As the basis of the Federal State Educational Standard, it has become especially relevant in the context of innovations currently taking place in our country, including in the field of preschool education. It has become an important means of socio-economic, cultural formation intellectual potential of the Russian Federation.

Significance of transformations in the system of additional education

The GEF is based on a systematic and activity approach to each child, the formation of the ability of the younger generation to decide difficult problems and tasks. Modern society puts forward serious requirements for 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 new life, then the learning outcome 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. The teacher cannot "sculpt", "make" a child with a passive version of education and upbringing. Only with the involvement of schoolchildren in joint activities can the desired result be obtained, social order in in full.

New educational trajectories

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

• learning outcomes have a personal and social significant character;
• high-quality knowledge allows children to build individual educational trajectories for personal development;
• differentiation of training is allowed while maintaining the unity of the theoretical material;
• appears increased motivation schoolchildren to study;
• 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 is of practical importance; it is relevant and in demand in modern society.

History of formation

The idea to combine the activity and system approaches was proposed by domestic scientists and educators. The system-activity approach as a methodological basis of the Federal State Educational Standard appeared in 1985. Among its developers, we single out E. V. Ilyenkov, E. G. Yudin, psychologist A. G. Asmolov. The developers of the new educational system carefully studied the experience of foreign colleagues, as well as the methods of developing 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 Standards was the result of a synthesis of different innovative technologies created in the 20th century by foreign and domestic psychologists and scientists. He included the best pedagogical experience several decades. Today, the system-activity approach is the basis of national education at all levels, including the preschool system.

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

The essence of the approach

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

• development and education personal qualities that fully meet the needs of the information environment, modern economy, on the basis of tolerance, respect for representatives of other nationalities;
• the system-activity approach is considered by the basis of the Federal State Educational Standard for Preschool Educational Education 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 students;
• orientation to learning outcomes (the student's personality is formed on the basis of mastering universal learning activities in the process of cognition of the surrounding world);
• the decisive role is given to methods of organizing activities, as well as options for achieving social, personal, cognitive improvement of pupils.

Forms and Methods

The system-activity approach as the basis for the implementation of the Federal State Educational Standard allows taking into account age, physiological, psychological characteristics children. Of particular importance in the new educational system is the search for forms of communication between the mentor and the pupil for a full and productive joint activities.

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

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

Personal development

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

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

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

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

System-activity approach as technological basis GEF needs an updated methodological base. It involves the selection of a set of innovative approaches and techniques that allow the teacher to intensify their own activities of schoolchildren.

Approach specifics

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

The training was based on the verbal method and forms of transferring ready-made information, impersonality and monotony, passive learning of children. The information that they were forced to memorize was useless, they were not required by schoolchildren in Everyday life, did not contribute 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 the educational and educational activities of preschool children in the context of life. A prerequisite is to take into account life plans, interests, value orientations, use innovative techniques and methodologies.

The new preschool paradigm of education has an activity variant. Its main goal is to develop the personality of a preschooler on the basis of mastering the universal ways of forming skills and abilities that form the instrumental basis of UUD.

The system-activity approach is the basis of the FGOS IEO. His distinctive feature is to devote special attention to the process of developing the personality of a preschooler, gaining moral, spiritual, social experience.

It is this approach in recent times became the leading scientific method of cognition and transformation of objects. This direction of methodology theoretical research and social practice based on consideration various items and objects as integral systems, makes it possible to identify the variability of educational subject areas.

Federal government requirements new generation involve the allocation in all academic disciplines a certain number of hours per regional component. For example, within the framework of environmental education, kids get acquainted with the trees, plants, animals of their region, gain experience in a tolerant attitude towards wildlife.

The essence of the reception is in the consideration of independent components in the relationship, movement, constant development and improvement.

Such an activity approach is the basis of the Federal State Educational Standards LLC, which are currently implemented in 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.

historical, functional, subject aspects An integrated approach requires a combination of such principles of analysis as concreteness, historicism, consideration of development and comprehensive connections.

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

The main type of thinking that is associated with the new educational concept, suggests empirical thinking. The child gets the opportunity to choose his own content of education, to choose in large volume areas that are of interest to children.

Transformations in preschool

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 mastering skills, abilities, knowledge to setting a goal as a way to form the competence to learn, to master new universal skills.
• From limitation educational material the scope of the subject assumes an orientation towards understanding the doctrine as a way of adaptation in modern society.
• From the chaotic educational activity of the child, there is a transition to the development of an individual educational path development.
• From an individual type of assimilation of material to awareness important role cooperation in the process of achieving the main educational goals.

It should be noted that the oriented and competence-based approaches to learning do not contradict the tasks that the second generation of the Federal State Educational Standard sets for teachers of preschool educational institutions. A combination of diverse pedagogical techniques with project and research activities gives the desired result, helps teachers to form in pupils all the qualities indicated in the modern educational paradigm.

The system-activity approach is currently the most suitable option to take into account the psychological and mental characteristics of preschoolers. It fully corresponds to the priorities that have been chosen for the modernization of the Russian educational system.

Pedagogical initiative "Our new school”, implemented in modern Russian education, makes special demands on professional level Russian teachers. They must not only have theoretical knowledge about all the features of child psychology, to master the subject being taught, but also to perform the functions of a tutor. Task modern teacher is to help children develop independence, Creative skills, look for a sphere professional activity. Key Feature Russian education should be precisely educational, and not educational activity.

The base, the basis of the pedagogical activity of the educator, which determines both the process and final result work, the system of actions of the teacher is recognized. It is characterized by the characteristics of the teacher's personality, his priorities, personal qualities. Innovation seen in Russian system preschool education are based on the introduction of a competency-based, activity approach into the learning process.

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

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

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

L. S. Vygotsky compared the teacher in such a situation with a railroad driver who manages the educational and upbringing process.

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

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

Currently activities preschool teacher implies a full awareness of the expediency, timeliness, and importance of the transition to federal standards of the new generation. As decisive factor the willingness of a teacher working in a preschool institution to move to a system-activity approach from the knowledge paradigm stands out.

The teacher must fully master modern technology and information technologies, to develop an educational and methodological package that will satisfy the Federal State Educational Standard, to arm itself with the support of the material and technical base.

Conclusion

Only with the ability of a teacher to think through and develop their own educational programs, to put into practice health-saving technologies, can he be an innovator. If the educator did not accept, did not comprehend the main idea of ​​​​this approach, he cannot be considered one hundred percent competent, appropriate professional standards created for teachers.

The country's transition from industrial to post-industrial society, which is based on high intellectual potential and knowledge, puts forward new goals for domestic preschool educational institutions. The development of the younger generation should be carried out not through the implementation of individual tasks, but in a complex. In addition to cognitive interest, special attention is paid to the formation of general cultural, personal qualities of preschoolers.

The timeliness of the optimization of education is perceived by society as actual problem. The reason lies in the serious contradiction between the requirements that the new standards put forward and the programs and methods used in the old fashioned way by many preschool teachers.

Federal educational standards of the second generation, developed for the preschool educational system, suggest the development of the ability to learn in the younger generation as the main competence.

The system of methodological support for teachers today is being created in every preschool educational organization.

Normative legal acts regulating the development of preschool education in the country indicate the need for continuous improvement by educators of the level of qualifications and professional skills.

According to GEF DO for effective implementation educational program conditions must be created for professional development teachers. Based on this methodical work in our kindergarten is aimed at implementing new requirements for the organization educational process, development modern technologies application of new methods and techniques. One of the annual tasks is aimed at the implementation of a system-activity approach, as the basis of the educational process. For this, a set of methodological measures has been developed, which includes:

Advice for educators : “Partnership activities of an adult and a child are the key to an interesting and successful lesson”, “Methodology for applying the technology of activity method - educational technology "Situation", "System-activity approach as the basis for organizing the educational process in a preschool educational institution", the structure of conducting classes";

master - class "System-activity approach as the basis for organizing the educational process in a preschool educational institution";

Questioning of teachers "System-activity approach as the basis for organizing the educational process in preschool educational institutions";

development of summaries of educational detail;

development of a map for the analysis of educational activities based on a system-active approach;

・Weeks pedagogical excellence”, view open events;

Thematic check "Implementation system-activity approach to the educational process;

· pedagogical council"System-activity approach as the basis for organizing the educational process in preschool educational institutions."

