Teaching preschool children presentation. Presentation on the topic "education of preschool children." Conversations for didactic purposes

Presentation for a senior class, preparatory group kindergarten. Acquaintance with the most famous and age-appropriate museums of St. Petersburg. Purpose of the lesson: introducing preschoolers to the history and culture of their hometown. At the end of the presentation there are questions to check the degree of mastery of the material.

Summary of drawing lessons with children senior group"Still life"
Job objectives:
1. Develop children’s abilities for visual arts (sense of color, composition)
2. Encourage children to independently convey images, using the means of expression available to them (color, shape)
3. Continue to introduce children to painting genres.
4. Continue to develop fantasy and imagination.
Materials: multimedia presentation, wax crayons, sheets of paper, fruit or dummies of fruit.
Progress of the lesson:
The teacher and the children examine the brought fruits.
What shape, what color, how it feels.
The teacher invites the children to listen to one story that happened with these fruits and includes a presentation.
“Once upon a time there were four friends - Apple, Apricot and two sisters Plum. But one day there was a quarrel between them because each decided that he was the most beautiful and the most delicious.
“I am the most beautiful,” said Apple and walked away from his friends. “No, I’m the most beautiful,” said the apricot and also stepped aside. “No, no, we are the most delicious, the most elegant and the sweetest,” the Plums shouted, but no one heard them, because the friends ran away in different directions. But then Orange came to them and said that each of them was beautiful and tasty in its own way. Orange reconciled friends.”
The teacher invites the children to draw a fragment of this story (two fruits together, one to the side, three together, etc.)
After the children finish drawing, the teacher asks the children the name of the picture that depicts flowers, fruits, vegetables, and dishes.
After the children’s answers, he sums it up: “Yes, still life is correct. Today we all painted a still life. Look how different they turned out, despite the fact that we depicted the same fruits. It all depends on how we arrange objects on a sheet of paper. It's called composition"
The teacher invites the children to come up with their own story with fruits at home and draw a fragment from it.

Target Audience: for preschoolers

Presentation to extracurricular activity for the preschool class. Objectives of the event: to develop children's knowledge of ordinal counting within 10 (forward and backward counting). Consolidate and generalize children's knowledge about properties geometric shapes. Develop the ability to compare numbers. Improve children's ability to navigate in space. Develop attention, thinking, fine motor skills. Cultivate an interest in mathematics and a desire to work in a team.

Target audience: for preschoolers

This presentation provides material about spring fires. They talk about the dangers of burning grass and the consequences of fires. The material is provided in a clear, accessible language for children preschool age.

Target audience: for preschoolers

The multimedia didactic manual “MUSICAL COUNTRY GUESS” is an interactive musical and didactic game for the development of auditory perception in children of senior preschool age (5-7 years).

Dasha the traveler from the cartoon of the same name welcomes the children and informs them that today they are going on a journey through the musical country “Guessing Game” with the help of a magic map.

Purpose of the game: to activate children's auditory perception.

• develop the ability to distinguish by ear the nature of music, genres of music, timbres musical instruments;
• develop the ability to independently make decisions and choices;
• arouse interest in the process of music perception.

Can be used by music directors, educators both in music classes and during subgroup and individual lessons, as well as by parents.

Target audience: for preschoolers

The interactive coloring book “Find the Number” is intended for children of senior preschool age and 1st grade students. The resource was created with the aim of consolidating knowledge of numbers, developing attention, memory and perseverance. The resource can be used during individual or frontal work at the stage of consolidating knowledge in mathematics lessons and at extracurricular activities. Consists of 13 slides, the transition to the next slide is carried out only if the answer is correct. The work was carried out in Microsoft program Office Power Point" 2007.

