Educational situation of GEF. The purpose of educational developing situations in the educational and educational process

The GEF contains an indication of what types of activities can be considered acceptable forms of practice for a child of preschool age:
at an early age (1 year - 3 years)
- subject activity and games with composite and dynamic toys;
- experimentation with materials and substances;
- Communication with adults and joint games with peers under the leadership of an adult;
- self-service and action with household objects - tools (spoon, scoop, shovel, etc.);
- perception of the meaning of music, fairy tales, poems, viewing pictures;
- physical activity
for preschool children (3 years old)
- Game, including plot-role-playing game, game with rules and other types of game,
- Communicative (communication and interaction with adults and peers),
- Cognitive-research (research of objects of the surrounding world and experimentation with them)
- Perception fiction and folklore
- self-service and elementary household work (indoors and on the street)
- Designing from different material, including designers, modules, paper, natural and other material, visual (drawing, modeling, applique)
- Musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, games on children's musical instruments)
- Motor (mastering the main movements) forms of the child's activity.

The scheme of development of any type of activity is as follows:
first, it is carried out in joint activities with adults,
Then in joint activities with peers
and becomes amateur.

The essential signs of the joint activities of adults and children are allocated - the availability of an affiliate position of the adult and affiliate form of the organization (cooperation of adults and children, the possibility of free placement, movement and communication of children).
In a child-oriented atmosphere, children:
. make a choice;
. actively play;
. use materials that can be found more than one application;
. Work all together and take care of each other;
. They are responsible for their actions.

There should be mutual respect between the educators and children.

How to demonstrate your respect for children
. Always call children by name.
. Speak individually with each child as often as it is possible.
. When talking, you are on the same level with a child: go down to squat or sit down to a low chair.
. Listen to your child, and answer him.
. If you promised to children that you will do something for them later, do not forget to do it.
. Express sincere admiration for the results of children.
. Give children the opportunity to tell others about your work and their interests.
. Use the ideas and suggestions of children and thank them for the help.

Features of the organization directly educational activities in the form of joint partnership of adult and children

The affiliate position of the educator involves the adoption of a democratic style of relations, and not an authoritarian, conjugated with the teacher position.
The motto of partnership communication: "We are included in the activities are not related to mandatory relations, but only the desire and mutual contract: we all want to do it."

Manifestation of the affiliate position of the teacher
at different stages of directly educational activities

Stages of directly educational activities
Characteristic of action
1. The initial stage of activity The teacher invites to activities - optional, relaxed: "Let's ..., who wants, arrange at more convenient ..." (or: "I will ... who wants, join ...".
Note the task for joint implementation, the educator, as an equal participant, offers possible methods Its implementation.
2. In the course of the activity process, the educator sets the developing content (new knowledge, ways of activity, etc.); offers its idea or your own result for children's criticism; manifests interest as a result of children; included in mutual assessment and interpretation of the actions of participants; Strengthens the child's interest in the work of peers, encourages the meaningful appeal, provoke mutual assessments, discussing emerging problems.
3. The final stage Activity Every child works in its pace and decides himself, he finished or not research, work. "Open end" activities
The characteristics of the organization of directly educational activities in the form of an adult partnership with children are:
1) the inclusion of an adult in action on a par with children;
2) voluntary attachment of children to activities (without psychological and disciplinary coercion);
3) free communication and movement of children during directly educational activities (with the appropriate organization of space);
4) Open temporary end of directly educational activities (everyone works in its pace)

At the very beginning of such an organization of directly educational activities with children, we must immediately agree on general rules behavior in the group: "You don't want today (now) to do this with us, I'll give a slowly about your business, but do not bother others."
If the educator correctly selects the contents for enforcement activities with preschoolers, corresponding to their interests, and is emotionally tuned to the proposed case, the problems of joining children simply does not occur.
That which offers to make an adult, the child must be needed and interesting. The meaningful for the child offered by adults is the main key of the developing effect.

