher’s personality, his priorities, and personal qualities. Innovations observed in the Russian preschool education system are based on the introduction of a competency-based, activity-based approach to the learning process.

In many preschool institutions today, there is a transition from classical education to creative work on the tasks of preschool children related to the problems that children will solve outside the walls of the kindergarten.

Recognition of the child’s active activity in the educational and upbringing process leads to the improvement of ideas about the content of the child’s mutual work with peers, educators, and parents.

Now even in kindergarten the option of classical transmission of knowledge to children from the teacher is not used. This educational process has been replaced by full-fledged cooperation. The sole leadership of the teacher in such cooperation is replaced by full participation in the selection of teaching methods and content by the preschoolers themselves.

L. S. Vygotsky compared a teacher in a similar situation to a carriage driver who manages the educational and educational process.

When implementing a system-activity approach in domestic education, the development of cognitive and educational motives is the basis, which requires the teacher to create the following conditions:

• careful development of problem situations, development of the creative attitude of preschoolers to the cognitive process;
• selection of necessary means for self-realization, assessment of preschool children taking into account their individual abilities and capabilities;
• organization of the most fruitful educational cooperation.

Currently, the activities of a preschool teacher presuppose a full awareness of the feasibility, timeliness, and importance of the transition to federal standards of the new generation. The decisive factor is the willingness of a teacher working in a preschool institution to move to a system-activity approach from the knowledge paradigm.

The teacher must fully master modern technology and information technology, develop an educational and methodological set that will satisfy the Federal State Educational Standard, and be equipped with the support of a material and technical base.

Report: Systematic activity approach in educational activities with preschoolers"

Municipal preschool educational institution

"Nursery-garden No. 352 of the city of Donetsk"

D O C L A D

Topic: “System-activity approach in educational activities with preschoolers”

Installation teachers' council

from 2.09.2016

Prepared the report

Category I teacher

Yurchenko T.V.

Activity approach in educational activities with preschoolers.

The world around us has changed, and so have the children. The main task of their upbringing is to understand the detailed development plan of the child, which he already has.

The preschool education system has moved to a new stage: evidence of this is the emergence of a fundamentally new document - the State Educational Standard for Preschool Education (GOS do).

The task of preschool education is not to maximize the acceleration of the child’s development, not to formulate the timing and pace of transferring him to the “rails” of school age, but, first of all, to create for each preschooler all the conditions for the fullest disclosure and realization of his unique, age-specific potential . Today, the acute problem is how to expand the education system towards educating an individual capable of creatively solving life problems, which includes educating a creative person capable of creating universal human values: spiritual and cultural.

Nature allows a person very little time in childhood so that he can reveal his creative potential.

A modern kindergarten should become a place where a child gets the opportunity to have extensive emotional and practical independent contact with the areas of life that are closest and most significant for his development. Accumulation by a child, under the guidance of an adult, of valuable experience of knowledge, activity, creativity, comprehension of his capabilities, self-knowledge - this is the path that helps to reveal the age-related potential of a preschooler.

Updating the content of education requires the teacher to search for methods, techniques, pedagogical technologies that activate the activity and activity of the child, developing the child’s personality in the process of various types of activities. That is why the activity approach in organizing the educational process in preschool educational institutions is so in demand.

The system-activity approach is the organization of the educational process, in which the main place is given to the active and versatile, to the maximum extent, independent cognitive activity of the child. Its key point is the gradual departure from informational reproductive knowledge to knowledge of action. This approach to organizing the learning process, in which the problem of the child’s self-determination in the educational process comes to the fore.

The goal of the system-activity approach is to educate the child’s personality as a subject of life activity. In the most general sense, to be a subject means to be the master of one’s activities, one’s life.

The child learns to independently set goals, solve problems, and be responsible for results. The main means of the subject is the ability to learn, that is, to teach oneself. Such activities are a universal means of development.

The systemic-activity approach to learning presupposes that children have a cognitive motive (the desire to know, discover, learn) and a specific educational goal (an understanding of what exactly needs to be found out, mastered).

The role of the teacher in the implementation of the system-activity approach is great, since it is the teacher who is the key figure in the educational process. In the process of implementing the system-activity approach in education, the formation of a child’s personality and his advancement in development is carried out not when he perceives knowledge in a ready-made form, but in the process of his own activities aimed at “discovering new knowledge.”