Target audience: for preschoolers

The presentation is designed for children of older preschool age (5-6 years old). This presentation is used as additional material on the development of logical relationships in children in joint work with a teacher or parents. The goal of the game is to teach children to classify geometric shapes according to two characteristics simultaneously (size, shape), to identify those figures that correspond to these characteristics

A teaching method is a system of consistent interconnected ways of working between a teacher and students, which are aimed at achieving success. A teaching method is a system of consistent
interconnected ways of working as a teacher and
trained children who are aimed at achieving
didactic tasks
This definition of the method emphasizes
two-way nature of the learning process,
interrelated activities are reflected
teacher and children, subordinate to the decision
didactic task.

Each method consists of certain techniques

The teaching method is aimed at solving
a narrower learning task.
The combination of techniques forms a method
training.
The same techniques may be included in
different teaching methods.

How
what do you think depends on
choice of teaching methods?

The choice of teaching method depends
- on the purpose and content of the upcoming
classes;
- on the equipment of the pedagogical
process;
- from the personality of the teacher;
- on his abilities, responsibility.

Classification of teaching methods

In preschool pedagogy the basis
classification based on the basic
forms of thinking of preschoolers:
visually effective and visually imaginative thinking.
main methods of teaching preschoolers
are practical, visual,
verbal, game methods.

Visual methods

Observation is
- ability to peer into phenomena
the surrounding world,
- highlight what is essential in them,
basic,
- notice changes taking place,
- establish their reasons,
- draw conclusions.

Types of observations

short-term
long-term
repeated
comparative

Didactic requirements for observation (E. A. Flerina, E. I. Radina, P. G. Samorukova, etc.)

the object of observation should be interesting for children
make observations in a natural setting
the teacher outlines the purpose of observation, determines the range of new
knowledge, thinks through how to connect it with children’s experience
children are given a target setting for observation
The knowledge acquired during the observation process should
get yours further development in children's activities
observation should be accompanied by precise specific
in a word: name objects, their signs, actions

If training is not enough
based on observation, then this leads to
the child's formal education
knowledge that has no basis
sensory basis

Demonstration
(examination)
paintings, reproductions,
filmstrips, slides,
videos and other visual
funds

Visual teaching techniques are based on children's imitation

showing methods of action:
in physical education, music classes,
classes in visual arts, in
labor training
sample showing
used in teaching visual arts
activities, labor, especially manual labor,
artistic
.

Practical methods

Exercise - multiple repetitions
child mental or practical
actions of a given content
Experiences and experimentation: the child acts on an object with a purpose
knowledge of its properties, connections, etc.
Modeling

Modeling method (D.B. Elkonin, L.A. Venger, N.A. Vetlugina, N.N. Poddyakov)

A child’s thinking is developed with the help of special
diagrams, models that are clear and accessible to
its form reproduces hidden properties and connections
one or another object.
The modeling method is based on the principle
substitutions:
real item the child replaces it with another object,
its image, some conventional sign.

Game methods

didactic game perform
imaginary situation in detail
form: with roles, game actions,
gaming equipment.
For example, to improve knowledge
about plants, development of coherent speech
The game "Flower Shop" is played for
clarifying knowledge about your hometown - game, travel, etc.

Gaming techniques

sudden appearance of objects, toys (suddenly there was a
there was a knock on the door and Winnie the Pooh, Bear, etc. came in)
the teacher performs various game actions:
the teacher “turned” into a fox
making and guessing riddles,
introduction of competition elements (in older groups),
creating a game situation (“Let’s show the bear our
toys"; “Let’s teach Parsley to wash his hands”; “We’ll help
lay out the pictures for the bunny").

Verbal methods

Teacher's story
Conversations vary:
ethical and
educational.
for didactic purposes, introductory and
generalizing (final)
Reading fiction

Slide 1

Slide 2

The main milestones in the development of a child from three to seven years of age: A new social development situation is emerging; The leading activity is role-playing game; While playing, preschoolers master other types of activities; Important new formations arise in the mental and personal spheres; Intensive intellectual development of the child occurs; - Readiness to study at school is formed.

Slide 3

The driving forces of mental development of a preschool child: - the need for communication; - need for external impressions; - need for movement.

