System-activity approach as the basis for the implementation of GEF DO
« It is necessary that children, if possible, learn on their own, and the teacher supervises this. independent process and gave material for him” K.D. Ushinsky.
System-activity approach - methodological basis concepts state standard general education second generation.
The GEF is based on a system-activity approach that provides:
- education and development of personality traits that meet the requirements of the information society;
- development of the content and technologies of education that determine the ways and means of personal and cognitive development students;
- development of the personality of the student based on the assimilation of universal learning activities knowledge and development of the world;
- recognition of the decisive role of ways of organizing educational activities and interactions of participants educational process in achieving the goals of personal, social and cognitive development of students;
- taking into account the role and significance of activities and forms of communication to determine the goals and ways of education and upbringing;
- diversity organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities);
- enrichment of forms of interaction with peers and adults in cognitive activity.
A task modern preschool - prepare a graduate who has the ability and desire to acquire knowledge that allows him to feel confident in an independent life. The use of a system-activity approach in the educational process allows you to create the environment necessary for the formation modern graduate DOW.
At present, the use of techniques and methods in teaching that form the ability to independently obtain new knowledge, collect necessary information, put forward hypotheses, draw conclusions and conclusions, develop in preschoolers the skills and abilities of independence and self-development.
This can be achieved by a system-activity approach to learning, the main goal of which is to teach how to learn.
Implementation of the activity method technology in practical teaching provided by the followingsystem of didactic principles:
1. Operation principlelies in the fact that the child, receiving knowledge not in finished form, but obtaining it himself.
2. Continuity principlemeans such an organization of learning, when the result of activity at each previous stage provides the beginning of the next stage.
3. The principle of a holistic view of the worldmeans that the child should form a generalized, holistic view of the world (nature-society-itself).
4 . The principle of psychological comfortinvolves the removal of stress-forming factors of the educational process, the creation in the preschool educational institution and in the classroom friendly atmosphere focused on the implementation of the ideas of pedagogy of cooperation.
6. The principle of variabilityinvolves the development of variant thinking in children, that is, an understanding of the possibility various options problem solving, the formation of the ability to systematically enumerate options and choose the best option.
7 . The principle of creativityassumes a maximum focus on creativity in the educational activities of preschoolers, their acquisition of their own experience creative activity. Formation of the ability to independently find solutions to non-standard problems.
The holistic structure includes six successive stages:
- Introduction to the situation;
- Update;
- Difficulty in the situation;
- Discovery by children of new knowledge (method of action);
- Inclusion of new knowledge (method of action) in the system of knowledge and skills of the child;
- Reflection (summary).
Introduction to the situation
At this stage, conditions are created for the emergence in children internal needs(motivation) inclusion in activities. Children fix what they want to do (the so-called "children's goal"). It is important to understand that a “childish” goal has nothing to do with an educational (“adult”) goal.
To do this, the educator, as a rule, includes children in a conversation that is necessarily personally significant for them, related to their personal experience.
The emotional inclusion of children in the conversation allows the teacher to smoothly move on to the plot, with which all previous stages will be connected.
The key phrases for completing the stage are the questions:“Do you want?”, “Can you?”
With the first question ("Would you like?"), the teacher shows the possibility of the child's freedom of choice of activity. Not by chance next question sounds like "can you do it?" To this question, all children usually answer: “Yes! We can!” By asking questions in this sequence, the educator purposefully forms in children faith in their own strengths.
At the stage of introduction to the situation, a methodologically justified mechanism of motivation is fully activated (“I have to” - “I want” - “I can”). At the same time, meaningful integration educational areas and the formation of the most important integrative qualities of the individual.
Update
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, in the process of a didactic game, the educator organizes substantive activity children, in which mental operations (analysis, synthesis, comparison, generalization, classification, etc.) are purposefully updated, as well as the knowledge and experience of children necessary for them to independently build a new mode of action. At the same time, children are in the game plot, moving towards their “childish” goal and do not even realize that the teacher, as a competent organizer, is leading them to new discoveries.