The system-activity approach, which is the basis of the Federal State Educational Standard, is based on ensuring that educational activities correspond to the age of pupils, their individual characteristics, provides for a variety of individual educational trajectories and the individual development of each child (including gifted children and children with disabilities), ensures the growth of creativity, cognitive motives, the enrichment of forms of educational cooperation and the expansion of the zone of proximal development.

The purpose of the system-activity approach to the organization of the educational process is the upbringing of the personality of the child as a subject of life, i.e. actively participating in conscious activity. The system-activity approach to the upbringing and educational process allows you to create conditions in which children act as active participants in educational activities, learn to acquire knowledge on their own and apply it in practice. It is the knowledge and skills that a child receives not in a finished form, but in the course of active interaction with the outside world, that become an invaluable experience for him, which determines his success in the subsequent stages of education.

It provides for the development of skills:

set a goal (for example, to find out why flowers disappeared in a forest clearing);

solve problems (for example, how to save forest flowers so that they do not disappear: make prohibition signs, do not pick flowers in the forest yourself, grow flowers in a pot and plant them in a forest clearing;

be responsible for the result (all these actions will help to save the flowers if you tell your friends, parents, etc. about them).

When implementing this approach a number of principles must be taken into account.

A system-activity approach to the development of the child and the creation educational environment involves the harmonious development of all aspects of the child's personality in different types children's activities.

Principles of implementation of the system-activity approach.

1. The principle of the subjectivity of education is that each child participant educational relations- is able to plan actions, build an algorithm of activities, assume, evaluate their actions and deeds.

2. The principle of taking into account the leading types of activity and the laws of their change in the formation of the child's personality. If in early childhood- these are manipulations with objects (rolling - not rolling, ringing - not ringing, etc.), then at preschool age - a game. During the game, preschoolers become rescuers, builders, travelers and solve problems that arise (for example, what to build a solid house for piglets from if there are no bricks in the forest; how to cross to the other side if there is no boat, etc.).

3. The principle of overcoming the zone of proximal development and organizing joint activities of children and adults in it. The child learns something new, still unknown, together with the teacher (for example, he finds out during the experiment why the rainbow has seven colors, why soap bubbles are only round, etc.).

4. The principle of the mandatory effectiveness of each type of activity suggests that the child must see the results of his activities, be able to apply the knowledge gained in everyday life (for example: a paper house could not stand the test of water, wind, which means it is fragile; forest flowers disappear and are listed in the Red Book , so I will not tear them and tell my friends not to tear them).

5. The principle of high motivation of any kind of activity. According to this principle, the child must have a motive to perform a particular action, he must know why he is doing it. For example, he goes on a trip, decorates a napkin, sculpts ducklings, builds a fence, not because the teacher said so, but because he needs to help out the Fairy of Fairy Tales, return the ducklings to the mother duck, build a fence so that the wolf could not get to the hares.

6. The principle of mandatory reflectivity of any activity. When summing up the results of reflection, the questions of the teacher should not be directed only to the retelling by the children of the main stages of the educational event (“Where were we?”, “What did we do?”, “Who came to visit us?”, Etc.). They should be of a problematic nature, such as: “Why did we do this?”, “Is what you learned today important?”, “What will it be useful to you in life?”, “What was the most difficult task for you? Why?”, “What will we need to do next time?”, “What will you tell your parents about our today's game? etc. So the child learns to analyze - what he did well and what could have been done differently.

7. The principle of moral enrichment of the types of activity used as a means is the educational value of activity (by helping someone, we educate kindness, responsiveness, tolerance) and social communication development(the ability to negotiate, working in pairs and microgroups, not to interfere with each other, not to interrupt, listen to the statements of comrades, etc.).

8. The principle of cooperation in organizing and managing various types activities. The teacher must skillfully, unobtrusively organize and manage the activities of children ("Let's come up with a transport together that you can go to Snow Queen”), to be near, and not “above the children”.

9. The principle of the child's activity in the educational process is purposeful active perception he studied phenomena, their comprehension, processing and application. In order to activate the children, the teacher asks them questions (“What do you think, Sasha, what is the best way for us to go to the Snow Queen?”, “Masha, what can you suggest so that the wolf does not get into the house with the hares?” And so on. .d.), notes the specific merits of each child (“Marina did a wonderful job »).

The structure of educational activities based on a system-activity approach

Educational activity based on the system-activity approach has a certain structure.

1. Introduction to the educational situation (organization of children);

2. Creation of a problem situation, goal setting, motivation for activity;

3. Designing a solution to a problem situation;

4. Performing actions;

5. Summing up, analysis of activities.

Introduction to the educational situation (the organization of children) involves the creation of a psychological focus on play activities. The teacher uses those techniques that correspond to the situation and characteristics of this age group. For example, someone comes to visit the children, an audio recording of bird voices, sounds of the forest is turned on, something new is introduced into the group (Red Book, encyclopedia, game, toy).

An important stage of educational activity based on a system-activity approach is the creation of a problem situation, goal setting, motivation for activity. So that the topic of educational activity is not imposed by the educator, he gives the children the opportunity to act in a well-known situation, and then creates a problem situation (difficulty), which activates the pupils and arouses their interest in the topic. For example: “Luntik likes to walk in the forest. Guys, do you like walking in the spring forest? What do you like there? What flowers grow in the forest? Name them. Do you pick flowers, give them to your mother? But Luntik told me that he wanted to pick flowers and give Baba Capa for the holiday, but only grass grows in the clearing. Where have all the flowers gone? Can we help Luntik? Do you want to know where the flowers have disappeared?

The next step is to design a solution to the problem situation. The teacher, with the help of a leading dialogue, helps pupils to independently get out of a problem situation, find ways to solve it. For example: “Where can we find out where the flowers have disappeared? You can ask adults. Ask me. Do you want me to introduce you to the Red Book, where these flowers are listed? At this stage, it is important not to evaluate the answers of the children, but to invite them to do something of their choice, based on their personal experience.

At the stage of performing actions, a new algorithm activities on the basis of the old and there is a return to the problem situation.

Didactic material is used to solve the problem situation, different forms children's organizations. For example, a teacher organizes a discussion by children of a problem in microgroups: “What can people do so that flowers, animals, birds do not disappear? What exactly can we do about it?" Pupils choose from the signs proposed by the educator that are suitable for solving the problem in their microgroup, tell what they mean: “Do not pick flowers”, “Do not trample flowers”, “Do not take animal cubs home”, “Do not ruin bird nests”.

This stage also includes:

Finding the place of "new" knowledge in the child's system of ideas (for example: "We know that the flowers have disappeared because people tear them, trample them. But this cannot be done");

the possibility of using “new” knowledge in everyday life (for example: “To make Luntik please Baba Kapa, ​​we will draw a whole clearing of flowers. And we will place signs on our ecological path. Let everyone know how to relate to nature”);

Self-examination and correction of activities (for example: “Guys, do you think we coped with Luntik’s problem?”).

The stage of debriefing and analysis of activities includes:

fixing movement by content (“What did we do? How did we do it? Why?”);

clarification of the practical application of a new meaningful step (“Is it important what you learned today?”, “What will it be useful to you in life?”);

Emotional assessment of activity (“Did you have a desire to help Luntik? What did you feel when you learned that many plants are listed in the Red Book?”;

Reflection of group activity (“What did you manage to do together, in a team? Did everything work out for you?”);

Reflection of the child’s own activity “And who didn’t succeed?”).

slide 1 title

System-activity approach as the basis for organizing the educational process at the stage of implementation of the Federal State Educational Standard of preschool education

“The only way that leads to knowledge is

B. Show

slide 2

Under the new social transformation in Russia education is becoming essential resource socio-economic, political and cultural development countries. Life in constantly changing conditions is becoming new norms, which requires the ability to solve constantly emerging new, non-standard problems. " Developing society, - emphasizes in the "Concept of modernization of Russian education", - we need modern educated, moral, enterprising people who can make decisions independently, predicting them possible consequences, characterized by mobility ... capable of cooperation ... having a sense of responsibility for the fate of the country, its socio-economic prosperity".