The principle of activity distinguishes the child as an actor in the educational process, and the teacher is assigned the role of organizer and coordinator of this process. It is difficult to overestimate the role of the teacher’s activities, its influence on the process of formation and development of the child’s personality. Everything is important here: the rejection of the authoritarian style of communication in favor of a democratic one, and the personal qualities of the teacher, and his ability for self-development, and his professional competence.

System-activity approach as the basis of state educational standards.

Activity is an active attitude towards the surrounding reality, expressed in influencing it. It consists of actions.

Activity is a system of human actions aimed at achieving a specific goal. The activity approach is the organization and management by the teacher of the child’s activities when he solves specially organized educational tasks of varying complexity and issues. These tasks develop not only the child’s subject, communicative and other types of competencies, but also the child himself as a person (L.G. Peterson).

The activity approach is a way to master the educational environment without mental and physical overload of children, in which every child can self-realize and feel the joy of creativity.

The main idea of ​​the systemic activity approach is associated not with the activity itself, but with activity as a means of formation and development of the child’s subjectivity. As a result of the use of forms, techniques and methods of educational work, what is born is not a robot, trained and programmed to clearly perform certain actions and activities, but a Human (with a capital “H”), capable of selecting, evaluating, programming and designing those types of activities which are adequate to his nature, satisfy his needs for self-development and self-realization.

An indispensable condition for the effectiveness of education in the context of the activity approach is reliance on the child’s own strengths, on the internal logic of his development.

This look at the mechanism of formation and formation of a child’s subjectivity allows us to see a systemic-activity approach to education as a personality-oriented approach.

Within the framework of the activity approach, the teacher faces the following tasks:

• create conditions to make the child’s process of acquiring knowledge motivated;
• teach the child to independently set a goal and find ways, including means, to achieve it;
• help the child develop the skills of control and self-control, assessment and self-esteem.

The activity approach is based on the position that a person’s psychological abilities are the result of the transformation of external objective activity into internal mental activity through successive changes.

The systemic activity approach determines a change in the general paradigm of education, which is reflected in the transition:

• from defining the goal of preschool education as the acquisition of knowledge, skills, abilities to defining the goal as the formation of the ability to learn, as a competency;
• from the “isolated” study by preschoolers of the system of scientific concepts that make up the content of the educational process, to the inclusion of the content of learning in the context of solving significant life problems (that is, from focusing on the educational and subject content of school subjects to understanding learning as a process of education and the generation of meanings);
• from the spontaneity of a child’s educational activity to its purposeful organization and systematic formation, the creation of individual educational trajectories;
• from an individual form of knowledge acquisition to recognition of the decisive role of educational cooperation in achieving educational goals.

The essence of education from the point of view of the activity approach is that the focus is not just on activity, but on the joint activity of children with adults in the implementation of jointly developed goals and objectives. The teacher does not provide ready-made samples, he creates and develops them together with the children, a joint search for the norms and laws of life in the process of activity and constitutes the content of the educational process, implemented in the context of the activity approach.

Methodological approaches to organizing classes with children:

• the child takes an active position in the lesson: he is now a listener, now an observer, now an actor;
• During educational activities, the spirit of discovery prevails;
• change of scenery and movement are required;
• the next type of activity should begin with the formulation of the problem in general form;
• do not accept children’s answers without justifying their opinion and do not leave a single answer unattended;
• abandon the judicial role: when a child speaks, he addresses the children, and not the teacher;
• teach children to see the possibility of versatility in completing tasks;
• the child’s statistical pose should not exceed 50% of the time of the entire lesson;
• in the process of managing children's activities, only a democratic style of communication is acceptable;
• It is necessary to maintain a sense of success in children.

Methods and forms used in the activity approach:

dialogue, project, game motivation, goal setting, creating a situation of choice, reflective pedagogical support, creating a situation of success, ensuring self-realization of children.

Forms of self-realization of preschool children.

Exhibitions (thematic, author's).

Personal exhibitions of children's robots.

Presentations.

Game projects (a prerequisite for a child’s self-realization is his participation in the project and the product of children’s activities).

Collections.

Golden rules of the activity approach.

• Give your child the joy of creativity and awareness of the author's voice.
• Lead your child from personal experience to public experience.
• Be not “above”, but “next to”.
• Be happy about the question, but don’t rush to answer.
• Learn to analyze each stage of work.
• By criticizing, stimulate the child’s activity.