The main principle educational work With preschoolers (not to mention young children) should be the principle of child's interest.
IN preschool age Direct motivation is primarily due to the need for new impressions.
The need for new impressions is the basic need of a child arising in infancy and is driving power His development. At the following stages of development, this need is transformed into a cognitive need of different levels.
This form of activity (like traditional training sessions) is introduced into the routine of the day and the week of kindergarten. For the educator, this is mandatory and planned actions.
At the same time, solving the tasks of the development of the independence of children, the products of independent activity should be assessed more often and higher than the products of joint activities, drawing the attention of adults - "Look, this child did himself!".

Approximate forms of organization
directly educational activities

Children's activity examples of work forms
Motor * Moving Games with Rules * Movable didactic games *Gaming exercises * Competitions * Gaming situations * Leisure * Rhythmic * Aerobics, Children's Fitness * Sports & Exercises * Attractions * Sports Holidays * Gymnastics (Morning and Awakening) * Organization of Swimming
Game * Scene Games * Games with Rules * Creating a gaming situation by regime, using a literary work * Games with speech accompaniment * Finger games * Theatrical games
Fine
and designing * workshop for the manufacture of children's creativity products * project implementation * creation creative group * Child Design * Experimental activities * Exhibitions * Mini Museums
Perception of fiction and folklore * Reading * Discussion * Explosion, told * Conversation * Theatrical activity * Independent artistic speech activity * Quiz * KVN * Questions and answers * Presentation of books * Exhibitions in bookcore * Literary holidays, leisure
Cognitive - Research * Observation * Excursion * Solution of problem situations * Experimentation * Collectibles * Simulation * Research * Project implementation * Games (scene, with rules) * Mind games (puzzles, quizzes, jokes, rebuses, crosswords, characters) * mini museums * design * hobbies
Communicative * conversation. Situational conversation * Speech situation * Drawing and gudding mysteries * games (plot, with rules, theatrical) * Gaming situations * Etudes and performances * Logo
Self-service and elementary household work * duty * assignments * tasks * self-service * Joint actions * Excursion * project implementation
Musical * Hearing * Improvisation * Performance * Experimentation * Moving games (with musical accompaniment) * Music and didactic games

The educator adheres to the following rules. No need to hurry to help the child at the very first difficulties, it is more useful to encourage him to an independent decision; If without help, it is not to do without help, this assistance must be minimal: it is better to give advice, ask leading questions, intensify the past experience in the child.
It is always necessary to provide children with the opportunity self-decide The tasks set themselves, to search for several options for solving one task, maintain children's initiative and creativity, show children growth of their achievements, cause them a sense of joy and pride from successful independent, initiative actions.
The task of development of these skills is set as an educator in different activities. At the same time, the educator uses funds to help preschoolers systematically and independently exercise their intent: reference diagrams, visual models, open cards.
The educator carefully observes the development of the independence of each child, makes adjustments to the tactics of their individual approach and gives the relevant tips to parents.
The educator encourages children to independently research search Answers to emerging issues: he draws attention to new, unusual features of the object, expresses guesses, refers to children for help, aims to experiment, reasoning, assumption, and their check.

Conclusion
On the currently It is necessary to focus on following principles Work with children:
- care from rigidly regulated school-type learning;
- ensuring the motor activity of children in various forms;
- the use of diverse forms of training for learning, including different specific childhood activities;
- ensuring the relationship of direct educational activities with everyday life children, their independent activities (game, artistic, constructive, etc.);
- use of cyclicity and design organization of education;
- creation of a developing objective environment that functionally simulates the content of children's activities and initiating it;
- widespread use of methods that activate thinking, imagination and search activities of children;
- widespread use of game techniques, toys; Creating emotionally significant situations for children;
- ensuring the child the opportunity to navigate the peer partner, interact with him and learn from him (and not only in an adult);
- allocation as a leading dialogical form of adult communication with children among themselves, which ensures the development of activity, child initiative, forms respect and confidence in adult;
- Formation of the children's community, providing each child a sense of comfort and success.

Educational situations in educational process

Rod personal quality - Independence. Condurability is manifested by the taste of activities. The activity itself does not develop, it all depends on what kind of child takes it in it, i.e. supply.

How to teach a little child to think?