Slide 3.

Not left out and preschool education. The system of preschool education has switched to new stage: evidence of this is the introduction of a fundamentally new document - the Federal State educational standard preschool education. GEF DO is a change in the educational paradigm (goal). Instead of transferring the amount of knowledge - the development of the personality of the pupil on the basis of mastering the methods of activity. Even Confucius said: “If you want to feed a person once, give him a fish. If you want him to be full all his life - give him a fishing rod.

slide 4.

Therefore, we can safely say: the Federal State Educational Standard of preschool education is a standard that helps to learn to “fish”. The standard is based on a system-activity approach, conceptually based on ensuring that the educational activities of pupils correspond to their age and individual characteristics, representing a variety of individual educational trajectories and individual development of each pupil (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enrichment of forms of educational cooperation and expansion of the zone of proximal development.

Back in 1988 A group of domestic scientists (Vitaly Alexandrovich Slastenin, Evgeny Nikolayevich Shiyanov and others) stated: “The activity approach focuses not only on the assimilation of knowledge, but also on the methods of this assimilation, on patterns and methods of thinking and activity, on the development of the cognitive forces and creative potential of the child. This approach is opposed verbal methods and forms of transferring ready-made information, the passivity of teaching pupils and, finally, the uselessness of the knowledge, skills and abilities themselves, which are not implemented in activities.

Slide 5.

If the priority of society and the education system is the training of young people entering life in a new capacity, then the result of education, along with the general literacy of the graduate, is measured by the success of solving such problems as developing and testing hypotheses, the ability to work in a project mode, initiative in making decisions, etc. .P. These abilities become one of the significant expected results of preschool education, noted in the targets at the stage of completion of preschool education.

slide 6.

To understand what a system-activity approach is in the educational activities of a preschool institution, it is necessary to understand what an activity is and why the activity approach to the organization of educational activities occupies a leading place in working with preschoolers. The main idea of ​​the DP is not connected with the activity itself as such, but with the activity as a means of formation and development of the child's personality. Those. as a result of the use of forms, techniques and methods of educational educational work not a robot is born, trained and programmed to accurately perform certain actions, activities, but a Human capable of choosing, evaluating, programming and designing those types of activities that are adequate to his nature, satisfy his needs for self-development, self-realization.

Slide 7.The purpose of the system-activity approach is to educate the personality of the child as a subject of life, that is, actively participating in conscious activity. It provides for the development of skills:

Set a goal - for example, to find out why flowers disappeared in a forest clearing.

to solve problems - how to save forest flowers so that they do not disappear: make prohibition signs, do not pick flowers in the forest yourself, grow flowers in a pot and plant them in a forest clearing.

be responsible for the outcome all these actions will help to save the flowers if you tell your friends, parents, etc. about them.

The psychological and pedagogical conditions for the formation of human subjectivity are freedom of action, the possibility of choice, responsibility for the consequences of one's actions and deeds, which is possible only when the child is included in active work.

slide 8.When implementing a system-activity approach, the following principles should be taken into account:

the principle of the subjectivity of education: each child is a participant in educational relations - able to plan, build, assume ( someone offers to plant flowers, someone creates signs, etc..), can evaluate their actions and deeds ( if I plant flowers, they may not take root, as I won't be able to go to the forest every day to water them. It is better to place prohibition signs in the forest)

the principle of accounting for the leading types of activities and the laws of their change: takes into account the nature and laws of changing the types of leading activities in the formation of the child's personality as the basis for periodization child development(if in early childhood it is a manipulation with objects (rolling - not rolling, ringing - not ringing, etc.), then at preschool age - a game. Children in the game become rescuers, builders, travelers, etc., who problems have to be solved (What to build a solid house for piglets from if there are no bricks in the forest; how to cross to the other side if there is no boat, etc..)

The principle of overcoming the zone of proximal development and organizing joint activities of children and adults in it. That is, together with an adult, the child learns something new, still unknown - by conducting joint experiments, the child learns why the rainbow has seven colors, why soap bubbles are only round, etc.

Of particular importance is the position formulated by L. S. Vygotsky:

"...by exploring what the child can accomplish on his own, we explore the development of yesterday; by exploring what the child is able to accomplish in cooperation, we determine the development of tomorrow."

the principle of mandatory effectiveness of each type of activity: the child should see the results of his activities, be able to apply the knowledge gained in everyday life (the paper house did not stand the test of water, wind, which means that it is fragile; forest flowers disappear and are listed in the Red Book, which means I will not tear them and tell my friends not to tore).

the principle of high motivation of any kind of activity: the child must have a motive to perform this or that action, he must know why he is doing it: he goes on a trip, decorates a napkin, sculpts ducklings, builds a fence - not because the teacher said so, but because the Fairy needs to be rescued Fairy tales, or return the ducklings to the mother duck, or build a fence so that the wolf cannot get into the yard with the hares.

the principle of obligatory reflectivity of any activity: When summing up, reflecting, the questions of the teacher should not be directed only to retelling by children the main stages of the educational event: “Where were we?”, “What did we do?”, “Who came to visit us?” etc. Questions should be of a problematic nature, such as “What allowed us to help the bunny?”, “Why did we do this?”, “Is it important what you learned today?”, “Why is it useful to you in life?”, “What task was the most difficult for you? Why?”, “Which task did you like the most? Why?”, “What will we need to do next?”, “What will you tell your parents about our game today?” etc.

The child learns to analyze - what he did well and what could have been done differently,

the principle of moral enrichment used as a means of activities - this is the educational value of activity, helping someone, we bring up kindness, responsiveness, tolerance, this is social and communicative development - the ability to negotiate, working in pairs and small groups, not to interfere with each other, not to interrupt, to be able to listen to the statements of comrades, etc. .

the principle of cooperation in the organization and management of various activities: the teacher skillfully, unobtrusively, organizes and directs the activities of children (“Let's come up with a transport together that can go to the Snow Queen”, “Let's check if the house built of paper will be durable, etc. How will we do it?”) , is not “above the children”, but nearby, because, as Lev Semenovich Vygotsky said- what a child can do today in cooperation and under guidance, tomorrow he can do it on his own.

The principle of the child's activity in the educational process, which consists in the child's purposeful active perception of the phenomena being studied, their comprehension, processing and application.

In order to activate the children, the teacher can ask questions: “What do you think, Sasha, what is the best way for us to cross to the other side”, “Masha, what can you suggest so that the wolf does not climb into the yard with the hares?” etc. Notice the specific merits of each child: “Dima, you figured out very well how we can get to the other side”, “Marina did a wonderful job….” etc.

slide 9. Each teacher should become an innovator, find his own methodology that meets his personal qualities. Therefore, along with the traditional question "What to teach?", the teacher must understand "How to teach?" or, more precisely, "How to teach in a way that initiates children's own questions:

What do we know?

What do we want to know?

What to do to find out?

Slide 10. The structure of educational activities

Introduction to the game situation - creation of a problem situation - goal setting - motivation for activity (I need-I want-I can) - designing a solution to a problem situation - performing actions - analyzing the result of an activity - summing up

Let's take a closer look at each part of the educational activity:

1. Introduction to the game situation (organization of children)

Creation of a psychological focus on gaming activities. The teacher chooses those techniques that correspond to the situation and characteristics of this group of children. (Someone comes to visit; the phone rings, the teacher, in a mysterious voice, starts talking to someone; an audio recording of bird voices sounds, the sound of the forest, something is brought into the group something new: Red Book, encyclopedia, game, toy) (video) ( Knock on the door. Guys, look who's here! This is Luntik. Let's say hello to him, offer him a chair, because he is our guest.)