Beyond the workout mental operations and updating the experience of children, the educator pays attention to the development of such integrative qualities as the ability to listen to an adult, follow his instructions, work according to the rule and model, find and correct his mistakes, etc.
The actualization stage, like all other stages, must be permeated educational tasks, the formation in children of primary value ideas about what is good and what is bad (for example, you can’t fight, offend the little ones, it’s not good to snitch, you need to share, you need to respect adults, etc.).
Difficulty in the situation
This stage is the key one, since it contains, as in a "seed", the main components of the structure of reflexive self-organization, which make it possible to determine the right way to overcome the difficulty. Within the framework of the chosen plot, a situation is modeled in which children encounter difficulties in individual activities.
The teacher with the help of a system of questions"Did you?" - "Why couldn't you?"helps children gain experience of fixing the difficulty and identifying its cause.
Since the difficulty is personally significant for each child (it prevents the achievement of its "childish" goal), the child has an internal need to overcome it, i.e. now cognitive motivation. Thus, conditions are created for the development of curiosity, activity, cognitive interest in children.
In preschool age, this stage ends with the words of an adult:"So we need to find out ...", and in senior groups with a question:"What do you need to know now?" It is at this point that children acquire primary experience conscious setting up in fronteducational ("adult") purpose,at the same time, the goal is pronounced by them in external speech.
Thus, clearly following the stages of technology, the teacher leads the children to the fact thatthey themselves want to know "something".Moreover, this “something” is absolutely concrete and understandable to children, since they themselves (under the guidance of an adult) called reason for the difficulty.
Discovery of new knowledge (mode of action) by children
On the this stage the educator involves the children in the process independent solution issues of a problematic nature, search and discovery of new knowledge.
With a question“What should you do if you don’t know something?”the teacher encourages the children to choose a way to overcome the difficulty.
In early preschool age, the main ways to overcome difficulties are ways“I’ll think of it myself”, “I’ll ask someone who knows.”An adult encourages children to ask questions, teaches them to correctly formulate them.
In older preschool age, another way to overcome difficulties 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), the educator organizes independent construction children of new knowledge (method of action), which is fixed by children in speech and signs. Children develop such an important integrative quality, as "the ability to solve age-appropriate intellectual and personal tasks (problems)". Children begin to comprehend their actions and their results, gradually becoming aware of the way in which new knowledge is acquired.
Thus, 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.
Inclusion of new knowledge (method of action) in the system of knowledge and skills of the child
At this stage, the educator offers situations in which new knowledge (the constructed method) is used in conjunction with previously mastered methods. At the same time, the teacher pays attention to the ability of children to listen, understand and repeat the instructions of an adult, apply the rule, plan their activities (for example, questions like:“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 (for example, when playing "to school").
The ability of children to independently apply the acquired knowledge and methods of action to solve new tasks (problems), to transform the methods of solving problems (problems) develops. Particular attention at this stage is paid to the development of the ability to control the way of performing their actions and the actions of their peers.
Comprehension (summary)
This stage is a necessary element in the structure of reflexive self-organization, as it allows you to gain experience in performing such important tasks. universal action, as fixing the achievement of the goal and determining the conditions that made it possible to achieve this goal.
Using the system of questions "Where were?" - "What did you do?"- "Who did you help?" the educator helps the children comprehend their activities and fix the achievement of the "children's" goal.
Further with a question"Why did you succeed?"the educator leads the children to the fact that they have reached the "children's" goal due to the fact that they have learned new things and learned something. Thus, he brings together "children's" and educational ("adult") goals and creates a situation of success:“You succeeded ... because you learned (learned) ...”AT junior groups the educator pronounces the conditions for achieving the "children's" goal himself, and in the older groups, children are already able to independently determine and voice the conditions for achieving the goal. Considering the importance of emotions in the life of a preschooler, Special attention here it should be given to creating conditions for each child to receive joy, satisfaction from a job well done.