Obviously, you can teach this only in a situation requiring understanding. Awareness of difficulties, the inability to resolve them is familiar to the way the child of the actual and compound solution of the solution methods.

The process of cognition in preschool age occurs with an emotionally practical way. The child is a small researcher, strives for active activities.

For children, 4 years of life is characterized by RS with humanistic content

"Our bunny hurt a paw"

"The Mishalnaya Gorryshko got sick"

"Find a friend Kitten Puhu"

"Success and warm the hare"

those. In situations to discuss the problem, express their impositions, helping toys "fall in trouble";

Educational and educational tasks - the ability to be friends;

Navigate during injury;

Projection on mutual understanding with peers;

Cultural and hygienic skills;

Emotional favorable state in the group.

Children of 5 years - accidental- willingly cooperate with adults, strive for intellectual communication with adults.

The teacher saturates the life of a PC, in which the children should be independently applying mastered techniques (identify wet or dry sand, whether it is suitable for the kit, select the lumps of such a width to nipple the machine ...)

The child is able to establish the simplest ties and attitudes of objects and it awakens the interest in the world around.

Rule: do not do for a child what he is able to make ! (but proceed from the real level of skills that can significantly differ from different children) one-sidework is needed - reminder; another - show; Third-point action with a child.

At age 5 there is an awakening of interest in the rules. The main thing for the educator at this age is to foresee the advantage of children and organize their marital behavior in advance.

Children are interested in any deeds, their affairs.

RS for establishing links between behavior in group transverse and response of other children.

• Why sachet became sad in children's garden?

• Why Serezha got out of the game

When dressing for a walk - the relationship between the appointment of the subject and their structure and the materials they are made.

• It is raining outside. How do we come to the veranda and do not go well? - Nading the hood - it is waterproof.

• Outdoor - Wind. What will protect us from the wind? - Cuffs - do not give the wind to blew in the sleeve.

Shed water on drawing or in the dining room - what cloth will choose? - From a fabric that absorbs water well.

The educator asks the children - how did you know?

The child reflects a method of practical action in speech.

The highest form of independence of the senior preschooler is creation.

This contributes to the creation of creative RS in game, theatrical, artistic and visual activities, in manual work, verbal creativity.

It is in fascinating creative activity before preschoolers arises the problem of self-definition of the plan, methods and form of incarnation.

As an educator encourages Children to independent search for answers to emerging issues:

§ Draws attention to new, unusual features of the object, builds guesses, refers to children for help, aims to experiment, reasoning, assumptions;

§ The group constantly appears objects that encourage the manifestation of intellectual activity (mysterious letters schemes, details of some devices, broken toys that need to repair, encrypted records, parcels from space ...

Rogueing the riddles prisoners in such objects, children experience the joy of opening and knowledge.

• Why is it going on?

• What if…?

• How to change it to ...?

• What can we do this?

• Is it possible to find another solution?

• How do we know about it?

Such questions are constantly present in the communication of the teacher with older children.

The teacher is creatively designing the formation process, the unit of which the educational developing situation.

Classification of developing situations

(based on the main nature of the activity)

• research (or search) - in the course of which the problem is made, nomination and inspection of happotez on the ways to solve it;

• communicative - dialogue , debatable - during which ideas are generated about the solution of the delivered commands, they are justified by the help of certain arguments, and compared point of view are detected, reflection is carried out;

• gamesimulating in an objective (simulation-game) and socially psychological (role-playing) plans - during which the creative transfer of new conditions obtained new conditions obtained.

To enhance interest in classes, which are contained by RS, they are often gaming. In this case, children are offered to take active role-playing position(The game plot of situations is chosen depending on the tenders of children):

• inventors - special machines, rules, devices, rules, laws.

• researchers - which are divided into the present results of their research;

• interviewers - find out something by asking relevant issues;

• actors playing the role of a particular animal (with its habits, living living environment) or subject (given its production, ways to use);

• guides on museums, exhibitions;

• wizards - "abolishing" those or other properties of objects, patterns, phenomena;

• writers, trainers, representatives of different professions;

• schoolchildren studying one or another subject.

