Maria Ilyina
Card file of outdoor games in the senior group

"Traps with Ribbons"

Purpose: to exercise in fast running with dodging, in orientation in space; develop dexterity, the ability to act quickly on a signal, to strictly follow the rules of the game.

Material: colored ribbons 25-30 cm long

The leader is chosen. All children have ribbons tucked in at the back, like ponytails. You need to run away or dodge the trap, not letting him pull out this tail. Whoever the trap pulls out its tail is considered to be caught and steps aside.

"Sly Fox"

Purpose: to exercise in fast running, in orientation in space; develop attention, endurance.

At the beginning of the game, the children stand facing in a circle with their hands behind their backs. An adult or a leader from among the children follows the circle and imperceptibly touches the hand of one of the children. The one touched by the driver immediately becomes a "cunning fox." The children ask in chorus:

Who is the sly fox?

and look at each other's faces, trying to guess and find the cheat.

If the fox is guessed, then the game starts over. If the fox still managed to escape, then after three questions asked, she answers:

I'm here!

and runs to catch the guys. Everyone is scattered. After 3 caught and pissed off children, the game ends and everything starts all over again.

"Who will jump better?"

Purpose: to teach long jump from a run (from a place, to develop the ability to concentrate effort, combining strength with speed.

It is desirable to play next to some kind of slide. In turn, everyone must take a running jump - up the mountain.

This is where the difficulty lies. Not everyone manages to make a successful jump to cover a considerable distance. The driver evaluates the jumps of everyone and awards points to them. At the end of the game, the results are summed up. The winner is the one who scores the maximum amount of points.

"Knock down the pin"

Purpose: to achieve improvements in coordination of movements: to develop accuracy, attention, the ability to give strength to the throw.

Material: skittles (5-6 pieces per group of children).

Children are divided into two subgroups and stand one after the other. Draw a line before each subgroup. At 2-3 meters from it, 5-6 pins are placed at a distance of 10-15 cm from one another. The children of each group take turns approaching the line and vigorously roll the ball (ball, trying to knock down the pin. When all the children have completed the exercise, they count which group has knocked down more pins.

"Fishing rod"

Purpose: to exercise jumping in place; develop dexterity, coordination of movements, attention.

Material: a rope 3-4 m long with a bag filled with sand or a skipping rope.

The game is played in the hall or on the court. The players stand in a circle, in the center stands the leader with a rope in his hands. The driver begins to rotate the rope so that the bag slides along the floor under the feet of the bouncing players. The one who hits the bag becomes the center of the circle and rotates the rope, and the former driver goes to his place. The one who never touches the rope wins. When rotating the rope, you can not leave your place.

"Swan geese"

Purpose: to continue to learn to correlate their own actions with the actions of the participants in the game; teach the runner to dodge and dialogue speech, develop spatial orientation skills, cultivate friendships.

At one end of the hall, a house is indicated, in which there are geese. On the opposite side is a shepherd. On the side is the lair in which the wolf lives. The rest is a meadow. Children are chosen to play the roles of a shepherd and a wolf, the rest are geese. The shepherd drives the geese into the meadow, she grazes.

Shepherd: Geese, Geese!

Geese: Ha-ha-ha!

Shepherd: Do you want to eat?

Geese: Yes, yes, yes?

Shepherd: So fly here!

Geese: We can't, the gray wolf under the mountain won't let us go home!

Shepherd: Well, fly as you like, just take care of your wings!

Geese, spreading their wings, fly, and the wolf tries to catch them. After several runs, the number of those caught is counted.

"Hunters and Hares"

Purpose: to exercise in throwing the ball at a moving target, in light and soft jumps, fast running, climbing; develop courage, attention.

On one side of the site, a place for hunters is outlined. On the other side are houses for hares. Each house has 2-3 hares. The hunter walks around the site, pretending to be looking for traces of hares, and then returns to his place. On a signal, the hares run out of their houses into the clearing and jump on two legs, moving forward. According to the teacher "hunter!" hares run to the houses, and the child, representing a hunter, throws a ball at them. A hare hit by a ball is considered to have been hit. The hunter takes him to him. The game is repeated several times, after which another hunter is chosen.

"Relay race in pairs"

Purpose: to consolidate the elements of competition in the game, to develop running, agility, orientation in space.

Material: cubes

Children stand in 2 columns in pairs per line on one side of the site, the number of pairs in the columns should be the same. On the opposite side of the site (at a distance of 6 - 8 m.) Some objects (cubes) are placed. At the signal of an adult, the first couples, holding hands, run to the cubes, run around them and return to the end of their column. As soon as they run across the start line, the second couples run away, and so on until all the couples run through. That column wins, the players of which complete the task faster and do not separate their hands while running.

"We are funny guys"

Purpose: to teach walking and running in a limited area; learn to clearly pronounce the text in the game, follow the rules of the game, act quickly, deftly; increase physical activity.

Children stand on one side of the playground, behind the line. A line is also drawn on the opposite side of the site. To the side of the children, approximately in the middle between the two lines, is a trap. The trap is assigned by the teacher or chosen by the children. The children say in unison:

We are funny guys

We love to run and jump.

Well, try to catch up with us.

One, two, three - catch!

After the word “catch”, the children run to the other side of the playground, and the trap catches up with the runners, catches them. The one whom the trap manages to touch before the evader crosses the line is considered to be caught. He steps aside. After 2-3 runs, the caught ones are counted and a new trap is selected. The game is repeated 4-5 times.