The system-activity approach in education is not at all a set of educational technologies or methodological techniques. This is a kind of philosophy of education, the methodological basis on which various systems developmental learning. The main idea of the activity approach is connected not with activity itself as such, but with activity as a means of formation and development of the child's subjectivity.
“A bad teacher presents the truth, a good teacher teaches to find it” A. Disterverg
Anna Sy
System-activity approach in educational activities of the preschool educational institution as the basis of the Federal State Educational Standard preschool education
"Tell me and I will forget
show me and I will remember
let me do it myself - and I will learn"
Chinese wisdom.
The system-activity approach is the organization of the educational process, in which the main place is given to active and versatile, to the maximum extent independent cognitive child's activities. His key point is a gradual departure from informational reproductive knowledge to knowledge of action. it an approach to the organization of the learning process, in which the problem of self-determination of the child in the educational process comes to the fore.
Activity is a system of human actions aimed at achieving specific purpose.
Activity approach is the organization and management of the teacher activities child when 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).
System - activity approach to learning requires children to have cognitive motive (desire to know, discover, learn, master).
The role of the teacher in the implementation system - activity approach is great, since it is the teacher who is key figure in educational process. Principle activities identifies the child as figure in the educational process, and the teacher is assigned the role of organizer and coordinator of this process. It is difficult to overestimate the role teacher's activities, its influence on the process of formation and development of the child's personality. Here it is important all: and 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.
Consider system-activity approach as the main form of organization of the NOD. Let's analyze the technology activity method, which is used during the GCD.
1. Creation of a problem situation.
2. Target setting.
3. Motivation to activities.
4. Designing solutions to a problem situation.
5. Taking action.
6. Analysis of results activities.
7. Summing up.
Creation of a problem situation. (process of involvement in activity)
1. Something to add or remove so that most children are interested.
2. Create a surprise moment or surprise effect (knock on the door, noise, rumble, etc.) .
3. Create intrigue ( "Wait, I'll show you something interesting soon" etc.)
Target setting.
1. Arrange a special situation (replace all soap with pebbles, chalk with sugar cubes)
2. agree on something with colleagues in advance.
Motivation to activities.
1. While walking in autumn.
- Guys, bring me the beautiful leaves that you find on the site or in the country on the way to kindergarten, they are very necessary for a surprise.
Children are interested: "What surprise?"
2. The teacher needs the help of children in something specific, he appeals to children: "Today guests will come to our group, I really want them to like it with us."
Designing solutions to a problem situation.
1. Give the opportunity to put forward various options for solving the situation in order to solve the problem. Accept any options for children and offer to make a choice.
2. In progress activities always ask the kids "Why, why, are you doing this" so that the child comprehends each step. If the child does something wrong, give him the opportunity to understand what it is.
Analysis of results activities.
Don't ask the kids if they liked it or not. Ask necessary: "why did you do all this?" to see if the child has realized the goal.
Summarizing.
Praise not only for the result, but also for activity in progress.
Signs of different organization models educational process.
1. Exclusion of the training block (but not the learning process).
2. Increasing the volume of block joint activities of adults and children, which includes not only educational activities, carried out during regime moments, but also directly educational activities
3. Changing the scope and content of the concept "directly educational activities»
Comparisons:
Training model
1. The child is the object of the formative influences of an adult (adult manages, manipulates) child, takes a more active position).
2. Greater regulation educational process, usage ready-made templates (ready-made abstracts of classes) and samples.
3. Main the form - training session, main activity - educational.
4. Adult monologue (prevalence verbal methods work). seating arrangement "adult opposite child"
5. Mandatory participation in educational process.
The main motive in educational process - the authority of adults (teacher, parents).
Ease of control educational process.