In order to explain, show the child something new, it is important that the funds broadcast to children and ways of interaction with the world were perceived by them with readiness and emotionally, caused intellectual emotions.

This can be achieved if before perceiving new information, the child will understand its necessity for himself, his motive will appearown activity, a certain idea (he may arise "in response" to the plan of adult, and may differ from him). To do this, in the educational process it is advisable to deploy, including in it RS of different types:

· At the beginning, it is organized Introductory, motivational PC, Moving a child to an independent search for solving the problem. It is important that during this PC in the child the idea of \u200b\u200bhis activity (so that he did not only be the performer of someone else's plan). Following this, conditions are created for children of the relevant independent experimental studies or to search for information. Often, parents participate in such preliminary search work, performing the tasks they receive in kindergarten.

· After such independent attempts that children are taking to find a solution to the task, it is created RS - Talking(identification and comparison of different points of view, selection and presentation of arguments for their proof ...)

· and then RS - reflexiathe resulting results (dialogue, discussion) in the course are clarified what means and methods were used whether it was possible to solve the task of which of them most effective.

Creating a "reflective situation", an adult "breaks", stops the natural course of the process, "current automatically", in order to give the child the opportunity to distinguish between itself and the action he made, carried out.

Then the adult helps the child to lock this stop and the well-stopped process:

let's see what happens here ...

it was like, and became ...

What changed? Why? What did you do for this? How you did?

Repeat (fix the actions made in the schemes, figures)

Do you always do that? Do you always succeed like that? Is this your rule?

Do you think you need to do this exactly, or can I somehow differently? As another (called a concrete familiar face of the child) would have received in this situation?

· And finally, the organization Generalizesobjective content and alienation from it, "exemption from subjective bias to it."

For this, PC is created with the following issues:

What do you think, if we repeat our actions (call specific actions), will the same? So always happens?

Why so it turns out? What law is acting here? Everyone do (act) Just like you, or do it do in your own way, differently? Any person would have that way in this case?

RS is planned and organized by the educator at any time in the day mode, lasts from 3-5 to 10 minutes, depending on the age of children.

It is assumed the possibility and necessity of the repetition of the same situation with different subgroups of children.

How? - Using PC.

Playing situations

Situation: Letter then Giraffe . A letter came in a large envelope, there are many stamps on it.

How did you get a letter? ( maybe over the sea floated, maybe on the plane. ....... Dr. options)

From whom the letter ? (............ from Giraffe)

Giraffe wants to get to the New Year's Christmas tree, look at the snow, because never seen him

What to do how to be?

- (Invite guests) But he is a resident of a warm country, and we now have winter and cold, which can happen to him ( written, get sick ......)

What to do?

The problem is solved depending on the targets of the educator (all the answers of children are suspended and accepted, but summarize to certain activities depending on the targets of the educator)

You can draw a New Year tree and a winter landscape of Giraf and send by mail; Send Giraff a warm blanket so that it does not get sick in the way, and the blanket draws using warm colors and it will be very warm; and much more.

Situation: "Invitation to the exhibition of paintings"

The artist from Moscow brought his paintings, but he came to urgent telegram and he was forced to leave. Pictures to show me asked me and left me for the exhibition too. Tickets are not ordinary can be obtained for knowledge - knowledge of warm tones of paints (boys), and cold (girls)

They came to the exhibition, and instead of paintings there are no-sized figures (pieces of glued fabric). What happened? Where are the pictures? Responses of children. The tape recorder sounds from which it is clear that the paintings entered the evil wizard Waltasar, and a real artist can argue them. What to do? The artist was left. Answers children ... .. Take them out.

Children are drawing paintings, give them name.

The situation with missing paint.

It is necessary to draw fir, but there is no green paint, there are all colors in the palette, except green. What to do? (Mix paints blue and yellow).

Stages of formulation and decision-seeing situations:

1. formulation of the problem;

2. nomination of assumptions and hypotheses;

3. choice, checking, justification of hypotheses;

4. summing up, reflection, conclusion.

In order to deliver and successfully solve the problem, it is necessary to divide the activities of the teacher and the child's activities.