Slide 4

1. Relationships with adults change; 2. Quite systematic training becomes possible; 3. Relationships with peers; 4. Awareness of one’s own “I”; 5. Development of the child’s personality; 6. The leading means of communication is language.

Slide 5

Slide 6

Role-playing game as the main activity of a preschooler. The first stage (3-5 years) is characterized by the reproduction of the logic of real people’s actions; The content of the game is objective actions. At the second stage (5-7 years), real relationships between people are modeled and the content of the game becomes social relations, social entity activities of an adult.

Slide 7

Sensory development - improvement of sensations, perception, visual representations. Thinking develops from visual-effective to figurative. Memory of recognition and reproduction. Growing arbitrariness of the imagination.

Slide 8

Slide 9

The emergence of such new formations as hard work, internal position, adequate self-esteem are important components of school readiness. The readiness system also includes sensorimotor coordination (mainly visual-motor), which helps the child simultaneously listen, look at a model and draw or write. An important indicator of readiness for school is the distribution and concentration of attention, voluntariness, including the ability to subordinate activities a certain pattern or rule, the degree of generalization and internalization of cognitive processes and orientation, i.e. those parameters of cognitive development mentioned above.

Slide 2

Preschool didactics

Ya.A. Komensky "Mother's School". The purpose of preschool education: mastering a variety of knowledge about the world around us, moral development and preparation for school. Preference is for the organization of sensory cognition. F. Frebel developed a system of teaching in kindergartens, down to the teacher’s verbal explanations, children’s responses, poetic or song accompaniment of the actions performed.

Slide 3

V.F. Odoevsky “ABC for use in orphanages”, “Science before science. The book of grandfather Irenaeus." The main task is to teach children to learn, to develop their mental abilities, without striving for an abundance of knowledge. Exercises to develop the skills to observe, compare, analyze, name objects and determine their purpose.

Slide 4

K.D. Ushinsky “Native Word”, “ Children's world" Development of the child’s mental strength and speech, formation of the ability to manage his mental processes and behavior. N.K. Krupskaya. Doshk. education should guarantee the child the right to education (knowledge of the world around him, broadening his horizons, accumulating knowledge).

Slide 5

In the 50s A.P. Usova. Doshk. training – unity of educational, training and educational work. By the 60s. methods of musical education (N.A. Metlov, N.A. Vetlugina), teaching the native language (O.I. Solovyova), development of basic movements (A.I. Bykova), visual arts (N.P. Sakulina), formation elementary mathematical concepts (A.M. Leushina).

Slide 6

On modern stage psychological and pedagogical research appears: age-related opportunities for acquiring knowledge (A.V. Zaporozhets, D.B. Elkonin, V.V. Davydov); ways to implement the developmental function of preschools. training (L.A. Wenger, N.N. Poddyakov); use information technology(S.L. Novoselova, L.A. Paramonova, S.A. Kozlova, A.N. Davidchuk, etc.); communication in the process of solving an educational problem (E.V. Subbotsky, N.Ya. Mikhailenko, N.A. Korotkova).

Slide 7

Learning process

Specially organized interrelated activities of those who teach (teaching) and those who are taught (teaching).

Slide 8

Principles of training

Objective laws, starting points that guide the teacher when selecting content, determining forms of organization, methods and means of teaching.

Slide 9

The principle of educational training. Arbitrariness of behavior and mental processes is developed; mastering communication skills. The principle of developmental learning requires orientation educational process on the potential capabilities of the child (L.S. Vygotsky. ZBR). The principle of science. The child’s assimilation of real knowledge that correctly reflects reality.

Slide 10

The principle of accessibility. Rules according to J.A. Komensky: move from studying what is close (history of the native land) to what is far (universal history); move from easy to difficult, from known to unknown. The principle of learning at a high level of difficulty (L.V. Zankov). Learning requires serious effort.