2. Creation of a problem situation, goal setting, motivation for activity(need-want-can)

In order for the topic of the lesson not to be imposed by the educator, it is necessary to let the child act in a well-known situation, and then create a difficulty that, by activating the student’s thought processes, will arouse interest in the topic of the lesson. The child will be interested in identifying the causes of the difficulty. (Video) (Luntik loves to walk in the forest. Guys, do you like to walk in the spring forest? What do you like there? What flowers grow in the forest? Name them. Do you pick flowers, give them to your mother? But Luntik told me that he wanted pick flowers, give Baba Kapa for the holiday, but only grass grows in the clearing. Where did all the flowers disappear? Can we help Luntik? Do you want to know where the flowers disappeared?)

3. Designing a Solution to a Problem Situation. Finding a way out of a difficulty in a game situation.

The teacher with the help of a leading dialogue helps children to get out of a difficult situation on their own. (Where can we find out? You can ask adults. Ask me. Do you want me to introduce you to the book where these flowers are listed?)

4. Taking action . (Compiling a new algorithm based on the old one, fixing it in speech and returning to the game situation)

Work on solving a problem using didactic material (Work in microgroups: discussion of the problem: what can people do so that flowers, animals, birds do not disappear? What exactly can we do for this? Children choose from the signs proposed by the teacher that are suitable for solving the problem in their microgroup, tell what they mean these signs are: “Do not pick flowers”, “Do not trample flowers”, “Do not take baby animals home”, “Do not shoot at animals”, “Do not destroy bird nests”, “Do not shoot at birds with a slingshot”)

Finding the place of the "new" in the system of representations of the child (We know that the flowers have disappeared because people tear them, trample them. But this cannot be done.)

The possibility of applying the "new" in everyday life (In order for Luntik to please Baba Kapa, ​​we will draw a whole meadow of flowers. And we will place signs on our ecological path. Let everyone know how to treat nature)

Self-check and correction (Guys, what do you think, did we cope with Luntik's problem?)

5. Summary of the lesson. Analysis of the work done.

Fixing movement by content. Did you like it? What have we done? How did we do it? What for? (For example: “Do you think we were able to help Luntik, found the answer to his question?” “Where did we find the answer?”, “What was the most difficult task for you? Why?”, “Which task did you like the most? Why?” , "What will you tell the parents about our game today?"

Finding out the practical application of a new meaningful step. “Is it important what you learned today?”, “Why is it useful to you in life?”, (we can place signs on the ecological path, introduce friends, parents, neighbors to the rules of behavior in the forest )

Emotional assessment of activity: Did you have a desire to help Luntik? What did you feel when you learned that many plants are listed in the Red Book? (we really wanted to help Luntik, and it's a pity that many flowers, birds, animals disappear)

Reflection of group activity. What did you manage to do together, in teams? Did everything work out for you? (We picked prohibition signs together, decided how to save animals, birds and plants)

Reflection of the child's own activity. And who didn't succeed? What exactly? Why?) (I didn’t get a lily of the valley, I’ll try to draw it in the evening) (Video)

Forms of work with children.

Experimental research activity. Research, search activity - natural state child, as he is set to master the world around him and wants to know it.

During the experimental research activities a preschooler learns to observe, reflect, compare, answer questions, draw conclusions, establish a causal relationship: why an iron ball sinks, but a wooden one does not; what will happen if earth is poured into a glass of water, etc.

Slide 13. Travel games - the child takes some walk into the world of things, objects, manipulates them, gets acquainted with their properties, resolves a problematic game situation during such a conditional journey (for example, what kind of watch is better to give Dunno so that he is not late for school ? (sand, solar, mechanical or electronic), gaining necessary experience activities.

slide 14.Simulation games. Modeling involves the replacement of some objects by others (real - conditional). Soft modules can turn into a steamer, car, plane, household appliances, furniture, etc., a pencil can become a magic or conductor's wand. Simulation also includes games using model schemes. “What first, what then?”, “Where did the bread come from on the table?” etc.

Slide 15. Artistic creativity, productive activity, where the child learns, mixing paints, getting a new color, deciding problematic issue“How to draw a purple eggplant if we have only three colors: red, blue, yellow?”, “Masha doll loves flowers. How to congratulate the doll Masha on her birthday in winter, because the flowers have not yet bloomed? (you can draw a whole meadow of flowers for her), etc.

Slide 16. Methods of the system-activity approach.

One of the main methods of the system-activity approach is the solution of situational problems (educational situation).

The specificity of the situational task lies in the fact that it has a pronounced practice-oriented character. Therefore, on the one hand, in solving it, the child uses the knowledge, skills and abilities that he has, and on the other hand, by performing search and practical actions, he independently discovers new knowledge, acquires new skills.

The problematic question becomes the core of the problem. For example: why do you think the flowers disappeared in the meadow? Guys, look how dirty the water is in the puddle. How do we know if the puddle is deep or not? Let's try to find out if the snow is clean or dirty on our site, what do we need to do for this?

The method of projects is also effective.

The project method differs from other methods of organizing the pedagogical process in a preschool educational institution as follows:

- practical application by children of their knowledge and skills;

- non-rigid formulation of tasks, their variability, which increase the independence and creativity of preschoolers;

- interest in activities that bring public results, personal interest in it.

The position of the educator in the project activity: from the translator of ready-made knowledge to the initiation of the activation of the search activity of the pupils, to the joint search for a solution to the problem posed or discovered by them. (Are there soap bubbles of a square shape? Is a minute a lot or a little?), etc.

slide 17.In order for the child to be comfortable, interesting; so that he can easily get involved in any activity - be it a game, design or artistic creativity - an appropriate developing environment is necessary.

Everything that surrounds the child should be directed to his development. In the kindergarten, in all groups, experimental activity zones are equipped. Everything is accessible to children. A child of any age can engage in one or another activity: sift the cereal through a sieve, determining why one cereal was sifted, and the other (the one that is larger) did not; separate the beans from the peas, comparing them in size, shape, using them to make the application; fashion something from wet wipes; build castles out of wet sand; compare how rubber and metal balls behave on water. Schemes have been developed - algorithms for conducting experiments (How to make dirty water in a glass become clean? What will settle in water faster: sand, clay or earth? How to make a solution for soap bubbles, etc.)

In the zone of artistic creativity there are also model schemes that contribute to the development of thinking: how to get orange, purple, brown, green colors, having paints of only four colors? First, the child, by experimenting, gets a given color, then he can consolidate his knowledge using color arithmetic: to get an orange circle, you need to red add a circle of yellow, etc.

Schematic tasks are also thought out: how to get a chicken, an ostrich, a flamingo, a hare, etc. from two circles.

Educators selected subject pictures to consolidate the genres of painting: make up a landscape, still life, portrait (in a portrait, you can convey the mood of a person by substituting various cards.

In the corner of nature - cards with an algorithm for caring for certain plants. Subject pictures for compiling an algorithm: a seed is a plant where the child fills in the missing steps, picking up cards.

In the play area there are soft modules, game screens that the child can use in accordance with the intended plot. Also, the well-known game "Dress the Doll", where children select clothes for the doll in accordance with the given season, weather conditions.

In the cognitive corner, various games - labyrinths, subject pictures to draw up a logical chain “How did the bread come to the table”, “How did the shirt grow in the field?”, “How did the plate appear on the table?” etc.

The system-activity approach helps children discover new knowledge themselves, build it into a system, and put it into practice; develops the ability to reflect. Children learn to apply algorithms, try to get out of difficult situations on their own (video or photo)

slide 18.The task of the teacher is to make learning motivated, to teach the child to independently set a goal and find ways, means to achieve it; help the child develop the skills of control and self-control, assessment and self-esteem. Of course, not all educators immediately, after the approval of the Federal State Educational Standard, reorganized, left traditional classes. A lot of methodological work has been done. First of all, a survey of teachers was conducted “Am I ready to work according to new standards?” After analyzing the questionnaires, we saw that teachers are wary of innovations; found out what exactly teachers have difficulties with. First of all, the ability to support the initiative and individuality of children, and not work according to a certain plan, without deviating from it; fear of failure when applying new approaches to educational activities. methodical service preschool A work plan was drawn up to overcome the identified difficulties. First of all, the pedagogical hour “Do I know the Federal State Educational Standards of Distance Education?” was held, where, in the form of a business game, teachers tried to systematize knowledge about new principles and approaches to the educational process. A business game was also held here Common Mistakes teachers”, where teachers looked at themselves from the outside, and concluded that the methods previously used in working with children are already outdated and look ridiculous.

slide 19.It was decided to continue working in this direction and in the current academic year. One of the annual tasks for 2014-2015 year sounds like this: “To promote the development mental operations preschoolers through the implementation of a system-activity approach in training and education. As part of the implementation of this task, the following activities were carried out: consultations for educators “Designing the educational process in the light of modern requirements”, “Organization of forms of partner research activities in the game”. The senior educator and deputy for educational and methodological work prepared a seminar “Systematic-activity approach in educational and educational activities with preschoolers”, where teachers got acquainted with the principles of constructing educational situations using a systematic-activity approach. A workshop was also held on the use of problem-search situations in the formation of elementary mathematical representations". The annual plan included collective reviews of the joint activities of the teacher with children using a system-activity approach. Educators, preparing for open events, delved deeper into this problem, studied the model of building activities with children. We thoroughly prepared for the open viewing: first of all, with each teacher we chose the topic of the educational situation, determined what problem the children had to solve, how to build the practical part of the educational situation, how to conduct reflection.