Teaching activities Ensures the creation of a problem situation, the formulation of the problem, the management of the search activity of children, summing up.

Child activity Includes in the sebelion of the problem situation, the wording of the problem, an independent search, summing up.

Various search engagement will help receiverstaking into account the degree of independence of children to measure an adult.

It can be:

System of issues, reformulation of the conditions of the problem;

Supporting tasks or tasks - tips;

Improper gaming character solutions;

Inadequate history, situation;

Task chain.

Solving the problem situation, the child is compared, establishes similarity and difference. Analyzing the problem, the child learns to navigate the world around the world, to show the initiative, express its own position and take someone else's creative abilities.

Educational developing situation - the form of the organization of children, they are:

but) pre-planned invented with the prepared material in which educational and educational tasks are solved;

b) spontaneous situations , (related to the life of children), teacher need to turn everyday situation in educational.

The scenario of planned situations should be flexible so that it can be changed depending on the developing conditions (but adhering to the goal).

Both in the case of spontaneous and in designed situations it is necessary joint decision Tasks by children and adults, their partnerships during his search.

Spontaneous RSNOWS when a child in his independent activity has enough solutions to the tasks that have arisen necessary for this tools and methods. An adult can be engaged in this situation in order to help find them and reliably. But first, it is important to give the opportunity to conduct independent search for the missing methods of solving problems. Directoi searches for children can be using dosage attacks that they receive the necessity. An adult can "provoke" a PC, specially abstenting the attention at the points that questions can generate. Assist the child to formulate Etiopros can not only adult, but also a fabulous character.

Task teacher working with preschoolers - promote development cognitive activity, curious, independence. All these qualities are stimulated by saturation pedagogical process Cognitive tasks, expanding the circle of objects of knowledge.

How? - Using PC.

Why do we use PC?

Using RS, the teacher has the restructance of a child not to know, but to knowledge - the child himself miners knowledge, knows the world.

Where do we use educational PC?

Educational situations can be used throughout educational process, Whether it is organized or joint activities, and even to the organization of independent activities of children, so educational and educational process can be represented as a systemic population of developing situations.

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The seminar on the topic: "Features of educational activities" "Educational situation" performed: Evdokimova Elena Alexandrovna Educator middle group MBOU SS №7 Branch "Kindergarten №10" Smile "2016.

In accordance with GEF, the training of preschool children is carried out in the process of organized educational activities. Organized educational activities combines various types of children's activities: gaming; Educational research; Motor; Artistic and aesthetic.

In the GEF, the term "occupation" is maintained only in relation to musical classes and physical culture. As the main unit of the pedagogical process of a kindergarten can be allocated - the educational situation is such a form of joint activities of the teacher and children, which is planned and purposefully organized by the teacher to solve certain development tasks, education and training in different types Children's activity.

The educational situation is a special design and use of the teacher spontaneously emerging in the pedagogical process of situations in order to solve educational tasks in various types of educational (direct organized educational activities, regime moments, independent activities of children) and children's activities (cognitive, game, musical, visual, communicative, combat , theatrical, reading of fiction, etc.).

The educational situation proceeds into a specific time period of educational activities. A feature of the educational situation is the appearance educational results (product) in the course of specially organized interaction of the educator and child. Such products can be as material (story, drawing, collage, snaps, etc.) and intangible (new knowledge, image, idea, attitude, experience). The orientation on the final product determines the technology of creating educational situations. In the educational situation there is a development of the content of learning and methods learning activities.

Parameters for the characteristics of educational situations in organized educational activities The focus on solving educational tasks The development of new ways of activity, enrichment of the ideas of children, their systematization and generalization. Duration during the day 15 min - young. c. - 10 educational situations 20 min - cf. - 11 educational situations 25min - older gr. - 13 educational situations 30 min - Preparatory gr. - 15 educational situations The characteristics of educational situations in organized educational activities.

Form of the educational situation Frontal and subgroup Position of the teacher Transfer social experience The child's position is aimed at mastering social experience.

Types of educational situations: Gaming educational situations are really practical conditionally verbal.