Joint activities of adults and children:
1. The child is the subject of interaction with adults (cooperation between an adult and a child; a child, if not equal, is equal to an adult, a child is no less active than an adult). Flexibility in the organization educational process taking into account the needs and interests of children.
2. Organization of the nursery activities in various forms , adequate preschool age. Dialog (communication) an adult with a child. Seating for adults and children "round"
3. Optional participation. The main motive for participation(non-participation) in educational process - the presence(absence) the child's interest. Difficulties in exercising control educational process.
Related publications:
Readiness of the teacher for professional activity in the context of the Federal State Educational Standard of Preschool Education"Teacher's readiness for professional activity in the context of GEF DO” “If today we teach the way we taught yesterday, we will steal.
System-activity approach in kindergarten The system of preschool education on present stage development is undergoing major changes associated with the renewal of the regulatory framework.
Designing the main educational program of preschool education in accordance with the Federal State Educational Standard Municipal budgetary preschool educational institution"Kindergarten of a general developmental type No. 29" REPORT for a seminar for.
System-activity approach in the educational activities of preschool educational institutions as the basis of the Federal State Educational Standard of preschool education Tell me and I will forget, show me and I will remember, let me do it myself and I will learn. Chinese wisdom Purpose: improvement of the theoretical.
Monitoring from the position of the Federal State Educational Standard of Preschool Education Monitoring from the position of the Federal State Educational Standard of Preschool Education Slide In connection with the release of the Federal State educational standard preschool.
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 the implementation of new requirements for the organization of the educational process, the development of modern technologies, the 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 activity of an adult and a child is the key to an interesting and successful lesson”, “Methodology for applying the technology of the 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 individual development every child (including gifted children and children with handicapped health), provides growth creativity, cognitive motives, enrichment of forms of educational cooperation and 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 educational process makes it possible 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 the child receives not in finished form, but in the course of active interaction with the outside world, become for him an invaluable experience that 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.
The system-activity approach to the development of the child and the creation of an educational environment involves harmonious development all aspects of the child's personality 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 organization in it joint activities children and adults. The child learns something new, still unknown together with the teacher (for example, finds out during the experiment why the rainbow has seven colors, why bubble only round shape, etc.).
4. The principle of 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, which means 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 of the main stages by the children. educational event(“Where were we?”, “What were we doing?”, “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 the organization and management of various activities. The teacher must skillfully, unobtrusively organize and manage the activities of children ("Let's come up with a transport together, on which 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 lies in the purposeful active perception 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.
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 psychological orientation for play activities. The teacher uses those techniques that correspond to the situation and the 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.
To solve a problem situation, didactic material, 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 practical application 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 own activities child “And who didn’t succeed?”).
2. Target setting
3. Motivation for activity
4. Designing solutions to a problem situation
Putting forward various options for what to do to resolve the problem. Children's answers are not to be evaluated, to accept any, not to offer to do or not to do something, but to offer something to choose from. Rely on the personal experience of children when choosing assistants or consultants. In the process of activity, the teacher always asks the children: “Why, why are you doing this?” So that the child comprehends each step. If a child does something wrong, give him the opportunity to understand what exactly, you can send a smarter child to help
5. Taking action
6. Performance analysis
Do not ask the children if they liked it or not. You need to ask: “Why did you do all this?” To understand whether the child has realized the goal
7. Summing up
Find someone to praise for (not only for the result, but also for the activity in the process)
Comparative analysis of the traditional learning process and the activity approach
|
Traditional learning process |
Educational activity with an activity approach |
|
|
Involved side of thinking |
The reproducing side of thinking (reproductive) |
Creative side of thinking (productive) |
|
Teacher activity |
Transformation of knowledge and truths in finished form from the teacher to the child |
Teaches to think by creating and resolving problem situations, organizing research, search activity children, aimed at discovering new things in the process of solving problems |
|
child activity |
Perception and memorization of ready-made knowledge as ultimate truths |
Acquires a search engine exploratory character in the process of solving problems, discovering new knowledge and ways of doing things |
The child takes an active position in the lesson: he is either listening, then observing, then acting;
During educational activities, the spirit of discovery dominates;
Mandatory change of mise-en-scenes and movement;
The next type of activity should begin with a general problem statement;
Do not accept children's answers without substantiating their opinion and do not disregard any answer;
Refuse the judicial role: when the child speaks, he refers to the children, and not to the educator;
To teach children to see the possibility of multivariate tasks; - Statistical posture of the child should not exceed 50% of the time of the entire lesson;
In the process of managing children's activities, only a democratic style of communication is acceptable;
Children need to be encouraged to feel successful.