"The ball to the driver"

Purpose: to teach to perform actions at the signal of the educator; exercise in throwing the ball, catching it; develop coordination of movements, dexterity.

Material: balls (1 ball for 5-6 children)

The children participating in the game are divided into two equal subgroups (5-6 people each) and lined up in columns. The distance between the columns is 3-4 steps. A line is drawn in front of the columns. At a distance of 3 m from it, a second line is drawn, parallel to the first.

Two leaders are selected, who stand behind the second line against the columns. On a prearranged signal, both drivers throw the ball in front of those standing in their columns. Having caught the ball, the player throws it back to the driver, and he himself stands at the end of the column. The driver throws the ball to the second player, and after receiving the ball back, to the third, etc. The column wins in which the last player returns the ball to the driver earlier.

"Who will make fewer jumps"

Purpose: To improve the technique of the jump (strong push, energetic wave of the arms); start the game at the signal of the teacher. Continue to teach children to jump with giant steps.

Option 1. Children in a line on one side. On a signal, they jump on two legs to the other side of the site. Whoever made the fewest jumps wins.

Option 2. Two lines are marked on the site at a distance of 5-6 m. Several children stand up to the first line and, on a signal, jump to the second line, trying to reach it in fewer jumps. To do this, you need to push off harder, land softly and immediately start pushing off for the next jump.

"Throw the flag"

Purpose: to develop an eye.

Material: balls or sandbags, flags

Children stand in two lines one after another, in the hands of the first line are balls, sandbags. Ahead at a distance of 4 - 5 m there are several flags at the same level. Children simultaneously throw sandbags over their heads with both hands or one, trying to throw them over the line of flags. The teacher counts how many children threw the bags over the flags. Then the children pick up the bags, run and pass them to their partner. Rolls the next rank, then compares the results.

"Mousetrap"

Purpose: to exercise in walking and running in one direction, in agility and squatting.

The players are divided into two unequal groups. A smaller group of children, holding hands, form a circle. They represent a mousetrap. The remaining children (mice) are outside the circle. According to the condition of the game, they must constantly be in motion, either running into the circle, or running out of it. Players in a circle raise their hands up and move in a circle with the words:

Oh, how tired the mice are,

They ate everything, they ate everything,

Beware, cheaters

We will get to you.

Here we put mousetraps,

Let's get everyone now!

Children stop, raise their clasped hands up, forming a gate. Mice run into the mousetrap and run out of it. At the signal of the teacher “Clap”, the children standing in a circle lower their hands, squat - the mousetrap slams shut. Mice that did not have time to run out of the circle (mousetraps are considered to be caught. Those caught become in a circle, the mousetrap increases. When most of the children are caught, the children change roles and the game resumes. The game is repeated 4-5 times.

"Homeless Bunny"

Purpose: to exercise the ability to run without bumping into each other; follow the rules of the game, act quickly, deftly; continue to develop the ability of children to quickly move from one movement to another, dexterity, endurance, orientation in space.

A hunter and a homeless hare are selected from among the players. the rest of the players - hares draw circles for themselves, and everyone gets up in his own.

The homeless hare runs away, and the hunter catches up with him. A hare can escape from a hunter by running into any circle; then the hare standing in the circle must immediately run away, because now he is becoming homeless and the hunter will catch him. As soon as the hunter has caught a hare, he himself becomes a hare, and the former hare becomes a hunter. This game can be played with the whole group of children. In this case, a circle is formed by holding hands 4-5 children. In each such circle becomes a hare. The game is played according to the same rules. After 2-3 minutes, at the signal of the teacher, the game is interrupted. One of the children forming the circle changes places with the hare standing inside the circle. The game is resumed and repeated 4-5 times so that all the children play the role of a hare. The duration of the game is 5-7 minutes.

"Empty place"

Purpose: to teach to perform actions at the signal of the teacher, to consolidate the ability to run fast without bumping into each other; develop speed and agility.

The players stand in a circle, putting their hands on their belts - windows are obtained. The leader is chosen. He walks behind the circle and says:

I walk around the house

And I look in the windows.

I will go to one

And I'll knock softly.

After the word “I’ll knock,” the driver stops, looks into the window against which he stopped, and says:

Driver: "Knock - knock - knock."

The one in front asks: "Who came?"

The leader says his name.

The one standing in the circle asks: “Why did you come?”

The driver replies: "We run the race",

And both run around the players in different directions. There is an empty space in the circle. The one who reaches it first remains in the circle; the latecomer becomes the driver, and the game continues. The duration of the game is 5-7 minutes.

"Get in the Hoop"

Purpose: to develop dexterity, accuracy, endurance; to form the ability to throw at a horizontal target, into the distance at a distance of at least 5-9 m; to improve coordination of movements.

Material: balls or sandbags, hoops

Children throw a small ball from behind over their shoulder with their right or left hand, trying to hit the hoop (at a distance of 2m).

"Oncoming Runs"

Purpose: to continue to teach children to act on the signal of the teacher, to obey the rules of the game; exercise in speed and agility, increase the physical activity of children for a walk.

Material: blue and yellow ribbons according to the number of children

The group is divided in half. The players stand on opposite sides of the court behind the lines in a line at a distance of at least a step from each other. Each group of children has ribbons of their own color on their hands - blue, yellow. At the signal of the teacher: “Blue”, children with blue ribbons run to the opposite side, the children standing opposite stretch their palms forward and wait for those running to touch them with their hands. The one who was touched runs to the other side of the site, stops behind the line and raises his hand up. Etc.