In order, in accordance with the annual task, to replenish the developing environment that contributes to the implementation of the system-activity approach both in joint activities with children and in independent activities, it was decided to hold an “Auction of pedagogical ideas”. The educators were told in advance what time the “auction” would take place so that they would come with ready-made ideas. During the “auction”, teachers presented their ideas for replenishing the developing environment. The rest of the teachers, using the six hats method, analyzed this idea: what is good in it, what is bad, what can be changed. Then they decide whether they accept this idea or not. So there were various cards-schemes, algorithms, didactic games, which were mentioned earlier.

By criticizing, stimulate the activity of the child;

Be not “ABOVE”, but “NEAR”.

The system of preschool education at the present stage of development is undergoing
major changes associated with updating the regulatory framework
introduction of federal
functioning of preschool organizations,
state educational standard for preschool education, recognition

preschool education as the first stage of education in the system of continuous
education. GEF is a change educational purpose. Instead of transferring the amount of knowledge
- development of the personality of the pupil on the basis of mastering the methods of activity. Development
baby going in activity. No educative and teaching influence
the child cannot be carried out without the real activity of himself. In conditions
the transition of the preschool educational institution to work according to the Federal State Educational Standard, the teacher is given the tasks of organizing
educational work in accordance with new standards.
The implementation of these tasks is fully facilitated by the system activity
an approach. In the system-activity approach, the category of “activity” occupies one
from key places, and the activity itself is seen as a kind of system.
The concept of a system-activity approach was introduced in 1985 as a special kind
concept. Even then, scientists tried to remove the contradictions within the domestic
psychological science between a systematic approach, which was developed in
studies of the classics of our domestic science and activity, which
has always been systemic (it was developed by L.S. Vygotsky, L.V. Zankov, A.R. Luria,
D.B. Elkonin, V.V. Davydov and many other researchers). Research by S.L.
Rubinshtein made serious adjustments to the ideas about the mechanisms of formation
subjectivity of the child in the process of activity. He showed that any external
Causes and activities primarily affect the child not indirectly, but
presented through internal conditions. The main idea of ​​the system activity
approach is that new knowledge is not given in finished form. Children open up
them themselves in the process of independent research activities. The task of the teacher
when introducing new material, it is not that everything is visual and accessible
explain, show and tell. The purpose of the activity approach is to educate
personality of the child as a subject of life
approach indicates that the result can be achieved only if

if there Feedback. The new generation standard is the standard that
helps to teach to learn, and thereby, to master the universal educational
actions, without which nothing can be. It is in action that is born
knowledge. The main goal of the systemic activity approach in teaching is to teach not
knowledge, but work. To do this, the teacher poses a number of questions: what material to select and
how to subject it to didactic processing; what methods and means of teaching
choose; how to organize their own activities and activities of children; as
to make the interaction of all these components lead to a certain system
knowledge and value orientations. The activity approach involves:
presence in children cognitive motive(desire to know, discover, learn)
and specific learning goal(understanding what exactly needs to be clarified, mastered);
performance by students of certain actions to acquire the missing
knowledge;
identification and development by students of a method of action that allows consciously
apply acquired knowledge;
the formation in schoolchildren of the ability to control their actions - as after
their completion, and along the way;
inclusion of the content of training in the context of solving specific life
tasks.
Speaking about the system-activity approach in education, one cannot tear this
concept from educational process. Only in the conditions of an activity approach, and
not a flow of information, moralizing, a person acts as a person. Cognitively
research, design, gaming activities, collective creative work -
this is all that is aimed at practical communication, which has a motivational
conditionality and involves the creation in children of an attitude towards independence,
freedom of choice and prepares their lives - this is the system-activity approach,
which, of course, does not bear fruit immediately, but leads to achievements.
Natural play environment where there is no compulsion and there is an opportunity
for each child to find their own place, to show initiative and independence,
free to exercise their abilities and educational needs, is an
optimal for achieving these goals. So, for example, to give a child knowledge

about the world around us, in kindergarten we use system-activity
an approach. In the younger age group of our kindergarten, we, together with
children, solved a problematic situation: “Let's help Olya doll lay out vegetables and
fruits in separate baskets. To solve this problematic situation,
various types of children's activities were used: communicative,
perception of fiction
cognitive research,
productive, moving, playful. The task was: to consolidate the concepts of "vegetables" and
"fruits", the names of individual vegetables and fruits. To arrange vegetables and fruits
on separate baskets and help the doll, we needed to find out what they are (vegetables,
fruit) are different. To solve the problem, we considered fruits,
vegetables found them in the pictures, then riddles were made, and the children guessed and
show the corresponding picture. The children arranged fruits and vegetables
different baskets, they found out that inside vegetables and fruits there may be
seeds or seeds. They showed the doll Olya how to sculpt an apple for a hedgehog. On the
physical education together with the children went "to the garden", where they collected vegetables in "baskets".
The child should not be a passive listener, perceiving the finished
information provided by the teacher. It is the activity of the child that is recognized
the basis of development - knowledge is not transferred in finished form, but is mastered by children in
process of own activity. Thus, the use of systemically
activity approach will help us and our children effectively
interact with the outside world, will contribute to the development
preschoolers, will help to form the prerequisites for educational activities in children.
Literature:
1) Asmolov A.G. System-activity approach in the development of new standards
generations / Pedagogy M .: 20013 No. 4. C1822. 2) Kudryavtseva, N.G. Systemically
activity approach as a mechanism for the implementation of the Federal State Educational Standards of the new generation /N.G.
Kudryavtseva // Handbook of the Deputy Director. 2011. No. 4. P. 1327. 3) New
pedagogical and information technologies in the education system / Ed. E.S.
Polat. M., 2000. 4) Federal State Educational Standard UP TO ORDER of October 17, 2013 N 1155. 5) Khutorskoy
A.V. System-activity approach in teaching: Scientific and methodological manual. -

Municipal budgetary preschool educational institution Kindergarten No. 17 "Rozhdestvensky"

Speech at the RMO by narrow specialists

On this topic: "System-activity approach as the basis for organizing the educational process in preschool educational institutions"

Educational psychologist

MBDOU d / s No. 17 "Christmas"

Zhirnova O.V.

Petrovsk

11/11/2016

The only way that leads to knowledge is action.

B. Show

In the context of new social transformations in Russia, education is becoming the most important resource for the socio-economic, political and cultural development of the country. “A developing society,” the “Concept for the Modernization of Russian Education” emphasizes, “needs modern, educated, moral, entrepreneurial people who can independently make decisions, predicting their possible consequences, characterized by mobility ... capable of cooperation ... possessing a sense of responsibility for the fate of the country, its social and economic prosperity”.

Not left out and preschool education. The system of preschool education has moved to a new stage: this is evidenced by the introduction of a fundamentally new document - the Federal State Educational Standard for Preschool Education.

The GEF DO is based on a system-activity approach, which is based on ensuring that educational activities correspond to the age of pupils, their individual characteristics, provides for a variety of individual educational trajectories and the individual development of each child (including gifted children and children with disabilities) ensures the growth of creative potential, cognitive motives , enriching the forms of educational cooperation and expanding the zone of proximal development.

