The main structural component of the lesson involves a process. Structural components of classes. Career guidance game "Creation of the World"

The introduction of systematic teaching of children in classes in kindergartens as the main form of organizing the mental education of preschoolers was the most important stage in the development of domestic preschool didactics. Number of classes for different age groups determined by the “Program of education in kindergarten" The organization of their implementation requires the determination and compliance with hygienic standards and correct

The basics of using pedagogical tools - techniques, methods, teaching aids. The main structural components of the lesson are:

organization of children, or the introductory part of the lesson, when it is necessary to concentrate the attention of children and arouse their interest in the upcoming activity;

the main part of the lesson, which involves the actual process of transferring knowledge to children and their active activities;

the final part is related to summing up the results of children's activities, analysis and evaluation of children's work performed.

It is important to remember that in each lesson the teacher carries out interrelated tasks of education and training. Thus, teaching children how to draw, he teaches them to consistently analyze an object, describe what they saw, talk about methods of action, carefully use paint, not to disturb a friend, and put everything back in its place when finished. Therefore, in visual arts classes, you can find out what children’s ideas about outside world how freely they express their thoughts, what their vocabulary is.

You can learn about the level of children’s moral ideas from statements, remarks, when evaluating completed work, etc. Consequently, in each lesson viewed, as in a mirror, the level of work with children in all sections of the program will be reflected. The success of a teacher’s classes is determined by three conditions: good knowledge of the program, mastery of teaching methods, knowledge of the age and individual characteristics and capabilities of the children in their group. AAAAAAAAAAAAAAAAAAAAAAAA

In order to control the teacher and provide him with methodological assistance, the head must know the programs of all age groups and teaching methods, and understand the psychophysiological characteristics of children preschool age, keep up to date with new scientific research and best teaching practices.

6. Models and types of teaching for preschool children

Modern models preschool education: traditional (authoritarian, educational-disciplinary model) and personality-oriented. Traditional: the goal is to equip children with knowledge, skills and abilities (KUN), to instill obedience, reproductive activity. results preschool education were assessed by the amount of knowledge: it was believed that the more “invested” in the child, the more successfully he was taught.

A distinctive feature of the educational and disciplinary model was the uniformity of content, methods and forms of teaching, i.e. training was carried out according to uniform programs, curriculum and benefits. Methods of communication - instructions, explanations, prohibitions, demands, threats, punishments. The teacher’s task is to implement the program and satisfy the requirements of management and regulatory authorities. The child is the object of application of the forces of the educational system. Center pedagogical process– frontal forms of work with children, a class-lesson system, children’s activity is suppressed, play is strictly regulated and infringed. Results: mutual alienation of adults and children, loss of initiative by children, negativism.

Urgent need modern society in people with independent, creative thinking prompted scientists (S.A. Amonashvili, V.V. Davydov, V.A. Petrovsky, etc.) to develop a different learning model based on personality-oriented interaction between the teacher and the child. The purpose of such training is the development of intellectual; spiritual, physical abilities, interests and motives for activities, including educational ones (i.e., the personal development of the child), the acquisition of himself as a unique individuality. To achieve this goal, the child, starting from early years life, one should support the desire to join the world of human culture by mastering the means transmitted to it and the methods necessary for this inclusion. The teacher needs to organize children and involve them in an active process of solving cognitive and practical problems, during which each child could feel his growth, the joy of creativity and improvement.

The person-oriented model of interaction between a teacher and a child has its own pedagogical technology: the transition from explanation to understanding, from monologue to dialogue, from social control to development, from management to self-government. In this case, training is implemented in joint activities, cooperation between the teacher and children, in which the teacher is an assistant, adviser, senior friend

Modern researchers note that the actual educational process in kindergarten involves building a model of personality-oriented interaction between a teacher and a preschool child based on the following positions of its participants:

subject-object model - an adult is in the position of a teacher in relation to children, setting certain tasks for them and offering specific ways and actions to solve them;

object-subject model - an adult creates a developmental environment, a unique objective world in which children act freely and independently;

subject-subject model - the position of equal partners included in a common joint activity.