"Don't Stay on the Floor"

Purpose: to continue to learn to run and jump without bumping into each other.

A trap is selected. Children are placed in different places of the playground. On the instructions of the educator, they, together with the trap, walk, run, jump at a certain pace and rhythm, due to musical accompaniment, beats on the tambourine, claps, etc. As soon as the teacher’s signal “Catch!” is heard, everyone runs away from the trap and climbs the towering items. The trap tries to overpower the fleeing. Children who are touched by the trap immediately step aside. The game is repeated 2-3 times, then those caught are counted and a new trap is chosen. The game is restarted. The duration of the game is 5-7 minutes.

"Who is more likely to crawl through the hoop to the flag"

Purpose: to teach to perform actions at the signal of the educator, to follow the rules of the game; develop coordination of movements, the ability to correctly and deftly roll hoops with your hand; develop the basic types of movements - running, climbing.

Material: hoops, flags (4-6 pieces)

In the middle of the site there are hoops (4-6) - at a distance of 1-2 steps from one another. On one side of the site, flags are laid out in one line so that each flag is against the hoop. A line is drawn on the other side of the site. Behind it are placed 4-6 link columns. Each link lines up against its own hoop.

At the signal of the educator: “Start!” - the first in the columns each run to their own hoop, crouch and, taking the hoop in their hands, put it vertically, pressing one side to the floor (to the ground).

After the words of the teacher: “One, two, three - run!” - the children who were second in the column are running. They crawl into the hoop, reach the flags and lift them up. Then, putting the flags in place, the children replace their comrades holding the hoop, they run to the end of the columns, and those who are in them first run after the flag at the signal: “One, two, three - run!”

Each time the first of the column runs away for the flag, the column approaches the line. When the children who held the hoop at the very beginning of the game also run and raise the flags, the game ends. The column in which the largest number of participants raised the flag first wins. The game continues 3-4 times.

"Who is higher"

Purpose: to improve jumping from a place, to develop rhythm and coordination of movements, decisiveness, speed in children; develop a sense of camaraderie.

Material: jump ropes, cubes or building material bricks

The players must overcome several obstacles, which are made from three jump ropes placed on cubes or bricks of building material. The first rope lies at a height of 15 cm, the second at a height of 20 cm, the third at a height of 25 cm; the distance between the ropes is 30-40 cm. The children, divided into two groups, are built in pairs or triples. Everyone holds a neighbor's hand. One squad approaches obstacles and jumps, the other watches. The winner is the squad that had fewer failures and mistakes. Jumping without stopping must be coordinated. At first, children jump without holding hands: it’s easier this way. Then, after training, they jump in pairs or threes. At the discretion of the teacher, the height to which the ropes are raised can be increased. The game is played on a carpet or a flat, not too hard track.

"Make a Figure"

Purpose: To improve the basic types of movement (running, jumping, balance, increase motor activity.

A leader is chosen from among the players, he stands aside. The rest of the children run, jumping from foot to foot all over the site.

At the teacher’s signal (a blow to a tambourine or the word “stop”), everyone stops in place and takes some kind of pose and does not move: they squat, raise their arms to the sides, etc. The leader goes around all the “figures” and chooses the one that suits him liked the most. This child becomes the driver - the appraiser, and the previous driver joins the rest of the children, and the game continues.

Burn, burn bright (folk game)

Purpose: to teach to follow the rules of the game, to develop dexterity, speed.

The players line up in pairs. A line is drawn in front of the column at a distance of 2-3 steps. "Catching" stands on this line. Everyone says:

Burn, burn brightly, so that it does not go out.

Look at the sky, the birds are flying

The bells are ringing! One, two, three - run!

After the word “run”, the children in the last pair run along the column (one on the left, the other on the right, trying to grab the hands in front of the catcher, who tries to catch one of the pair before the children have time to meet and join hands. If the catcher succeeds do, then he forms a pair and stands in front of the column, and the rest is catching.

"Entertainers"

Purpose: to teach children to clearly pronounce the text of the game, to follow the rules of the game; improve walking in different directions; continue to consolidate the ability of children to coordinate movements; develop resourcefulness.

Children become in a circle. The teacher appoints one of the players as an entertainer. He is in the middle of the circle. Children go, as directed by the teacher, to the right or left under the following text:

In a circle, stay where you are

One after another Together together

We go step by step. Let's do it... like this.

At the end of the text, the circle expands, the children stand at arm's length.

After the word “so”, everyone stops, the entertainer shows some kind of movement, and everyone standing in a circle repeats it. Then the teacher changes the entertainer or the entertainer chooses someone instead of himself, and the game continues.

The players must make the movements that the person in the middle of the circle shows. Each entertainer himself must come up with movements and not repeat those that have already been shown before him. The game continues 3-4 times.

"Pair run"

Goal: continue to teach to run in pairs, obey the rules of the game; foster a sense of camaraderie; develop attention, speed.

Material: skittles (chairs, inflatable balls, etc.) according to the number of links.

Children stand in pairs on one side of the playground beyond the line. On the other side of the site, skittles (chairs, inflatable balls, etc.) are arranged according to the number of links. The teacher gives a signal, according to which the first pair of the link, holding hands, runs to the object in front, goes around it and returns to the end of its link. At the next signal, the second pair will run out, and so on. The pair that let go of their hands is considered the loser.