What does the concept of a system-activity approach include?

Activity- a system of human actions aimed at achieving specific purpose(for the result).

Activity approach- this is the organization and management of the teacher's activities of the child in solving specially organized learning objectives of varying complexity and problems. These tasks develop not only the subject, communicative and other types of competencies of the child, but also him as a person (L.G. Peterson)

This is the organization of the educational process, in which the main place is given to active and versatile, to the maximum extent independent cognitive activity of a preschooler, where the emphasis is on the zone of proximal development, that is, the area of ​​potential opportunities.

System-activity approachto learning implies that children have a cognitive motive (the desire to learn, discover, learn, master)

System-activity approach to the educational processallows you to create conditions in which children are active participants in educational activities, learn to independently acquire knowledge and apply it in practice. It is the knowledge and skills that the child received not in a finished form, but in the course of active interaction with the outside world, that become an invaluable experience for him, which determines his success in the subsequent stages of education.

What is the purpose of the systems-activity approach?

The purpose of the system-activity approachto the organization of the educational process - the upbringing of the personality of the child as a subject of life, i.e. actively participating in conscious activity. It providesskill development:

Set a goal (for example, to find out why flowers disappeared in a forest clearing);

To solve problems (for example, how to save forest flowers so that they do not disappear: make prohibition signs, do not pick flowers in the forest yourself, grow flowers in a pot and plant them in a forest clearing);

- be responsible for the result(all these actions will help to save the flowers if you tell your friends, parents, etc. about them.

When implementing this approach, a number of principles must be taken into account.

Principles for the implementation of the system-activity approach

1. The principle of subjectivity of educationlies in the fact that every child - a participant in educational relations - is able to plan actions, build an algorithm of activities, to assume, evaluate their actions and deeds.
2. The principle of taking into account the leading types of activities and the laws of their change in the formation of the child's personality.

If in early childhood it is manipulations with objects (rolling - not rolling, ringing - not ringing, etc.), then at preschool age - a game. During the game, preschoolers become rescuers, builders, travelers and solve problems that arise (for example, what to build a solid house for piglets from if there are no bricks in the forest; how to cross to the other side if there is no boat, etc.).

1. The principle of overcoming the zone of proximal development and organizing joint activities of children and adults in it.

The child learns something new, still unknown, together with the teacher (for example, he finds out during the experiment why the rainbow has seven colors, why soap bubbles are only round, etc.).

1. The principle of mandatory effectiveness of each type of activitysuggests that the child should see the results of his activities, be able to apply the knowledge gained in everyday life (for example: a paper house could not stand the test of water, wind, which means it is fragile; forest flowers disappear and are listed in the Red Book, which means I will not tear them and I will tell my friends not to tear).
2. The principle of high motivation of any kind of activity.

According to this principle, the child must have a motive to perform a particular action, he must know why he is doing it. For example, he goes on a trip, decorates a napkin, sculpts ducklings, builds a fence, not because the educator is so hard, but because he needs to help out the Fairy of Fairy Tales, return the ducklings to the mother duck, build a fence so that the wolf could not get to the hares.

1. The principle of reflectivity of any activity.When conducting the results of reflection, the questions of the teacher should not be directed only to retelling the stages of the educational event by the children (“Where were we?”, “What did we do?”, “Who came to visit?”, Etc.). They should be of a problematic nature, such as: “Why did we do this?”, “Is it important what you learned today?”, “What is it useful for in life?”, “What was the most difficult task for you? Why”, “What should we do next time?”, “What will you tell your parents today about today’s game?” etc. So the child learns to analyze - what he did well and what could have been done differently.
2. The principle of moral enrichment used as a means of activities -this is the educational value of activity (by helping someone, we bring up kindness, responsiveness, tolerance) and social and communicative development (the ability to negotiate, work in pairs and microgroups, not interfere with each other, not interrupt, listen to the statements of comrades, etc. ).
3. The principle of cooperation in the organization and management of various activities.The teacher must skillfully, unobtrusively organize and manage the activities of the children (“Let's come up with a transport together that can go to the Snow Queen”) to be nearby, and not “above the children”.
4. The principle of the child's activity in the educational processconsists in purposeful active perception by him of the studied phenomena, their comprehension, processing and application. In order to activate the children, the teacher asks them questions (“What do you think, Sasha, what is the best way for us to go to the Snow Queen?”, “Masha, what can you suggest so that the wolf does not get into the house with the hares?” And so on. .d.), notes the specific merits of each child (“Marina did a wonderful job”).

The structure of educational activities based on a system-activity approach

Educational activity based on the system-activity approach has a certain structure. Let's consider each of the stages.

1. Introduction to the educational situation (organization of children)involves the creation of a psychological focus on gaming activity. The teacher uses those techniques that correspond to the situation and characteristics of this age group. For example, someone comes to visit children, an audio recording of bird voices, sounds of the forest is turned on. Something new is introduced into the group (Red Book. Encyclopedia, game, toy).
2. An important stage of educational activity based on a system-activity approach iscreation of a problem situation, goal setting, motivation for activity.So that the topic of educational activity is not imposed by the educator, he gives the children the opportunity to act in a well-known situation, and then creates a problem situation (difficulty), which activates the pupils and arouses their interest in the topic. For example, “Luntik loves to walk in the forest. Guys, do you like walking in the spring forest? What do you like there? What flowers grow in the forest? Name them. Do you pick flowers, give them to your mother? But Luntik told me that he wanted to pick flowers and give Baba Capa for the holiday, but only grass grows in the clearing. Where have all the flowers gone? Can we help Luntik? Do you want to know where the flowers have disappeared?
3. Next stage- designing a solution to a problem situation.The teacher, with the help of a leading dialogue, helps pupils to independently get out of a problem situation, to find ways to solve it. For example: “Where can we find out where the flowers have disappeared? You can ask adults. Ask me. Do you want me to introduce you to the Red Book, where these flowers are listed? At this stage, it is important not to evaluate the answers of the children, but to invite them to do something of their choice, based on their personal experience.
4. At the stage performing actionsa new algorithm of activity is compiled on the basis of the old one and a return to the problem situation occurs.

To solve the problem situation, didactic material, different forms of organization of children are used. For example, a teacher organizes a discussion by children of a problem in microgroups: “What can people do so that flowers, animals, birds do not disappear? What exactly can we do about it?" Pupils choose from the signs proposed by the educator that are suitable for solving the problem in their microgroup, tell what they mean: “Do not pick flowers”, “Do not trample flowers”, “Do not take animal cubs home”, “Do not ruin bird nests”.

This stage also includes:

• Finding the place of “new” knowledge in the child’s system of ideas (for example: “We know that the flowers have disappeared because people tear them, trample them. But this cannot be done”);
• The possibility of applying the “new” knowledge of everyday life (for example: “in order for Luntik to please Baba Kapa, ​​we will draw a whole meadow of flowers. And we will place signs on our ecological path. Let everyone know how to relate to nature”);
• Self-examination and correction of activities (for example: “Guys, do you think we coped with Luntik’s problem?”).

5. The stage of carrying out the results and analysis of activities includes:

• Fixing movement by content (“What did we do? How did we do it? Why”);
• Finding out the practical application of a new meaningful step (“Is it important what you learned today?”, “What will it be useful to you in life?”);
• Emotional assessment of the activity (“Did you have a desire to help Luntik? What did you feel when you learned that many plants are listed in the Red Book?”);
• Reflection of group activity (“What did you manage to do together, in a team? Did everything work out for you?”);
• Reflection of the child’s own activity (“And who didn’t succeed? What exactly? Why do you think?”).

System-activityapproach to the organization of the educational process involves the use of suchforms of interaction between an adult and a childin the process of upbringing and education, which shouldensure the all-round development of the child in vigorous activity.These are game developing situations, problem situations, situations moral choice, travel games, experiment games, creative games, cognitive research activity, project activity, writing activity, collecting, clubs of connoisseurs, quizzes, cultural and leisure activities.All teachers and specialists of a preschool institution take part in modeling the content of education within the framework of a system-activity approach: educators, music director, instructor physical education, teacher of additional education.