Educational situations can be aimed at solving the tasks of one of the activities (for example, gaming). In this case, the development of the skills necessary for the successful implementation of a specific type of activity occurs. Preferably, educational situations are comprehensive and include tasks implemented in different activities on one thematic content. An integrated approach to building educational situations contributes to the implementation of the principle of integrating the educational process of kindergarten. Educational situations are used in organized activity - require the formation of new skills in different types of activities. They may be included in the mode of mode - aimed at consolidation in children of existing knowledge and skills and the use of them in new conditions.

Educational situations can launch independent activities of children - through the formulation of a problem requiring an independent decision. The problem situation is the state of mental difficulty of children caused by the insufficiency of the knowledge previously learned by their knowledge and ways to solve the cognitive task, tasks or academic problem. In other words, the problem situation is such a situation in which the subject wants to solve the challenges difficult for him, but he does not have enough data, and he must look for them. The problem situation occurs when the teacher deliberately encounters the life concepts of children (or the level they achieved) with scientific facts, explain which they cannot - lack knowledge, life experience.

The problem situation is specially created by applying special methodical techniques: summing up preschoolers to contradiction. Consideration of various points of view. Creating situations to choose provocation Problem problems Thus, the ratio of gaming and practical situations depends on the age of children and the solved pedagogical task.

The structure of the educational situation in the process of organized educational activities. The structure of the educational situation depends on the tasks being solved. If the educational situation is designed within one educational regionThe structure corresponds to this type of activity. In the event that the educational situation is integrated and includes tasks implemented in different types of activities on a single thematic content, its structure determines the solution of tasks different species Activities and is more complex. Also, this approach involves the change of the activities of children (standing, sitting on the carpet, behind the tables, etc.). Such situations contribute to maintaining involuntary attention of children, prevent fatigue.

What does the educational situation begins? The educational situation as a rule, has 3 parts that the teacher designs: the gaming plot, the appearance of the subject, its viewing. Demonstration of the subject, the exhaustion of its structure associated with the appointment. Didactic materialwhich has no parts for any part. The choice of the subject with all the children, consolidation of new knowledge.

At the beginning of the educational situation, the teacher causes interest in children to its content, puts the learning task before the children and ensures its adoption. IN junior groups - solved through the use of gaming and problem-gaming situations, surprise moments, bright and colorful material, toys. In the senior preschool age, there are problematic situations, practical and informative tasks that require solutions, are created by plot situations that ensure the adoption of a learning task.

Pedagogical support of the learning process. Pedagogical support of the learning process provides active participation all children in solving task. The mental activity of children is caused by the difficulty of educational tasks, the sequence of their production, the use of problematic problems, the development of educational skill, attraction personal experience Children, the use of surveillance and search operations, tasks for comparison, tasks of a creative nature. The educator sends the attention of children to listening to each other, the addition of judgments, their clarification and evaluation. All this ensures the participation of every child in solving training tasks.

Completion of the educational situation. Completion of the educational situation requires summarizing, evaluating children's achievements. In junior groups, the completion of the educational situation is associated with the strengthening of the emotional response of children, in the senior groups, the educator assesses the results of the training activities of all participants in the educational situation and hotel children, attracts them to evaluate themselves, stimulates mutual assessment and self-esteem.

Gaming and problematic situations aimed at mastering children of public norms and values \u200b\u200badopted in society

Yakovleva Olga Vasilyevna Educator GBOU "School № 842", city Moscow
Work description: I offer you gaming and problematic situations for senior preschool children (5-7 years). This material will be interesting to educators working with children of senior preschool age, parents. He aims to assimilate the child of public norms and values \u200b\u200badopted in society, the upbringing of moral and moral qualities.

purpose
The assimilation of children of public norms and values \u200b\u200badopted in society through gaming and problematic situations.
Tasks
Teach children to see the moral side of perceived actions, events, understand their essence.
Give ideas about the moral side human relations, relying on the creation of game and problem situations.
To form the ability to reasonably evaluate your actions and actions of other people.
Educating moral and moral qualities.