Methods and forms used in the activity approach:
dialogue, project, game motivation, goal-setting, creating a situation of choice, reflexive pedagogical support, creating a situation of success, ensuring self-realization of children
Forms of self-realization of preschoolers :
Personal exhibitions of children's works;
Presentations;
Game projects ( prerequisite self-realization of the child is his participation in the project and the product of children's activities);
Collections.
So, the golden rules of the activity approach:
Give your child the joy of creativity, awareness of the author's voice;
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
Under the new social transformation in Russia education is becoming essential resource socio-economic, political and cultural development countries. “To a developing society,” emphasizes the “Concept of Modernization Russian education”, - we need modern educated, moral, enterprising people who can independently make decisions, 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.
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 a specific goal (at a result).
Activity approach- this is the organization and management of the child's activities by the teacher in solving specially organized educational tasks 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
- 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.
- 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.).
- 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.).
- 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).
- 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.
- 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.
- 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. ).
- The principle of cooperation in the organization and management of various activities.The teacher must skillfully, unobtrusively organize and manage the activities of children (“Let's come up with a transport together that can go to the Snow Queen”) to be nearby, and not “above the children”.
- 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.
- 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).
- 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?
- 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.
- 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 shouldprovide comprehensive development 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 take part in modeling the content of education within the framework of the system-activity approach. preschool: educators, music director, instructor physical culture, 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 of an authoritarian style of communication in favor of a democratic one, and the personal qualities of the teacher, and his ability for self-development, and his professional competence.
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 taken into account personal experience each pupil, organizes, directs and stimulates the process of self-knowledge and 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 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 Standards, 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, to manage students, to 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 systematic approach, which was developed in the studies of the classics of our domestic science and activity, which has always been systemic. 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 is exercising 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 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 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 problems.
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, play activity, collective creative deeds - this is everything 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 a system-activity approach that undoubtedly bears fruit not 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, associated with 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 the mental operations are updated, as well as the knowledge and experience of children necessary for them 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 in terms of development personal qualities and attitudes of preschoolers. Children get used to the fact that one should not be afraid of difficulties and failures, that the correct behavior in case of difficulty is not resentment or refusal of activity, but the search for the cause and its elimination. Children develop 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. It can be a parent who came early for a child, a nurse, other employees 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 problematic methods (leading dialogue, stimulating dialogue), we organize the independent construction of new knowledge by children, 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 the last 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) ...”.
In this way, cognitive activity acquires for the child personally significant character, curiosity develops in children, learning motivation is gradually formed.
1 presenter
So we've considered and lost integral structure application of the activity method in the educational situation for children preschool age. 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 operation, which allows to exclude passive perception information by the child and ensuring 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 in independent activity Creative skills child;
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 on familiarization with the experience of other institutions in the implementation of the system-activity approach, individual and group consultations for teachers and specialists on the development of individual routes for self-education, a one-year workshop was developed, a plan for advanced training of teachers and specialists in institutions of additional pedagogical professional education was drawn up.
Psychological support of work in the new conditions involves rethinking by teachers of 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 lounges, training sessions, parent-child projects, creative contests.
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 learn 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.