"Corners"

Purpose: to develop attention, determination, the ability to navigate in space, speed of reaction.

Children stand in designated circles (each child in a separate circle). The driver is in the middle. He comes up to one of the children and says: “Mouse, mouse, give me a corner!”. She refuses. The driver goes with the same words to another player. At this time (while the dialogue is going on), the children run out of their circles to change places. The driver tries to take someone's place. If he succeeds, then the driver becomes the one left without a place. If the driver cannot take a corner for a long time, then a signal is given: “Cat!”, According to which all the children change places at the same time, and the driver occupies someone else's corner.

"Pass the ball without hitting the pin"

Purpose: to teach jumping on two legs with the ball clamped between the feet with a snake between objects without knocking them down.

Material: balls, skittles

There are different skittles on the site. The child pinches the ball between the feet and jumps on 2 legs with the ball sandwiched between them between the pins "snake"

"Carp and pike"

Purpose: to form the ability to run in all directions, without bumping into each other, without hitting objects; exercise in the ability to act on the signal of the educator; continue to learn to independently agree on the distribution of roles; develop attention, ingenuity.

Half of the players, standing at a distance of three steps from each other, form a circle. This is a pond, on the banks of which lie pebbles. One of the players, appointed by the teacher, depicts a pike, he is outside the circle. The rest of the players are crucians, they swim (run 0 inside the circle, in the pond. At the signal of the educator “Pike!” The pike quickly swims into the pond, trying to catch crucians. catches those crucians that did not have time to hide behind the pebbles, and takes them to his house. The game is played 2-3 times, after which the number of crucians caught by the pike is counted. Then another player is assigned to the role of the pike. The games are repeated 3-4 times.

"From bump to bump"

Purpose: to teach to jump with a push of one or two legs, to act according to the rules; cultivate friendliness.

Two lines are drawn on the ground - two banks, between which there is a swamp (the distance between the lines is 30 m). The players are distributed in pairs on one side and the other. The teacher draws bumps in the swamp - circles (flat hoops can be used) at different distances from each other: 30, 40, 50, 60, 70, 80 cm. Two children jump from bump to bump on a signal, trying to get over to the shore. The one who stumbles remains in the swamp. The next couple comes out. When everyone completes the task, the teacher appoints who will take the children out of the swamp. He gives the bogged down a hand and shows by jumping the way out of the swamp.

"Bears and bees"

Purpose: to exercise in climbing, climbing, walking, running, the ability to quickly change movements; develop a sense of responsibility.

Equipment: gymnastic wall

The hive (gymnastic wall or tower) is located on one side of the site. On the opposite side of the meadow. Away from the bears' den. At the same time, 12-15 people participate in the game. The players are divided into two unequal groups. Most of them are bees that live in the hive. Bears in the den. At a prearranged signal, the bees fly out of the hive (they get off the gymnastic wall, fly to the meadow for honey and buzz. As soon as the bees fly away, the bears run out of the den and climb into the hive (climb the wall) and feast on honey. As soon as the teacher gives the signal “Bears ", the bees fly to the hives, and the bears run away to the den. The bees who did not have time to hide are stinged (touched by hand). Then the game resumes. The stung bears do not participate in the next game.

"Two Frosts"

Purpose: development of dexterity, speed of reaction. Ability to follow the rules

At a distance of 3-4 steps from each edge of the site, one line is drawn. Fenced places will now be called houses, and the place between them will be called a street.

Two drivers are selected, one is Frost-red-nose, the other is Frost-blue-nose. In the presence of colored noses on an elastic band, there will be no end to delight at all.

Frosts become in the middle of the playground - the streets, the rest of the children hide in one of the houses.

Frost in chorus pronounce:

We are two young brothers

Two frosts removed:

I am frost Red nose

I am frost blue nose

Which one of you decides

Take the path to the path?

All children respond in chorus:

We are not afraid of threats

And we are not afraid of frost!

After these words, the children try to run to the opposite side of the playground, to another house.

Leading Frosts try to overpower them - “freeze”.

Players overtaken by Frost stop frozen - they are frozen, affected by frost.

The rest of the guys gather in the house, the Frosts repeat their chant, the guys repeat theirs, and again run across the street to the opposite house.

Frosts also try to overpower them. Only now players can unfreeze their greasy friends by touching them with their hand. Rescued players "die off" and run over the line along with other players.

After a while, new drivers-Frosts are selected and the game starts over.

Schmidt Tatyana Nikolaevna

caregiver

MBDOU kindergarten No. 27 "Birch", Moscow Region, Shchelkovo

Technology of the active method "Situation"

Introduction

“The educator is a ray of sunshine for a young soul,

which cannot be replaced by anything else."

Sukhomlinsky V.A.

The educator working in the technology of the activity method "Situation" does not just explain new knowledge, but creates a situation where the children themselves "discover" it for themselves or gain experience in independently performing individual steps of discovery. And the teacher at the same time ceases to perform simply informational functions, but becomes an organizer, assistant and consultant in the independent cognitive activity of children.

And it is the "Situation" technology that allows you to create conditions for the self-development of the personality of a preschooler, develop communication skills, and activate the speech activity of children. In accordance with this, the main result of education is the development of universal learning activities (ULA), which are defined as "the ability to learn, the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience."