All presented models take place in the real pedagogical process of preschool educational institutions, and their use depends on the need to solve various educational problems. educational objectives. In this regard, in contemporary works various forms of organization of the learning process are considered, associated with these positional models and divided accordingly into three types:

1. Direct acquaintance of children with the means and methods of knowing or reflecting the surrounding reality.

Direct teaching - the teacher defines a didactic task, sets it for the children, gives a sample of its implementation, and, while completing the task, directs the activity of each child to achieve the result.

2. Transfer of information from children to adults, when children act independently and an adult observes their activities.

Methods of activity. A problematic situation is created, which the child cannot solve with the help of existing knowledge and skills, including cognitive ones. To do this, he must turn over his experience, establish new connections in it, and master new ZUN3. Equal search by adults and children as subjects of activity for solving a problem during observation, discussion and experimentation.

Indirect learning consists in the fact that the teacher, based on the collected data on the development of children, organizes the subject-material environment: consistently selects certain means with which to optimize the process of mastering new learning skills (books, toys, etc.). Then it is necessary to include these means in children’s activities, enrich its content, influence the development of communication, business cooperation. (so, the children exchange impressions about where they were in the summer, and the teacher takes out the atlas and visually searches, examines and studies together).

Didactic requirements for modern lesson- clear formulation of educational objectives in general and its constituent elements, their connection with developmental and educational objectives

Determination of place in common system lessons; - determining the optimal content of a lesson in accordance with the requirements of the curriculum and the objectives of the lesson, taking into account the level of preparation and preparedness of students; - predicting the level of students’ assimilation of scientific knowledge, the development of skills and abilities, both in the lesson and at its individual stages;- choice the most rational methods, techniques and means of teaching, stimulation and control of their optimal impact at each stage of the lesson, a choice that ensures cognitive activity, combination various forms collective and individual work in the classroom and maximum independence in student learning; - implementation of all didactic principles in the lesson; - creation of conditions for successful learning of students.

Main types of lessons:

1. A lesson in learning new things. These are: traditional (combined), lecture, excursion, research, educational and labor workshop. The goal is to study and initially consolidate new knowledge.

2. Lesson to consolidate knowledge. These are: workshop, excursion, laboratory work, interview, consultation. The goal is to develop skills in applying knowledge.

3. Lesson complex application knowledge. These are: workshop, laboratory work, seminar, etc. The goal is to develop the ability to independently apply knowledge in a complex, under new conditions.

4. Lesson of generalization and systematization of knowledge. These are: seminar, conference, round table, etc. The goal is to generalize individual knowledge into a system.

5. Lesson of control, assessment and correction of knowledge. This: test, test, colloquium, knowledge review, etc. Aims to determine the level of mastery of knowledge, skills and abilities.

Structural elements of a training session

STEPS. Didactic tasks. Indicators of the real result of solving the problem

1. Organizing the start of the lesson. Preparing students for work in the lesson. Full readiness of the classroom and equipment, quickly integrating students into the business rhythm.

2. Checking the completion of homework. Establishing the correctness and awareness of homework completion by all students, identifying gaps and correcting them. The optimal combination of control, self-control and mutual control to establish the correctness of the assignment and correcting gaps.

3. Preparation for the main stage of the lesson. Ensuring motivation and acceptance by students of the goal, educational cognitive activity, updating basic knowledge and skills. Students’ readiness for active educational and cognitive activities based on basic knowledge.

4. Assimilation of new knowledge and methods of action. Ensuring the perception of comprehension and primary memorization of knowledge and methods of action, connections and relationships in the object of study. Active actions of students with the volume of study; maximum use of independence in acquiring knowledge and mastering methods of action.

5. Initial check understanding. Establishing the correctness and awareness of learning new things educational material; identifying gaps and misconceptions and correcting them. Assimilation of the essence of acquired knowledge and methods of action at the reproductive level. Eliminating common mistakes and misconceptions among students.

6. Consolidation of knowledge and methods of action. Ensuring the assimilation of new knowledge and methods of action at the level of application in a changed situation. Independent completion of tasks requiring the application of knowledge in a familiar and changed situation.

7. Generalization and systematization of knowledge. Formation whole system leading knowledge on the topic, course; highlighting ideological ideas. Active and productive activities of students in incorporating parts into the whole, classification and systematization, identifying intra-subject and inter-course connections.

8. Monitoring and self-testing of knowledge. Identifying the quality and level of mastery of knowledge and methods of action, ensuring their correction. Obtaining reliable information about the achievement of planned learning outcomes by all students.