Slide 11

The principle of visibility. Overestimation of clarity can delay the development of verbal and logical thinking. The principle of systematicity and consistency. Logical structure of the content and learning process. The principle of awareness of the learning process (I.Ya. Lerner). Development of a reflective position in a child: how I found out that I don’t know how I thought before, why I was wrong, what I want to know, etc.

Slide 12

Learning Models

The educational and disciplinary model is an authoritarian style. The training motto is “If you can’t, we’ll teach you, if you don’t want to, we’ll force you.” Personality-oriented interaction between teacher and child. The purpose of education is the development of the child’s intellectual, spiritual, physical abilities, interests, and motives.

Slide 13

Visual methods

Observation is the ability to peer into the phenomena of the surrounding world, highlight the essential, the main in them, notice the main thing, reflect on what is seen, express thoughts in words. K.D. Ushinsky: “If teaching claims to develop the mind in children, it should exercise their ability to observe.”

Slide 14

Surveillance Requirements

The object of observation should be interesting for children; Observation under conditions that allow one to identify its characteristic features; The teacher outlines the purpose of observation, determines the range of new knowledge; The acquired knowledge should be developed in children’s activities (retelling, drawing, modeling, artistic work, game); Accompany the observation with an exact word: name objects, their signs, actions.

Slide 15

Demonstration (viewing)

Display of paintings, reproductions, filmstrips, slides, videos, etc. gives the child a visual image of familiar and unfamiliar objects. Pictures and diagrams form static visual images. Technical teaching aids are used to create dynamic visual images.

Slide 16

Practical methods

Exercise Experiments and experimentation. Modeling.

Slide 17

Exercise

Repeated repetition by a child of mental or practical actions of a given content. Identification of hidden signs using elementary experiments (transforming water into steam, snow into water, experiments with sand and clay, with wax). Develops observation skills, the ability to compare, contrast, make assumptions, and draw conclusions.

Slide 18

Modeling

Visual and practical teaching method. Model is a generalized image of the essential properties of the modeled object (room plan, geographical map, globe, etc.). Modeling is based on the principle of substitution: a real object is replaced by another object, its image, a conventional sign (D.B. Elkonin, L.A. Wenger, N.A. Vetlugina, N.N. Poddyakov). A pebble is a candy, sand is a porridge for a doll, a child is a dad, a driver, etc.

Slide 19

The purpose of models is to facilitate the child’s cognition, to open access to the hidden properties, qualities of things, and their connections. Models of teaching sound analysis of words (L.E. Zhurova), construction (L.A. Paramonova), for the formation of natural history knowledge (N.I. Vetrova, E.F. Terentyeva), ideas about the work of adults (V.I. Loginova , N.M. Krylova), etc.

Slide 20

Terms of Use for Simulation

Preschoolers have developed the ability to analyze, compare, generalize, and abstract from unimportant features when learning a subject.

Slide 21

Gaming methods and techniques

They cause increased interest, positive emotions, help to concentrate attention on the educational task, which becomes not imposed from the outside, but a desired, personal goal. Didactic games, an imaginary situation in expanded form.

Slide 22

Didactic game

1 function – improvement and consolidation of knowledge. The child transforms, transforms them, learns to operate with them depending on the game situation. Function 2 – mastering new knowledge and skills of different content. (In the game “North, South, East, West,” preschoolers learn to navigate by compass and use route maps.)

Slide 23

An imaginary situation in expanded form

Knowledge about plants – game “Flower Shop”; Knowledge about your hometown - a travel game; About arts and crafts - the game “Exhibition”, “Souvenir Shop”, “Journey to the Past”. Making and guessing riddles, introducing elements of competition (in older groups), creating a game situation (“Let’s show the bear our toys”; “Let’s teach Parsley to wash his hands”; “Let’s help the bunny arrange the pictures”).