We have been using this technology in our institution since September 2016. At the beginning of the year, having carried out diagnostics, we saw that children are not good at setting a “childish” goal. And when meeting with difficulty, not all children can fix it and find the reasons. This is very important, because the difficulty of the child in his own activity gives him the opportunity: to understand what he does not yet know, does not know how; learn to deal constructively with difficulties; translate problems into tasks; gain experience in successfully overcoming difficulties in everyday life; develop positive self-esteem; learn to correctly formulate the causes of various difficulties; develop a sense of responsibility for their actions.

The whole scientific basis of the program-methodical complex "The World of Discoveries" is the system of didactic principles of the activity method of Lyudmila Georgievna Peterson:

• psychological comfort
• activities
• minimax
• integrity
• variability
• creativity
• continuity

Each of these principles is unique, but they all act as an integral system that allows you to create a single developing educational space.

The principle of psychological comfort

The principle of psychological comfort is fundamental, since the emotional atmosphere prevailing in kindergarten directly affects the psychophysical health of children. This principle involves the creation of a trusting atmosphere, minimization of stress factors in the educational process.

The teacher acts as an older friend, mentor, partner, organizer, assistant. Its task is to develop and maintain in children curiosity, keen interest, initiative, independence, a sense of the importance of each in the big and small affairs of the group.

Operation principle

The principle of activity is as follows: the main emphasis is on organizing children's "discoveries" in the process of various types of children's activities (play, communication, research, etc.); The teacher acts, first of all, as the organizer of the educational process.

Minimax principle

Modeling various educational situations, the teacher offers children tasks at a sufficiently high (but feasible for them) level of complexity. Some of the children will be able to solve the problem (complete the task) on their own; someone will need leading questions; and one of the children will still be able to complete the task “by show”.

Each child, trying to reach his maximum himself, will certainly master the basic part of the educational program, which is mandatory for further progress, in the best way for himself.

The principle of integrity

Speaking of a preschooler, it is important to keep in mind that he learns not only and not so much in the classroom, but in free life. Therefore, when organizing the educational process, it is impossible to limit it only to classes, ignoring communication with the family, leisure, holidays, independent activities of preschoolers.

The principle of integrity provides a systematization of the child's ideas about the world around him and about himself.

The principle of variability

The principle of variability provides for the systematic provision of children with the opportunity to choose materials, types of activity, participants in joint activities and communication, information, mode of action, deed, assessment, etc.

The teacher listens to all the answers of the children and at the same time does not deprive the child of the right to make a mistake. When creating problem situations, an adult encourages children to put forward more and more new hypotheses, inviting everyone to speak out. At the same time, it is important that children not only offer different solutions, but try to justify their choice.

The principle of creativity

The principle of creativity orients the entire educational process towards supporting various forms of children's creativity, co-creation of children and adults. Playing, singing, dancing, drawing, appliqué, designing, theatricalization, communication - all this is not just an everyday reality of kindergarten life - these are necessary conditions for the development of creative abilities, imagination of each child. Children participate in individual or collective activities where they invent and create something new.

The principle of continuity.

The implementation of the principle of continuity is necessary to ensure continuity in content, technologies, methods, not only between kindergarten and primary school, but also the formation of common approaches to the upbringing and development of the child at the level of public and family education institutions.

Technology of the activity method "Situation"

"You can't teach a person something, you can

only to help him make a discovery for himself"

Galileo Galilei

The essence of this technology lies in the organization of developing situations with children based on the use of general cultural knowledge about the laws of effective activity, taking into account the age characteristics of preschoolers. Hence the name of the technology - "Situation", as it is based on various situations that children face during the day.

Stages of "discovery" of new knowledge

in the technology "Situation"

1. Introduction to the situation

At this stage, conditions are created for the emergence in children of an internal need (motivation) for inclusion in activities. Children fix what they want to do, the so-called "baby" goal .

To do this, the educator, as a rule, includes children in a conversation that is necessarily related to their life experience and personally significant for them.

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

It is important to understand that a “childish” goal has nothing to do with an educational (“adult”) goal.

By asking questions in sequence (“Do you want?” - “Can you?”), the educator purposefully forms in children faith in their own strengths. As a result, the child learns important life attitudes: “If I really want something, I will definitely be able to”, “I believe in my strength”, “I can do everything, I can overcome everything, I can do anything!”.

Thus, at the “Introduction to the situation” stage, a methodologically sound mechanism of motivation (“necessary” – “want” – “can”) is fully activated.

2. Actualization of knowledge and skills

At this stage, in the course of joint activities with children, built within the framework of the implementation of the "children's" goal, the educator directs the activities of children, in which mental operations are purposefully updated, as well as the knowledge and experience of children they need for a new "discovery".

Children develop the experience of understanding the purpose of the activity, interacting with peers, coordinating actions, identifying and correcting their mistakes. At the same time, children are in their own semantic space (a game plot, for example), they are moving towards their “childish” goal and do not even realize that the teacher, as a competent organizer, is leading them to new “discoveries”.

3. Difficulty in the situation

This step is key. Here, a situation is modeled in which children are faced with a difficulty and in order to achieve their “childish” goal, the child needs to perform some action that relies on that new knowledge (concept or method of action) that the child has yet to “discover” and which at the moment it is still missing. As a result, a difficulty arises. The educator, with the help of a system of questions (“Did you manage?” - “Why couldn’t?”) Helps children gain experience in fixing the difficulty and identifying its cause.