Gaming situations

Faceful request
Purpose: Familiarity of children with the forms of expression of the request addressed to the senior unfamiliar, the eldest, as well as the peer in different situations: Houses, on the street, in public places.
1. Let's play a children's store. Lights - seller, and other children are buyers. Spread toys on the "counter". (Each child chooses a purchase and turns to the seller, and he is politely replied to him. In addition to the words of the request, children must remember the words of gratitude and recall on them - "Please".)
2. In an unfamiliar city. You need to go to the zoo, but you do not know the road. There is a passerby. Let them be Vanya. Vika, come to the passing and ask him the road to the zoo. How will you do it?
3.Mama ordered to come home at 3 o'clock. But you have no hours. You will have to turn to someone from the elders. How do you do it?
4. Perform cases in which you need to use the words of the request. Make sure that you yourself and your friends will never forget - neither at home, nor on the street, nor in kindergarten or in the store - to use them.

About custody
Purpose: Explain to children as important in the game and in serious affairs not to be rude, to give way to each other.
1. Maxim and Julia, you want to play checkers. Try to decide whose move will be the first.
2. Dima will be uncle Kolya, and Olya and Lena - his nieces. Uncle Kolya came to visit them. He brought one big starfisher. Olya and Lena must take a gift, but do not quarrel. Let's listen to the conversation and see how children will behave.
3. We all want to look at a small funny puppy. Let's do it without a crown, yielding to each other.
4. The consipient brought a book with pictures. Seryozha, yielding Kate. Let her first look at the book. Katya, thank Serious. Or maybe you should see a book together?

Comfort
Purpose: Connect empathy with the verbal expression of sympathy, enter the word consolation in the active dictionary.
1. We will find the word of consolation (the task is given in pairs).
2. Masha climbed finger. It hurts her. Test it.
3. Malysh hurt and cried. Praise him.
4. I broke the machine that he was presented for his birthday. He was very upset. Think how to help Vane.
5. Pick to the hospital. Doll Katya is sick. The nurse made her an injection. Kate hurts. Just post her.

Appeal to an adult person
Purpose: Create an appeal to an adult by the name of patronymic, connect the direct appeal with the expression of joy.
1. Misha, how is your patronymic? So you will be Mikhail Sergeevich - Colin neighbor. Kohl, imagine that you meet your adult neighbor in the stairwell and want to show him your new car. How will you talk? You must be polite.
2. The Olya will be a children's doctor - Olga Alekseyevna, and Masha will come to her at the reception. Talk to each other.
3. The Kolya will be Nikolai Petrovich, the father of Seres. And you, Vitya, came to the scene. You have to contact Nikolay Petrovich and ask him to help you and Seryazh sort out the instructions for the design.

Problem situations

1. If you accidentally pushed someone or crushed your hand. Your actions. ("Sorry, I accidentally hurt you. Sorry, I'm inappropriate.")
2. The elegant came, she wanted to notice all this, and with the threshold she said loudly: "Look, what I am beautiful, what a dress I have, what shoes, there is no such dress!"
Is Lena enused correctly, ethically? And why?
3. Who did the girls acted ethically?
... Lena walked over to the educator and said: "You are so beautiful today!" And the tutor thought: "And on other days I probably ugly."
... Oksana Sergeyevna saw Tanya and said: "You always look good, but today is especially good!"
- Thank you, - Tanya said, "I am very pleased."
Good about a person should also be able to correctly express, i.e. Praise so as not to offend a person, do not forget about tacty.
4.Mama is the son of the Son: "Misha, help, please, wash the dishes."
Misha answers: "Now."
Some time passes, mom asks his son again and hears the same answer. Misha, finishing his affairs, comes to the kitchen and sees that the tired mom itself washed the dishes.
"Why did you wash," the son offends offended, "I would wash myself, a little weather."
Do you think why my mother was offended? If Misha is really busy, what should he have said? Ethically or unethical did Misha?
5.Seter took brother's paint without permission. Picky and put in place. Brother came, noticed that the paints were wet, but silent. Who did unethical?
6.Mo familiar boy asks: "Is it worth returning to a game to a friend if I took her a long time ago and forgot to return?" It's no longer remembered for her. " What do you think I advise me to advise the boy? "Debt is a payment is red," what do these words mean?
7.List small story And tell me who of the boys you consider a cultural person.
... Fedya rejoiced the spring sun, a warm breeze, he went for a walk. It would be great to play horses now! The land dried, and no puddle. Where to take a twist for the game? Fedya looked around and saw a small tree planted by someone in autumn. For the winter it was strengthened, and now the kidney on it is swoy, the green leaves will appear. Fedya ran to the tree and tried to break the twig. The tree begged, but did not break, and a small twig was abandoned. Fedya displeased his hand in the tree and went to play with the guys.
... Yura went for a walk, immediately saw a broken church and was very upset. What same evil person spoiled this beauty? - Jura thought. He returned home, took, with the permission of the dad, isolate and connecting broken branches, secured their ribbon. The twig acted over time, grilled off the leaves, gladly passersby, and the red ribbon on the branch remained as a reminder of the culture of people.