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. 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 underestimate the role of the teacher's activity, its influence on the process of formation and development of the child's personality. Everything is important here, and the rejection authoritarian style communication in favor of democratic, and the personal qualities of the teacher, and his ability to self-development, and his professional competence.

Implementation system-activityapproach will be effective in creating a subject-developing environment in which personality-oriented interaction between an adult and a child is realized, conditions for dialogical communication are created, an atmosphere of trust and goodwill is created, the personal experience of each pupil is taken into account, the process of self-knowledge and self-development is organized, directed and stimulated.

Numerous studies by psychologists and educators show that the availability of knowledge in itself does not determine the success of education. It is much more important that the child from the very early age learned to acquire knowledge independentlyand then put them into practice.System-activity approach allows preschoolers to form performance qualities,determining the success of the child at different stages of education and his subsequent self-realization in the future.

“A person will achieve results only by doing something himself…”
(Alexander Pyatigorsky)

In the context of the transition of the preschool educational institution to work according to the Federal State Educational Standard, the teacher is faced with the task of organizing educational work in accordance with the new standards. The implementation of these tasks is fully facilitated by the system-activity approach.

In the system-activity approach, the category of “activity” occupies one of the key places, and the activity itself is considered as a kind of system. In order for students' knowledge to be the result of their own searches, it is necessary to organize these searches, manage students, and develop their cognitive activity.

The activity approach is an approach to organizing the learning process, in which the problem of student self-determination in the learning process comes to the fore.

The purpose of the activity approach is to educate the personality of the child as a subject of life.

To be a subject is to be the master of your activity:

set goals,

To solve problems,

Responsible for results.

The concept of a system-activity approach was introduced in 1985 as a special kind of concept. Even then, scientists tried to remove the contradictions within the domestic psychological science between the systematic approach, which was developed in the studies of the classics of our domestic science, and the activity approach, which has always been systematic. The system-activity approach is an attempt to combine these approaches. What does "activity" mean? To say "activity" is to indicate the following points.

Activity is always a goal-oriented system aimed at results. The concept of a system-activity approach indicates that the result can be achieved only if there is feedback.

We all remember the old parable about how the wise man came to the poor and said: “I see you are hungry. Let me give you a fish to satisfy your hunger.” But the Parable says: you don't have to give a fish, you have to teach how to catch it. The standard of the new generation is the standard that helps to teach how to learn, teach how to “fish”, and thereby master the universal learning activities, without which nothing can happen.

It is in action that knowledge is born.

The main goal of the system-activity approach in teaching is to teach not knowledge, but work.

To do this, the teacher asks a number of questions:

What material to select and how to subject it to didactic processing;

What methods and means of training to choose;

How to organize your own activities and activities of children;

How to make the interaction of all these components lead to a certain system of knowledge and value orientations.

Structure from the standpoint of the system-activity approach is as follows:

The teacher creates a problem situation;

The child accepts the problem situation;

Identify the problem together

The teacher manages the search activity;

The child carries out an independent search;

The discussion of the results.

Main pedagogical task:

The activity approach involves:

• the presence in children of a cognitive motive (desire to learn, discover, learn) and a specific educational goal (understanding what exactly needs to be found out, mastered);
• performance by students of certain actions to acquire the missing knowledge;
• identification and development by students of a method of action that allows them to consciously apply the acquired knowledge;
• the formation in schoolchildren of the ability to control their actions - both after their completion and along the way;
• inclusion of the content of training in the context of solving specific life tasks.

Speaking about the system-activity approach in education, this concept cannot be separated from the educational process. Only in the conditions of an activity approach, and not a flow of information, moralizing, a person acts as a person. Interacting with the world, a person learns to build himself, evaluate himself and self-analyze his actions. Therefore, cognitive research activities, project activities, gaming activities, collective creative activities - this is all that is aimed at practical communication, which has a motivational conditionality and involves the creation in children of an attitude towards independence, freedom of choice and prepares their lives - this is systemically - an activity approach, which, of course, does not bear fruit immediately, but leads to achievements.

A natural play environment, in which there is no coercion and there is an opportunity for each child to find their place, show initiative and independence, freely realize their abilities and educational needs, is optimal for achieving

Heading: Educational standards , School of a young teacher

3-4 people come out, the teacher thanks them for their willingness to cooperate.

Tell me, do you like to travel?

What cities have you been to?

What interesting things have you seen?

Have any of you been to other countries? In which country?

And my friend Katya was offered a last minute trip to Jamaica. She is confused and doesn't know where to start. Let's help her!

So what are we to do?Help Katya prepare for her trip to Jamaica.

To the audience

So, we have passed the first stage of the educational situation "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 includes children in a conversation that is necessarily personally significant for them, related to personal experience. The teacher must listen to everyone who wants to speak.

The emotional inclusion of children in the conversation (it is always pleasant for them to talk about themselves!) Allows the teacher to smoothly move on to the plot, with which all subsequent stages will be connected.

The next stage of the educational situation is “Updating knowledge”. This stage can be called preparatory to the next stages, at which children just have to make a “discovery” of new knowledge for themselves. Here we offer children various didactic games, during which mental operations are updated, as well as the knowledge and experience of children they need to independently build a new mode of action. At the same time, children are in the game plot and move towards their “childish goal”.

To helpers

In our situation, I will not offer you any didactic games. We'll just talk.

Let's think about what a person needs to go on a trip.

Suitcase, Sunglasses, sun cream, after sun cream........... (all answers are accepted)

You all speak correctly and name the right things. And if a person goes on a journey beyond Russian Federation what does he need to have? international passport

So Katya does not have a passport. What should she do?

We accept all answers. But ... in the passport office is not a reception day, tourist agency does not provide a service for issuing a passport ... We sum up the fact that a passport can be ordered via the Internet.

Of course, only Katya can order a passport for herself. But we can find the site and tell Katya about it. Can? Here are the computers, go look for the site.

To the audience

The end of the “Knowledge Update” stage is considered to be the moment when the children begin to complete the task, that is, they begin to perform a trial action.

To helpers

Were you able to find a site where you can order a passport? Not

Why couldn't they?We don't know how to do it right

So what do you need to know now?How to find a site where you can order a passport.

Possible option: no problem.

In this case, it is necessary to offer to explain to everyone - on which site you can order a passport. And then proceed to the stage "Inclusion of new knowledge (mode of action) in the system of knowledge and skills."

To the audience

At this stage, the "Difficulty in the situation" is completed.

This stage is key, as it contains the main components that allow you to determine the right way to overcome the difficulty.

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

This stage is very important from the point of view of the development of personal qualities and attitudes of preschoolers. Children get used to the fact that difficulties and failures should not be afraid that correct behavior in case of difficulty - not resentment or refusal to work, but the search for the cause and its elimination. Children develop this important quality, as the ability to see one’s mistakes, to admit that “I don’t know something yet, I don’t know how.”

At a younger preschool age, this stage ends with the words of an adult: "So we need to find out ...". On the base 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 learning activities: “What do you need to know now?”. It is at this moment that children acquire the primary experience of consciously setting a learning goal for themselves, while the goal is pronounced by them in external speech.

At the “Difficulty in the situation” stage, the teacher must be really a master of his craft. There are situations when children do not have difficulties. And in this case, it is necessary to apply all your skills in order to continue the lesson in the intended direction.

2 leading

To helpers

What should you do if you don't know something?Ask someone who knows

Who will you ask? Ask.

We communicate with adults, so Google will probably be asking. In this case, the question must be asked:- How will you ask?

If they contact you:

I can help you. On the Internet there is such a portal "Portal public services RF". It is necessary to open any Internet browser and write in the search bar: Portal of public services of the Russian Federation. From the proposed list, you must select a link with the address gosuslugi.ruNow do what I just told you.

What do you think we should do first?Register and enter your location.

Now open the tab "Obtaining a passport with an electronic chip for 10 years." What do you see?Detailed instructions "How to get the service."

Let's imagine that now Katya came to us. How do you tell her where you can order a passport?Helper Answers

To the audience

The stage "Discovery of new knowledge" is completed.