Slide 24

Verbal methods

Allows you to transmit information, put learning task, indicate ways to solve it: Teacher’s story Conversation Introductory and general conversations Reading fiction

Slide 25

Teacher's story

Knowledge of various contents is conveyed in figurative form: about current events, about the seasons, about writers, composers, artists, about their hometown, etc. Interesting stories from a teacher from personal experience“My first teacher”, “How I learned to read”, “Games of my childhood”, “My favorite toy”, “My friends”, etc. Demonstration visual material(objects, their images).

Slide 26

Conversation

It is used in cases where children have some experience and knowledge about the objects and phenomena to which it is dedicated. Develops the ability to listen to each other, not interrupt, complement, not repeat what has already been said, and evaluate statements tactfully and kindly. Teaches you to think logically, express yourself definitely, draw conclusions, generalizations, educates children’s feelings, and forms an attitude towards the events in question.

Slide 27

Types of conversations by content

Ethical – education of moral feelings, formation of moral ideas, judgments, assessments. Topics: “About politeness”, “How to behave at home and on the street”, “About friend and friendship”, “My beloved grandmother”, etc. Accompanying the conversation with reading work of art, showing illustrative material, showing a film.

Slide 28

Cognitive conversation is determined by the curriculum and is related to the content of children’s lives, current life events, the surrounding nature and the work of adults.

Slide 29

Conversations for didactic purposes

The introductory course prepares children for the upcoming activity and observation. The teacher identifies children’s experiences, updates knowledge that is the basis for the perception of new objects and phenomena, and arouses interest in activities. Summarizing is carried out with the aim of summarizing, clarifying, and systematizing knowledge. Techniques: storytelling by the teacher and children, reading poems, listening to music, commenting on visual material.

Slide 30

Reading fiction

Fiction- a source of knowledge about the world around us, the most important means of educating a child’s feelings, developing thinking, imagination, and memory. Requirements: compliance with the age and level of development of children, preparation of the perception of the work through a short conversation, setting an educational task, after reading a conversation that helps to understand the content of the work. Verbal techniques: questions to children, instructions, clarification, explanation, pedagogical assessment.

Slide 31

Types of questions (A.I. Sorokina)

Requiring a simple statement of facts known to the child (who?, what?, which?, where?, when?). Encouraging children to think, to formulate conclusions (why?, why?, why?, for what purpose?).

Slide 32

Forms of training organization

Individual Group (with a subgroup) Frontal (with the whole group)

Slide 33

Customized form

Correspondence of objectives, content, methods and means of teaching to the child’s developmental level. Uneconomical. Great nervous costs, emotional discomfort for the child. IN psychologically a child is always closer to another child. He “takes information” from an adult, learns methods of action, and looks at a peer as if in a mirror: what am I like?

Slide 34

Necessary for children who are often ill, have behavioral problems (restless, increased excitability, impulsive behavior, etc.), with clearly expressed abilities for one or another activity (drawing, singing, mathematics, etc.).

Slide 35

Group form of training

The basis for the subgroup is the personal sympathy of the children, the commonality of their interests, but not the coincidence in levels of development. Subgroups should sit autonomously. The topic of the lesson is common to everyone.

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Frontal exercises

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Excursion structure

Preparatory stage. The topic, content, and timing are outlined. Formulates questions, selects fragments from poems, proverbs and sayings. Techniques and means: communicating new information, updating children’s experience, using works of art to influence the child’s emotional sphere.

Slide 39

During the excursion, the leading method is observation. Questions: focusing attention, requiring statements of facts (what is it called, what parts, what qualities does it have, etc.); activating thinking (to establish connections, relationships); stimulating the activity of the imagination, encouraging creative thinking, conclusions, judgments.

Slide 40

Post-excursion work is aimed at expanding, clarifying, and systematizing knowledge. Techniques: design of materials brought from the excursion (cones, acorns, stones, etc.), appeal to art. works, work in the book corner (designing the albums “Our City”, “Our Park”, “Who Lives in the Forest”, etc.), in the nature corner (making models, herbariums, etc.), organizing games, summarizing conversations.