Since the difficulty is personally significant for each child (it prevents the achievement of his “childish” goal), children have an internal need to overcome it, that is, now a new goal associated with cognition (a learning task correlated with the “adult” goal ).

At the end of this stage, at the end of this stage, the teacher himself voices the goal of further cognitive activity in the form of “Well done, you guessed right! So we need to know…” On the basis of this experience ("we need to know") in the older groups, the formation of the ability to learn appears - the question: "What do we need to know now?". It is at this moment that children acquire the primary experience of consciously setting a learning goal for themselves.

4. "Discovery" of new knowledge (mode of action)

At this stage, the educator involves children in the process of independent search and "discovery" of new knowledge, solving problems of a problematic nature.

First, the teacher encourages the children to choose a way to overcome the difficulty. In early preschool age, the main ways to overcome difficulties are the ways to "try to guess for yourself" and / or "ask someone who knows." At the senior preschool age, a new way is added - “look in the book”, “invent it yourself, and then test yourself according to the model”. The teacher organizes the construction of new knowledge (method of action), which is fixed by children in speech and, possibly, in signs. Thus, children gain experience in choosing a way to overcome difficulties, put forward and substantiate hypotheses, "discover" new knowledge - so far by guesswork.

5. Inclusion of new knowledge (mode of action) in the child's knowledge system

At this stage, the educator offers various types of activities in which new knowledge or a method of action is used in conjunction with previously mastered or in changed conditions.

At the same time, the teacher draws attention to the ability of children to listen, understand and repeat the instructions of an adult, to plan their activities (for example, at senior preschool age, questions like: “What will you do now? How will you complete the task?”) Can be used.

The use at this stage of such forms of organizing children's activities, when children work in pairs or small groups for a common result, allows preschoolers to form cultural communication skills and communication skills.

6. Making sense

At this stage, the achievement of the goal is fixed and the conditions that made it possible to achieve this goal are determined.

With the help of a system of questions: “Where were you?”, “What did you do?”, “Whom did you help?” - the educator helps children comprehend their activities and fix the achievement of the "children's" goal. And then, with the help of questions: “How did it work out?”, “What did you do to achieve the goal?”, “What knowledge (skills, personal qualities) was useful?” - leads the children to the conclusion that they achieved their ("children's") goal due to the fact that they learned something, learned something, showed themselves in a certain way, that is, it brings together the "children's" and "adult" goals ("I succeeded ... because they learned (learned) ... ").

Summing up, we can say that the "Situation" technology is a tool for the systemic and holistic formation of preschoolers' primary experience in performing the entire complex of universal educational activities.

As a result of using the technology of the activity method "Situation", children began to be able to fix what they want to do (set a "children's goal"). It should be noted that the “childish” goal is what the child “wants” to do and has nothing to do with the educational (“adult”) goal. And with the help of a teacher and a system of questions “Could you?” Why couldn't they? we help children gain experience of fixing the difficulty and identifying its cause.

Children are happy to be involved in the process of independent search and discovery of new knowledge that solves the difficulty that has arisen earlier. They offer various options where you can get new knowledge. Choose the one that best suits the moment. Get this new knowledge or mode of action. And they continue their movement towards the goal, from the moment where they had difficulty.

In conclusion, I want to say that the use of the technology of the activity method "Situation" has a beneficial effect on the educational process in our group. We see the shining eyes of our children, full of desire to learn something new, interesting. And if the children like it, then we are doing everything right!

Used Books:

1. Guidelines for the exemplary basic general educational program of preschool education "The World of Discoveries" // Scientific leader Peterson L.G. / Under the general editorship of Peterson L.G., Lykova I.A. – M.: Tsvetnoy Mir, 2012. – 240 p.
2. Approximate basic educational program of preschool education "World of Discoveries". Scientific hands L.G. Peterson / Ed. L.G. Peterson, I.A. Lykova. - M.: Tsvetnoy Mir Publishing House, 2015. - 336 p. 3rd ed., revised. and additional

The technology of the activity method L.G. Peterson involves the construction and development of educational activities based on the solution of a specific problem - difficulties. In technology lessons, the activity method of L.G. Peterson can be used at any stage of the project by students when they already have some experience in manufacturing products, but may experience various difficulties, for example, when developing a manufacturing technology for a product or when performing an economic calculation project. Students plan ways out of the difficulty and, on the basis of independent research work, solve their goals. At the same time, favorable conditions are created for the formation of UUD in students.

For example, consider a typical technological map for constructing educational activities in a lesson according to the L.G. Peterson method (see table 12)