9. Summing up the results of the lessons. Provide an analysis and assessment of the success of achieving the goal and outline the prospects for subsequent work. Adequacy of the student’s self-esteem with the teacher’s assessment. Students receive information about the real results of their studies.

10. Reflection. Mobilization of students to reflect on their behavior (motivation, methods of activity, communication). Mastering the principles of self-regulation and cooperation. Students' openness in understanding their actions and self-esteem. Predicting modes of self-regulation and cooperation.

11. Information about homework.Ensuring an understanding of the purpose, content and methods of completing homework. Checking relevant records.Implementing necessary and sufficient conditions for the successful completion of homework by all students in accordance with their current level of development.

Stages of a combined lesson: Organization of the beginning of the lesson Checking the completion of homework Comprehensive testing of knowledge Preparation for mastering new educational material. Assimilation of new knowledge. Initial check of students' understanding of new material. Consolidation of new knowledge. Summing up the lesson. Information about homework, instructions for completing it. Steps for other lesson types include: required steps: Organization of the beginning of the lesson Preparation for the active assimilation of new educational material. Information about homework, instructions for completing it

The main components of a modern lesson

Lesson - main component educational process. The educational activities of the teacher and students are largely focused on the lesson. That is why the quality of students’ preparation in a particular academic discipline is largely determined by the level of the lesson, its content and methodological content, and its atmosphere. In order for this level to be high enough, it is necessary that the teacher, when preparing a lesson, try to make it a kind of pedagogical work with its own concept, beginning and ending, like any work of art.

TRIPLE OBJECTIVE OF THE LESSON

Educational: equip students with a system of knowledge, skills and abilities.

Educational: to form in students a scientific worldview, moral personality traits, views and beliefs.

Developmental: when teaching, develop students’ cognitive interest, Creative skills, will, emotions, cognitive abilities- speech, memory, attention, imagination, perception.

MAIN COMPONENTS OF A MODERN LESSON:

1. Organizational - organization of the class throughout the lesson, students’ readiness for the lesson, order and discipline.

2. Target - setting learning goals for students, both for the entire lesson and for its individual stages.

3. Motivational - determining the significance of the material being studied both in this topic and in the entire course.

4. Communicative - the level of communication between the teacher and the class.

5. Content-based - selection of material for study, consolidation, repetition, independent work, etc.

6. Technological - the choice of forms, methods and techniques of teaching that are optimal for a given type of lesson, for a given topic, for a given class, etc.

7. Control and evaluation - the use of assessing the student’s activities in the lesson to stimulate his activity and develop cognitive interest.

8.Analytical - summing up the lesson, analyzing the students’ activities in the lesson, analyzing the results of their own activities in organizing the lesson.

How to construct such a lesson? How can we ensure that the lesson not only equips students with knowledge and skills, the significance of which cannot be disputed, but that everything that happens in the lesson arouses sincere interest in children, genuine passion, and shapes their creative consciousness?

I. The first thing to start preparing for the lesson.

Clearly define and formulate its topic for yourself;

Determine the place of the lesson in the topic, and the topic in the annual training course;

Highlight the general objective of the lesson;

Specify the objectives of the lesson, highlight the leading objective of the lesson, formulate and write it down in the plan in such a way that it is accessible, understood by the students, and understood by them.

Determine the leading concepts on which this lesson is based, and, conversely, identify for yourself that part of the lesson’s educational material that will be used in the future;

Determine what the student should understand and remember during the lesson, what he should know and be able to do after the lesson;

Determine what educational material to communicate to students. In what volume, in what portions, what interesting facts confirming the leading ideas should be communicated to schoolchildren. To do this you need to know:

1) characteristics of students in the class:

Class level;

Attitude to the subject;

Class pace

Formation of ZUN;

Attitude to different types educational activities;

Attitude to different forms academic work, including non-traditional ones;

General student discipline.

2) taking into account individual characteristics:

Type of nervous system;

Communication skills;

Emotionality;

Managing students’ perception of new material;

Ability to overcome bad mood;

Confidence in your knowledge and skills;

Ability to improvise;

Ability to use various teaching aids, including TSO and EVT.

II. Determine and clearly formulate for yourself and separately for students the goal of the lesson - why is it needed at all? In this regard, it is necessary to identify the teaching, developing and educating functions of the lesson.