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Description of the presentation by individual slides:

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Slide description:

Features of teaching preschool children The presentation was prepared by: teacher-psychologist of the Municipal Educational Institution Lyceum No. 4 Klenina D.A.

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Peculiarities of educational work with preschool children Educational work with preschool children took shape in certain forms in accordance with the requirements of the time. Forms and means of educational work with preschool children in the didactics of Comenius and Pestalozzi in relation to the conditions of education in the family, to labor processes, which were carried out in the family, other than in the pedagogy and didactics of Owen and Froebel, where they are associated with the processes of raising children in a children's institution.

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Changing conditions of upbringing also determine changes in the forms and means of educational work with children. Therefore, it is legitimate to consider both the forms and means of educational work in their development, to see in them what is outdated and those new features that are caused by new tasks and conditions of education.

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Educational work with children can be carried out by a variety of means, depending on the goals for which it is carried out. These could be goals general development a child without pretensions to a programmatic character. Then educational work can be carried out in conditions of play, work, individual communication between an adult and a child, etc.

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Considering the means of educational work, we encounter the concept of didactics in relation to preschool age (didactic games, didactic material, didactic method). This is important to emphasize. The requirements of didactics help to separate from the general course of the educational process what is associated with learning in educational work.

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Didactic means of educational work can be divided into two groups: - the first group is characterized by the fact that the training is conducted by an adult, - in the second group, the teaching influence is transferred to the didactic material, didactic game, built taking into account educational objectives. This difference is fundamental and determines the difference in requirements for children.

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Let us consider the nature of learning in such didactic conditions when the teaching role belongs to an adult. The main thing here is psychological impact adult per child, per group of children. An environment of joint activity between an adult and a child is created; The closer the adult is to the child, the greater results he achieves. It is quite legitimate to determine here the role that is assigned to the child’s activity.

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We find interesting statements about the role of a child’s activity in L.N. Tolstoy and K.D. Ushinsky in connection with criticism of classes according to the Froebelian system. These statements contain the following idea: where a child is seen only as an object of influence, and not as a being capable, to the best of his childish capabilities, of thinking independently, having his own judgments, capable of accomplishing something on his own, the influence of an adult loses its value; where these abilities of the child are taken into account and the adult relies on them, the effect is different.

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Another group of educational tools is based on the principle of autodidactism. The educational influence here belongs to the didactic material, didactic game, educational and game tasks, which automatically conduct the didactic process, direct the child’s strength, and give him the opportunity for self-learning.

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In a didactic game, the most popular means of preschool education, a child learns counting, speech, etc. by following the rules of the game. An adult can only monitor the progress of the game and make adjustments to it. This group of means also includes educational work with children based on the principle of assignments. The process of mastering knowledge and skills here relies on the child’s own strengths. It is assumed that children can master reading, writing and counting in this way.

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The role of an adult is manifested indirectly: in the preparation of methodological educational and game tasks, in organizing the environment of these games, in changing tasks during the game, in individual lessons. With this nature of educational work, a tendency is clearly revealed to rely entirely on the independence of children, to remove the direct influence of an adult, to reduce his functions to a series of operations of mediated significance. The impression from the living process of such a learning game is, of course, very pleasant: all the children are engaged in serious play, the framework of the tasks really makes such games didactically meaningful.

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Characteristic feature autodidacticism is that the child is given the opportunity to more or less self-learn. In a didactic game, he is guided by the rules of the game, game actions, in educational and game tasks - instructions for completing such a task, suggested actions, in didactic material - the method of acting with it. Within the framework of what is proposed, the child is independent.

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In educational and game activities, the adult is left with the development of tasks, monitoring their implementation and individual lessons in case of detection of difficulties. He cannot teach knowledge and skills directly; the child must follow the path that the task tells him.

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Means of educational work with preschoolers Children can acquire knowledge and skills in language, counting, drawing, design, etc. only subject to training in these types of activities. Under these conditions, experience in the form of knowledge and skills will become the property of all children and will have an impact on their development. These tasks should not be associated with any special giftedness of children.