Table 12

Technological map of building educational activities of students

according to the method of L.G. Peterson

	Teacher activity	Student activities	Universal Actions
1. Self-determination to activity	Organizes student readiness for the lesson	Prepare for work on the basis of goal setting	Personal: self-determination; regulatory: goal setting; communicative: planning learning collaboration with teacher and peers
2. Actualization of knowledge and skills, fixing difficulties in activities	Identifies the level of required knowledge and skills. Identifies common weaknesses.	Demonstrate learning skills, abilities for learning activities, mental operations. Fix their difficulties in the upcoming work.	Communicative: planning educational cooperation with the teacher and peers; cognitive: analysis of objects in order to highlight their features
3. Statement of the learning problem	Activates student knowledge. Creates a problematic situation.	Set goals, formulate (clarify) learning objectives to overcome difficulties	Regulatory: goal setting; communicative: asking questions; cognitive: independent selection, formulation of a cognitive goal; problem statement
4. Building a project for getting out of a difficulty	Organizes students to study the problem situation.	They make a plan to achieve the goal and determine the means (algorithm, model, etc.).	Regulatory: planning, forecasting; cognitive: modeling, problem solving, building a logical chain of reasoning, proof, hypotheses and their justification; communicative: proactive cooperation in the search and selection of information
5. Primary fastening	Establishes students' awareness of the situation.	Speak the algorithm for solving the problem aloud.	Regulatory: control, evaluation, correction; reflection of methods and conditions of action; cognitive: the ability to structure knowledge, the choice of the most effective ways to solve problems, communicative: management of partner's behavior, control, correction, evaluation of partner's actions; the ability to consciously and voluntarily build a speech statement
6. Independent work with self-test according to the standard	Organizes activities to apply new knowledge.	Perform independent work. Carry out self-test, step by step comparing the results of work with the standard.	Regulatory: control, correction, selection and awareness of what has already been learned and what is still to be mastered, awareness of the quality and level of assimilation; personal: self-determination
7. Reflection of activity (outcome of the lesson)	Organize reflection.	They carry out self-assessment of their own educational activities, correlate the goal and results, the degree of their compliance.	Communicative: the ability to express one's thoughts with sufficient completeness and accuracy; regulatory: reflection; personal: meaning formation

The technologies of developmental education discussed above are mainly aimed at the formation of mental actions in students. They can also be used when teaching students how to work, for example, when students experience some difficulties in working with tools and it is necessary to understand their causes.

Educational technology "Situation"

The essence of this technology lies in the fact that the teacher does not just explain new knowledge, but creates conditions for children to discover it for themselves. Thus, the teacher ceases to perform simply informational functions, but becomes an organizer, assistant and consultant in the cognitive activity of children.

Depending on the stage of learning, children make their discoveries more or less consciously. In elementary school, at first, they have the opportunity to "live" the whole path of overcoming difficulties by the method of reflexive self-organization and acquire first a systematic experience, and then, in stages, the ability to perform the whole complex of universal learning activities that determine the ability to learn. At the preschool level, the "Situation" technology gives the teacher the key to managing the process of independent discoveries of children in a variant adapted to the age characteristics of preschoolers.

The holistic structure of the "Situation" technology includes six successive steps (stages).

1) Introduction to the situation.

At this stage, conditions are created for the emergence in children of an internal need (motivation) for inclusion in activities. Children fix what they want to do (the so-called "children's goal"). To do this, the educator, as a rule, includes children in a conversation that is necessarily personally significant for them, related to their personal experience. For example, he may invite the children to talk about their favorite holidays, or about their household chores, about their family, etc. The emotional inclusion of children in the conversation allows the teacher to smoothly move on to the plot, with which all subsequent stages will be associated. The key phrases for completing the stage are the questions: “Do you want?”, “Can you?”.

It should be noted that the “children's” goal has nothing to do with the educational (“adult”) goal, it is what the child “wants” to do. When designing the educational process, it should be taken into account that younger preschoolers are guided by their momentary desires (for example, to play), and older ones can set goals that are important not only for them, but also for others (for example, to help someone).

Asking questions in this sequence, the educator not only fully includes a methodologically sound mechanism of motivation (“necessary” - “want” - “can”), but also purposefully forms in children faith in their own strengths. With a voice, a look, a pose, an adult makes it clear that he also believes in them. Thus, the child receives important life attitudes: “If I really want something, I will definitely be able to”, “I believe in my strength”, “I can do everything, I will overcome everything, I can do anything!”. At the same time, such an important integrative quality as “curiosity, activity” is formed in children.

2) Update.

At this stage, during the didactic game, the educator organizes the subject activity of children, in which mental operations are purposefully updated, as well as the knowledge and experience of children necessary to build new knowledge. At the same time, children develop the experience of understanding the instructions of an adult, interacting with peers, coordinating actions, identifying and correcting their mistakes. 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, leads them to new discoveries.

3) Difficulty in the situation.

This stage is short in time, but fundamentally new and very important, since it contains in its source the main components, the structures of reflexive self-organization, which underlies the ability to learn.

Within the framework of the chosen plot, a situation is modeled in which children encounter difficulties in individual activities. The teacher with the help of the system of questions “Could you?” - "Why couldn't you?" helps children gain experience of fixing the difficulty and identifying its cause.

This stage is also extremely important from the point of view of the development of personal qualities and attitudes of preschoolers. Children get used to the fact that one should not be afraid of difficulties and failures, that the correct behavior in case of difficulty is not resentment or refusal of activity, but the search for the cause and its elimination. Children develop such an important quality as the ability to see their mistakes, to admit that “I don’t know something (or I can’t) yet.” As the well-known Chinese proverb says: “It’s not scary not to know, it’s scary not to know.”

Since the difficulty is personally significant for each child (it prevents the achievement of its "childish" goal), the child has an internal need to overcome it, that is, now cognitive motivation. Thus, conditions are created for the development of cognitive interest in children.

At the end of this stage, at the end of this stage, the teacher himself voices the goal of further cognitive activity in the form of “Well done, you guessed right! So you need to know…” On the basis of this experience (“we need to know”) in the older groups, a very important question arises from the point of view of the formation of the prerequisites for universal educational activities: “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 pronounced by them in external speech.