III. Planning the lesson material and preparing the teacher for it.

To do this you need:

1) Select literature on the topic. Select three types of books related to the topic of the lesson: scientific, popular science, methodological. At the same time, if we're talking about about new theoretical material, you should try to ensure that the list includes a university textbook, an encyclopedic publication, a monograph (primary source), and a popular science publication. It is necessary to select from the available material only that which serves to solve the assigned problems most in a simple way. To do this you need:

View the curriculum;

2) Select training tasks whose purpose is:

Learning new material;

Play;

Application of knowledge in a familiar situation;

Application of knowledge in an unfamiliar situation;

Creative approach to knowledge.

3) Arrange learning tasks in accordance with the principle “from simple to complex.” Create three sets of tasks:

Tasks that lead the student to reproduce the material;

Tasks that help the student understand the material;

Tasks that help the student retain the material.

IV. Think over the “highlight” of the lesson.

Each lesson should contain something that will cause surprise, amazement, delight of the students - in a word, something that they will remember when they have forgotten everything. It could be interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known, etc.

V. Group the selected educational material.

To do this, think about the sequence in which work with the selected material will be organized, and how the students’ activities will change.

The main thing when grouping material is the ability to find a form of lesson organization that will cause increased student activity, rather than passive perception of new things.

VI. To plan monitoring of students’ activities in the lesson, consider:

What to control;

How to control;

How to use the control results.

At the same time, do not forget that the more often everyone’s work is monitored, the easier it is to see typical mistakes and difficulties, and also to show students the teacher's genuine interest in their work.

V. Prepare equipment for the lesson.

Make a list of necessary educational visual aids, instruments, and technical teaching aids. Check if everything works.

Think over the type of chalkboard so that the entire new material remained on the board as a supporting note.

VI. Think over homework assignments: their content, as well as recommendations for completing them.

VII. The lesson prepared in this way should be included in the notes.

The summary should contain three main parts:

Formal;

Contentful;

Analytical.

The main structural components of the lesson are:

1.Organization of children, or the introductory part of the lesson, when it is necessary to concentrate the attention of children and arouse their interest in the upcoming activity.

The main didactic tasks that are set and solved by the teacher at the beginning of the lesson are to arouse interest in the content, gather children’s attention and clearly formulate the task. Effective method Attracting the involuntary attention of children is a gaming method. The organization of activities in the conditions of creating a play situation is most consistent with the capabilities and characteristics of preschool children. In a game setting, it is easier for a teacher to activate children’s attention and keep it focused on the proposed content.

2 .Main part classes that involve the actual process of transferring knowledge to children and their active activities.

In accordance with the goal, a work plan is built, a search for a solution is launched, and the existing knowledge, abilities, skills and those that must be learned to achieve the goal are determined. Practical stage classes correspond to the plan and educational program objectives.

3.Final part , associated with summing up children's activities, analysis and evaluation of children's work performed.

At the end of the lesson with preschoolers, the overall result of cognitive activity is formulated. It is necessary to ensure that the final discussion is the result of the efforts of the children themselves, encouraging emotional assessment classes.

The final part provides an assessment of educational activities, educational skills of the group as a whole, as well as individual children; differentiated assessment of activities can be introduced already in middle preschool age.

Methods:

1. Visual methods include organizing observations; display of objects, paintings, illustrations; use of TSO and teaching aids.

2. Verbal methods used in close connection with the word, explanation. With the development of visual-figurative thinking in children of senior preschool age, showing is replaced by explanation and the teacher more often uses the technique of explanation, story, conversation, and reading.

3. Practical methods are associated with the application of knowledge in practical activities, mastering skills and abilities through exercises.

4. Game methods - didactic games, dramatization games, outdoor games, episodic game techniques (riddles, simulation exercises, game actions, etc.).

FEMP techniques:

1. Demonstration (usually used when communicating butknowledge).

Instructions (used in preparation for independentno work).

Explanation, indication, clarification (used to prevent, identify and eliminate errors).

Questions for children.

Children's verbal reports.

Subject-based practical and mental activities.

Control and evaluation.

Requirements for teacher questions:

accuracy, specificity, laconicism;

logical sequence;

variety of wording;

small but sufficient amount;

avoid prompting questions;

skillfully use additional questions;

Give children time to think...