At this stage, we involve children in the process of independently solving problems of a problematic nature, searching for and discovering new knowledge.

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

At preschool age, the main ways to overcome difficulties are “I’ll think of it myself” or “I’ll ask someone who knows.”

We encourage children to ask questions, teach them to formulate them correctly.

Gradually, we expand the circle of people to whom children can ask a question. This may be a parent who came early for a child, a nurse, other employees of the kindergarten. At an older age, children learn what they can "ask" from a book, an educational film, search engine Internet... Gradually, children's ideas about the sources of knowledge are expanding and systematized.

At the senior preschool age, one more way to overcome the difficulty is added: “I’ll come up with it myself, and then I’ll check myself according to the model.” Using problem methods(leading dialogue, encouraging dialogue), we organize independent construction children of new knowledge, which is fixed by children in speech or signs.

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

The next stage is “Inclusion of new knowledge (mode of action) in the system of knowledge and skills”. At this stage, we offer children situations or didactic games in which new knowledge is used with previously acquired knowledge. To do this, we ask questions: “What are you going to do now? How will you complete the task? In the senior and preparatory groups individual tasks can be performed in workbooks.

Here we develop in children the ability to independently apply the acquired knowledge and methods of action to solve new problems, to transform the methods of solution.

To helpers

I suggest you return to home page portal and see what other services are offered to us.

Replacing a passport of a citizen of the Russian Federation, Checking and paying traffic police fines, Obtaining a certificate of a criminal record, Obtaining and replacing driving license, Appointment to the doctor, etc.

Tell me, can you use the portal that you learned about today? Can you explain how to find this portal on the vast expanses of the Internet?

Now come to me, please. Tell me what did you do today? Whom did they help? Could you help Kate? Why did you succeed? You managed to help Katya, because you found out on which portal on the Internet you can order a passport.

Thank you for your help, you can return to your seats.

To the audience

And final stage"Comprehension (outcome)" is completed.

This stage is also important, since here the achievement of the goal is fixed and the conditions that made it possible to achieve this goal are determined.

With the help of the system of questions "Where were you?" - "What did you do?" - "Who did you help?" we help children comprehend their activities and fix the achievement of the "children's" goal. Then with the help of the question “Why did you succeed?” we lead children to the fact that they have reached the “children's” goal due to the fact that they learned something new and learned something. Thus, we reduce the “children's” and educational “adult” goals and create a situation of success: “You succeeded ... because you learned (learned) ...”.

Thus, cognitive activity acquires a personally significant character for the child, curiosity develops in children, learning motivation is gradually formed.

1 presenter

So, we have considered and played the integral structure of the application of the activity method in the educational situation for preschool children. However, due to the characteristics of preschool age and the specifics of individual educational areas, it is not always possible and expedient to carry out the entire sequence of stages.

In the educational activities of preschool children, it is possible to use individual components of the activity method. For example, creating situations of observation, communication, emotional perception, reflection and performance of mental operations, expression in speech, actions according to the rule, etc.

System-activity approach in preschool educational institution

The goal of preschool education at the present stage is the child's continuous accumulation of cultural experience of activity and communication in the process of active interaction with environment, other children and adults in solving problems and problems (cognitive, moral, aesthetic, social and others) in accordance with age and individual characteristics, which should become the basis for the formation of a holistic picture of the world, readiness for self-development and successful self-realization at all stages of life .

Today, education is designed to give the child not ready-made knowledge, but active knowledge that can be acquired only in the course of active interaction with the outside world. Any activity gives invaluable experience and forms a child's important skills: the ability to set a goal, find ways to achieve it, the ability to plan one's activities and implement the plan, achieve results, adequately evaluate it, and cope with emerging difficulties. The knowledge gained in the process of activity, the child can then easily apply in practice, which will ensure the success of his schooling in the future.

The system-activity approach, which is implemented in the practice of preschool teachers, makes it possible for children not to be passive listeners who are given ready-made information. Children are included in the independent search for new information, which results in the discovery of new knowledge and the acquisition of new skills. Children's actions are motivated by the game developmental situation proposed by the teacher, which allows preschoolers to determine their "children's" goal of the activity and go towards its implementation. The object-spatial environment harmoniously built by adults contributes to the formation and development of the child's activity, the manifestation of curiosity, one's own individuality, the accumulation of gaming, creative, research experience. The diverse content of the environment awakens initiative, motivates to activity, enables the child to independently organize the process of cognition, get a visual result of his activity, make it a positive experience and personal achievement.

The system-activity approach is based on a number of didactic principles:

The principle of integrity, thanks to which children form an idea of ​​the world around them as a system;

The principle of variability, which provides for the systematic provision of children with the opportunity to choose their own activities, as a result of which they develop the ability to make a conscious choice;

The principle of activity, which makes it possible to exclude the passive perception of information by the child and ensures the inclusion of each child in independent cognitive activity;

The minimax principle, which ensures the possibility of the development of the child in accordance with his individual pace and characteristics;

The principle of creativity, which allows developing the creative abilities of the child in independent activity;

The principle of psychological comfort, which allows you to build independent activity children by interests, which ensures the removal of all stress-forming factors in the organization of the educational process;

The principle of continuity, which ensures the formation and development of universal educational activities in children at different age stages, which in turn will contribute to the further self-development of the individual in educational activities at all levels of education.

When introducing a system-activity approach into the practice of working with preschoolers, we encountered a number of difficulties in our preschool institution. The transition from the traditional model of interaction between an adult and a child to partnerships in the process of activity required new ways of setting and solving educational goals, which entailed a change in the existing stereotype of the activities of adult participants in the educational process. Modern approach to education demanded that teachers realize new goals, change the methods and forms of work with preschoolers. Not all teachers were ready for this. There was a problem of professional and personal readiness teachers to work in new conditions. Thus, it was necessary not only to equip teachers necessary knowledge but also to change their personal attitudes and attitudes towards their own activities, increase motivation for change, and form a readiness for self-development.

For increase professional competence teachers at the stage of introducing a systemic-activity approach into the practice of work in an institution, round tables to get acquainted with the experience of other institutions in the implementation of the system-activity approach, individual and group consultations for teachers and development specialists individual routes self-education, a one-year workshop has been developed, a plan for advanced training of teachers and specialists in institutions of additional pedagogical professional education has been drawn up.

Psychological support of work in the new conditions involves rethinking by teachers the goals of preschool education, views and personal attitudes, the formation of readiness for self-development, increasing motivation to master new forms of work with children. In this direction, training sessions with a psychologist are planned.

The implementation of a system-activity approach to the educational process is possible only in close cooperation with the parents of pupils and their involvement in the activities of the institution. It is necessary to form in parents a holistic view of the unity of the goals and objectives of the preschool institution and the family, to constantly improve the psychological and pedagogical competence of parents in matters of the activity approach to the development of the child. To do this, the institution conducts conversations, consultations, thematic parent meetings, parent conferences, pedagogical living rooms, training sessions, parent-child projects, creative competitions.

The system-activity approach to the organization of the upbringing and educational process involves the use of such forms of interaction between an adult and a child in the process of upbringing and education, which should ensure the comprehensive development of the child in vigorous activity. These are game developing situations, problem situations, situations of moral choice, travel games, experimental games, creative games, cognitive research activities, project activities, writing activities, collecting, connoisseur clubs, quizzes, cultural and leisure activities. In modeling the content of education within the framework of a system-activity approach, all teachers and specialists of a preschool institution take part: educators, music director, physical education instructor, teacher of additional education.

The implementation of a system-activity approach will be effective in creating a subject-developing environment in which personality-oriented interaction between an adult and a child is realized, conditions for dialogical communication are created, an atmosphere of trust and goodwill is created, the personal experience of each pupil is taken into account, the process of self-knowledge is organized, directed and stimulated. self-development.

Numerous studies by psychologists and educators show that the availability of knowledge in itself does not determine the success of education. It is much more important that a child from a very early age learns to acquire knowledge on his own, and then apply it in practice. The system-activity approach makes it possible to form activity qualities in preschoolers that determine the success of the child at different stages of education and his subsequent self-realization in the future.