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

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

At this stage, the educator involves children in the process of independent search and discovery of new knowledge that solves the problematic issue that has arisen early.

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

At a younger preschool age, the main ways to overcome difficulties are the ways to “think up yourself”, and if you can’t figure it out yourself, “ask someone who knows”. An adult encourages children to invent, guess, not be afraid to ask questions, to correctly formulate them.

At the senior preschool age, another way is added - “I’ll come up with it myself, and then I’ll check myself according to the model.” Using problematic methods (leading dialogue, stimulating dialogue), the teacher organizes the construction of new knowledge (method of action), which is fixed by children in speech and signs. Thus, children gain the initial experience of choosing a method for resolving a problem situation, putting forward and substantiating hypotheses, and independently (under the guidance of an adult) discovering new knowledge.

5) The inclusion of new knowledge (mode of action) in the child's knowledge system.

At this stage, the educator offers didactic games in which new knowledge (new method) is used in the changed conditions together with the previously mastered.

At the same time, the teacher pays attention to the children's ability to listen, understand and repeat the instructions of an adult, plan their activities (for example, in senior preschool age, questions like: "What will you do now? How will you complete the task?"). In the senior and preparatory groups, the “school” game plot is used, when children play the role of students and complete tasks in workbooks. Such games also contribute to the formation of positive motivation of children for learning activities.

Children learn self-control of the way they perform their actions and control of the actions of their peers.

6) Comprehension (outcome).

This stage forms in children at a level accessible to them the initial experience of performing self-assessment - the most important structural element of educational activity. Children gain experience in fulfilling such important ECM as fixing the achievement of a goal and determining the conditions that made it possible to achieve this goal.

With the help of a system of questions: “Where were you?”, “What did you do?”, “Whom did you help?” the educator helps the children to comprehend their actions and fix the achievement of the "children's" goal. And then, with the help of the question: “Why did we succeed?” bring children to the fact that they have learned something, learned something, that is, it combines “childish” and educational goals: “You succeeded ... because you learned ... (learned ...)”. At a younger preschool age, the educator pronounces the conditions for achieving the "children's" goal himself, and in older groups, children are already able to determine and voice them on their own. Thus, cognitive activity acquires a personally significant character for the child.

At this stage, it is very important to create conditions for the child to receive joy, satisfaction from a job well done. This fulfills his need for self-affirmation, recognition and respect by adults and peers, and this, in turn, increases the level of self-esteem and contributes to the formation of the beginnings of self-esteem, the image of “I” (“I can!”, “I can!”, “ I'm good!", "I'm needed!").

It should be noted that the "Situation" technology can be implemented as a whole, when children "live through" all six stages, that is, the whole way of overcoming difficulties based on the method of reflexive self-organization (for example, when forming elementary mathematical representations). And it can be limited to its individual components (for example, only fixing the difficulty, which is planned to be overcome for a relatively long time, observation and analysis of a certain situation, generalization, choice of a course of action, etc.). At the same time, some situations can be planned in advance by adults, while the other part can arise spontaneously, at the initiative of children, and adults pick it up and think over how to saturate this situation with important developmental content.

So, the "Situation" technology, as a methodological tool, provides the conditions under which children have the opportunity to "live" (at the level of acquiring primary experience) both individual steps of reflexive self-organization, and the whole way of overcoming the difficulty - independently performing a trial action, fixing what until it turns out, researching the situation, understanding the causes of the difficulty, designing, building and applying rules, processing information, understanding the information received and their practical application in life. This solves many issues not only of the qualitative formation of the prerequisites for universal educational activities among preschoolers, but also of the personal development of preschoolers from the standpoint of the continuity of the educational process between different levels of education.

"The role of preschool education" - Bilingual private kindergarten. economic arguments. Job growth. Agreement. The role of non-state DOs. social infrastructure. Accessibility problem. Skills. Individual approach. Investment and nursery. Preschool education.

"Financing of pre-school education" - Compensation of parental fees. Looking after and caring for children. Meetings. Private educational organizations. Costs are forecast. Founder. A set of measures for catering. Care for children. Average monthly fee. Financing of preschool education. Amount of children. Composition of expenses. Expenses.

"Technologies for teaching preschoolers" - Hardening. Mobile and sports games. Technologies for teaching a healthy lifestyle. A special kind of human activity. Developing technologies. Information Technology. Research training. Technologies for maintaining and stimulating health. Cognitive research activity. Classification of children's games with rules.

"Innovations of preschool education" - An innovative project for a kindergarten. Innovation. Stages of project implementation. Innovations in preschool educational institutions. Working training programs. Preschool education - traditions and innovations. Method of projects in preschool educational institution. Project name. Project work plan. Magic astronomy.

"Innovative technologies" - By organizational forms. Innovative technologies in preschool education. Approaching the child. Define new methods of the form of technology means. Game technologies. Controllability. Conditions for the effectiveness of innovative work. By level of application. Aspects of the concept of "pedagogical technology". Problem learning.

"Preschool education" - Increasing the professional competence of personnel. PRESCHOOL EDUCATION OF THE BELOGORSKY DISTRICT: problems, tasks and ways of development. Building a system of preschool education is a necessity due to public demand. Evaluative and effective stage. Ensuring the continuity of preschool and general secondary education.

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