Requirements for children's answers:

short or complete depending on the nature of the question;

to the question posed;

independent and conscious;

precise, clear;

quite loud;

grammatically correct...

Types of physical education minutes:

1. Poetic form(for children it is better not to pronounce it, but to breathe correctly) - usually carried out in the 2nd junior and middle groups.

2. Set physical exercise for the muscles of the arms, legs, back, etc. (better performed with music) - it is advisable to carry out in the older group.

3. With mathematical content (used if the lesson does not carry a large mental load) - more often used in the preparatory group.

4. Special gymnastics (finger, articulation, for the eyes, etc.) - regularly performed with children with developmental problems.

MADOU Kindergarten No. 27 “Nadezhda”

urban district city of Oktyabrsky RB

“Structure and methodology of conducting an organized educational activities with FEMP"

Compiled by: S.O Saitova, teacher

highest qualification category

Oktyabrsky, 2017

technical performance of actions necessary in a particular case, brought to perfection through constant repetition. Skills - the ability to independently perform specific actions using acquired skills. Knowledge is a preschooler’s reflection of the surrounding reality in the form of acquired concepts.

The originality of teaching children of early preschool age. The high rates of development of preschool children, including mental development, require differentiation of education in different age groups. At the same time, the originality of learning is manifested in the main components of the educational process: its content, structure, methods and forms of organization.

In the first year of life, the main tasks are: the development of the child’s sensory, i.e. the formation of sensations and perceptions: visual, tactile, auditory; development substantive actions; development of movements; children's speech development.

In the process of solving these problems, under the teaching influence of adults, children need to develop the ability to recognize objects, understand the speech of an adult, and actively use some sound combinations and first words. The process of teaching children in the second year of life becomes more focused and systematic. During training, the same tasks are solved as in the first year of life. However, children's orientation to their surroundings becomes more specific. Children learn to distinguish and name objects in their immediate environment, highlight some especially clearly presented qualities, recognize plants, and carry out various actions with objects.

The entire process of forming ideas takes place in inextricable unity with the mastery of speech. An important section of training at this stage is musical education and the development of basic movements. In short, the content of teaching children in the second year of life acquires a multifaceted focus. It provides children with their first orientation in the world around them, the development of their speech and the formation of initial cognitive and practical skills and abilities.

Forms and methods of teaching young children. Early age- a very important stage in the life of a preschooler. From the moment of birth to the end of primary preschool age, the child manages to do a tremendous amount of work: he learns to handle various things around him, to walk, to establish emotional contact with loved ones (parents, older brothers and sisters, teachers of younger preschool institutions), understand native speech, acquires initial communication skills. It is very important that by the end of this period the child already feels like an independent person, and not just a part of the surrounding reality. The concept of “myself” is already available to him.

In the structure of the learning process for children of this age, parts aimed at solving two problems are clearly distinguished: orienting children in new objects, their properties and actions with them; subsequent mastery of ideas and actions.

To solve the first problem, an adult uses viewing (observation) of objects, pictures and showing actions with toys and objects, accompanying all this with a clear naming and explanation. In the course of observing and perceiving the way of action, children are encouraged to actively use the word. In kindergarten, such classes are conducted in small subgroups 2-3 times during the day.

At the same time, the organization continues independent activity children with objects and toys. At the same time, the adult continues learning, if necessary, uses both “joint” action - with the object, and demonstration of the action, accompanying them with a word. However, it is necessary to support and encourage children's independence. The initial demonstration of actions with an object is carried out in fractions - the demonstration of one of the operations is accompanied by the organization of the child’s actions. Then a holistic demonstration is possible with subsequent adjustment of the child’s independent activity. As a result, by the beginning of the third year of life, children have developed the elementary foundations of initial learning skills: acting on the instructions of adults, master the content offered to them.

During preschool childhood, a child must acquire a certain amount of knowledge, skills and abilities. Knowledge is the result of cognitive activity, and therefore its nature is determined by the nature of cognition of preschool children. The development of preschool children involves their constant interaction with the outside world. This interaction should be as diverse as possible so that the preschooler can realize his abilities and creativity as successfully as possible.

It is important for educators and teachers working with preschool children to know that their main task is not to “adjust” children to master learning skills, but to create favorable conditions for the development of their abilities and even talents. In this case, the types of training that are most suitable for preschoolers should be used. These can be a variety of educational games, staging children's plays, and classes in clubs on various topics. Teamwork is very important.

An essential feature of the cognitive activity of preschoolers is its visual-effective and visual-figurative nature. Therefore, the knowledge of preschoolers exists in the form of ideas, images, reflecting known objects, phenomena, some of their features, and the child’s actions with them. In this regard, the child’s knowledge is characterized as fragmentary, incomplete, fragmentary, weakly generalized, and unrelated.

The organization of the learning process for children is based on the leading principles of didactics. Their use is determined by the age and psychophysiological characteristics and capabilities of children of this age. As in school, education in kindergarten is aimed at the comprehensive development of the child’s personality. By influencing the formation of the leading types of children's activities - games, educational-cognitive, labor, visual - learning becomes the most important means comprehensive education of the child’s personality. A specific feature teaching in kindergarten is the relationship between learning and daily activities children, their play and work.

The determining role of the visual-effective and visual-figurative thinking of a preschooler puts the principle of visibility in one of the leading places in the organization of learning. Its significance is enhanced by the nature of the preschooler’s knowledge, the main content of which is formed at the level of ideas as a result of direct perception of objects and phenomena public life and nature, observing the activities of adults. It is very important to know that in a new environment a child learns to follow generally accepted rules following the example and reminder of an adult (teacher, educator). It is necessary to purposefully reinforce the already familiar rules of communication with adults, such as the need to say hello, say goodbye, and show a polite and friendly attitude towards friends, relatives, parents, and educators.

The principle of activity and independence is associated with the use of such techniques and teaching methods in which the child feels the need to learn more fully and deeply the world. At the same time, he shows an active desire for independent actions. This is expressed in the fact that he is persistent in carrying out his plans, strives to learn new actions, and acquire new knowledge. Using this principle, it is important to encourage a preschool child to ask questions about himself, about loved ones, about the world around him, and also to develop the ability to speak about himself, his mood, well-being, and his desires. The child should be encouraged to communicate on educational topics with peers and with elders.

The principle of systematicity and consistency in training requires, first of all, the establishment of a logic of content with the proposed knowledge, skills, and abilities. In the learning process, systematicity and consistency are ensured by clear planning of the learning process, breaking down its content into separate parts, establishing connections between each stage and the other, with the content of learning in other sections.

The uniqueness of the sequence and systematicity of teaching preschoolers is manifested in the small volumes of content offered for simultaneous assimilation, in the frequent and repeated repetition of content with a slight increase in volume and complexity. The systematic and consistent teaching of preschoolers ensures the strength of their assimilation of knowledge, skills and abilities.

12. Methodology for conducting classes with children of senior preschool age

Classes at preschool educational institutions are the main form of education. The remaining forms are used to enrich the experience and prepare children to master what is presented in the lesson.

Classes are allocated a strictly fixed time in the children’s daily routine. As a rule, these are the morning hours, when children's mental and physical performance is highest. The number of classes increases gradually as children move from group to group. When combining activities, the degree of difficulty and the nature of the children’s activities in each of them are taken into account.

As a rule, by the time they reach preschool age (6-6.5 years), most children have developed the intellectual capabilities for studying at school. This is manifested in the fact that the capabilities of mental activity in preschoolers significantly increase. They are quite well oriented in the surrounding reality.

At this stage, it is important to develop skills such as the desire to learn as much as possible about the world around us and to be able to systematize the knowledge gained, as well as clearly explain the result of the knowledge gained. It is necessary to encourage the ability of preschoolers to perform simple practical and theoretical assignments, achieve a visual goal, follow the teacher’s train of thought, assimilate general rules constructing practical and theoretical problems.

The desire to develop creativity and imagination is of great importance. It is important for a preschooler to understand that he is moving to a more complex level of social relationships, where he will be assigned the role of not learning.

Training is a specially organized interrelated activity of those who teach (teaching) and those who are taught (teaching). The field of preschool pedagogy that studies the patterns of the learning process of preschool children is preschool didactics. The word “didactics” comes from the Greek “didactikos”, which means teaching, instructing, instructing.

Education plays a leading role in familiarizing preschoolers with the system of basic knowledge and in developing the skills and abilities provided for in the “Kindergarten Education Program.” The subject of preschool didactics is the learning process of children. Education in kindergarten is an integral part of the pedagogical process aimed at the comprehensive development and education of a preschool child. It, as in school, is a purposeful and organized process of forming knowledge, skills and abilities, nurturing attitudes, skills and habits of behavior, built on the principles of didactics, having a clear program, taking place in specially created conditions, using special methods and techniques.

Learning is a two-way process: while observing classes, it is important to evaluate the teaching activities of the teacher, its impact on children and their response, quality educational activities. During the learning process, children are consistently provided with new knowledge, the ideas they have accumulated are clarified and systematized, and children develop their cognitive processes and mental activity. The purposeful nature of training and its programming have a positive effect on the formation of arbitrariness mental processes(undoubtedly relative): memory, attention, perception. In the process of preschool education, children master essential components educational activities: the ability to accept a learning task, plan your activities.

The learning process has a clear structure. Its leading element is the goal. The teacher, as the organizer of the educational process, always has in his mind an ideal idea of ​​the result he strives for in his educational interaction with the child. The psychological and pedagogical significance of the goal lies in the fact that it organizes and mobilizes the creative forces of the educator, increases the effectiveness of his educational interaction with children, and helps select and choose the most effective content, methods and forms of work.

The structural element around which the pedagogical action unfolds, the interaction of all participants in the education, is the content of education, which is determined by the program of education and development of preschool children.

An essential element of the structure of the learning process is teaching methods. They are ways of educational interaction between the teacher and children. The nature of the learning process largely depends on the individuality of the teacher and age characteristics children. In pedagogical practice, a huge role is played not so much by the potential effectiveness of the teaching methods themselves, but by the individual methodological system of the teacher, the established system of his interaction with children. Teaching methods are ways of working not only for the teacher, but also for preschoolers. Any method is effective only when it unites both sides in active interaction and contributes to the transformation of the teacher’s methodological system into methods of children’s cognitive activity.

The learning process has a diverse impact on physical, moral, labor and aesthetic development children. Therefore, an important task of observing the learning process is to identify its educational, general developmental impact on children (development of observation, intelligence, mental, speech and motor activity, independence, creative initiative).

The learning process is unthinkable without such an element as organizational forms. The leading form of teaching in kindergarten is the lesson. The variety of types and forms of organization of education in kindergarten makes education as close as possible to the needs and capabilities of preschool children. The learning outcomes as the final component of the process involve not only the acquisition of knowledge and skills by children, but also the development of mental strength and abilities, and the formation of attitudes towards the environment. Hence, the learning process includes the activity of the teacher - teacher (educator) and the active activity of the learning children. The latter takes place under the direct guidance of the teacher, under his organizing influence.

The introduction of systematic teaching of children in classes in kindergartens as the main form of organizing the mental education of preschoolers was the most important stage in the development of domestic preschool didactics. The number of classes for different age groups is determined by the “Kindergarten Education Program”. The organization of their implementation requires the determination and compliance with hygienic standards and the correct use of pedagogical tools - techniques, methods, teaching aids. The main structural components of the lesson are:

organization of children, or the introductory part of the lesson, when it is necessary to concentrate the attention of children and arouse their interest in the upcoming activity;

the main part of the lesson, which involves the actual process of transferring knowledge to children and their active activities;

the final part is related to summing up the results of children's activities, analysis and evaluation of children's work performed.

It is important to remember that in each lesson the teacher carries out interrelated tasks of education and training. Thus, teaching children how to draw, he teaches them to consistently analyze an object, describe what they saw, talk about methods of action, use paint carefully, not disturb a friend, put everything back in its place when finished. Therefore, in visual arts classes, you can find out what children’s ideas about the outside world, how freely they express their thoughts, what their vocabulary is.

You can learn about the level of children’s moral ideas from statements, remarks, when evaluating completed work, etc. Consequently, in each lesson viewed, as in a mirror, the level of work with children in all sections of the program will be reflected. The success of a teacher’s classes is determined by three conditions: good knowledge of the program, mastery of teaching methods, knowledge of the age and individual characteristics and capabilities of the children in their group.

In order to supervise the teacher and provide him with methodological assistance, the head must know the programs of all age groups and teaching methods, understand the psychophysiological characteristics of preschool children, and be aware of new scientific research and advanced pedagogical experience.