Performance for teachers DoO

Pykkova Tatiana Aleksandrovna,

MBDOU D / S "Firefly", South

"A child is raised by different chance, his surrounding. Pedagogy should give directions to these chance "
V. F. Odoyevsky

Have you ever thought about going to kindergarten, a child often have to listen to the answers to the questions he did not ask? And in response to his question of interest, he often hears the phrase of the type "then learn", "I will ask tomorrow." And most often it means - never! But the nature of the child is arranged with an accuracy yes, on the contrary! A kindergarten should be the place where you learn to ask questions, independently find answers and from which they go with questions.

But what about the solution of the tasks of development, upbringing and learning children you ask? Without a doubt, this is the priority goal of the teacher of the kindergarten. The question is which forms of organization of the educational process in the DOW it will choose: traditions, proven experience, or innovation, little-known, but so necessary in modern rapid education?

Asone of the new forms of the organization of the educational process in kindergartencan be highlightededucational situation .

Consider the definitions of the concept of the educational situation that scientists and education collapses are offered.

By definition, T.I. Babayeva "The educational situation is the form of joint activities of the teacher and children, which is purposefully organized by the teacher in order to solve certain development and education tasks. The situation generates the result (product) during the interaction of the teacher and child. "

A.N.Tubelsky argues that "the educational situation unfolds as it were in two planes: as the launch of the child's self-duty in the direction of the content under study and as the emergence of a new knowledge. The nature of this new knowledge is completely impossible to predict, but it is proportionate to the individuality of each and its targeted strengthening. At the same time, the teacher, organizing and operating in educational situations, exists a minimal, but necessary requirement to allow the possibility of the problem of the new knowledge of his new: that which is obtained here and now, together with children. "

In research A.G. Gogobheridze, O.V. Fell and other educational situation is considered as a form of joint activities of the teacher and children, planned and purposefully organized by the teacher in order to solve the tasks of development, education and training in various types of children's activities.

Educational situation, according to V. A. Derkun, "This is spontaneously arising or organized by a teacherstructural, temporary and spatial The unit of the educational process involving a joint decision of the task of teacher and children aimed at creating a child of educational products in accordance with individual capabilities and subject manifestations. "

Thus, you can allocateabout new characteristics of the educational situation:

Structural unit of educational activities;

It occurs spontaneously or is organized purposefully;

Is a specific temporary and spatial element of the educational process;

Deployed as the launch of the subject manifestations of the child in the direction of the educational content of the educational content;

Implies a joint decision of the task of teacher and children;

It takes into account the individuality and subjectivity of the child in achieving the result (product) as a material (story, drawing, handicraft, collage, exhibit for the exhibition) and intangible (new knowledge, image, idea, attitude, experiencing).

In accordance with the peculiarities of preschool childhood T. I. Babayev highlightssimulation-gaming, actual practical and conditional verbal educational situations . Simulation situations allow in easy interesting for children gaming form Learn something new, consolidate the available ideas, work out various skills (for example, Z. letmost boats made from different types of paper into water ) ; Situations of a conditionally verbal nature include illustratively descriptive, collision, prognostic, assessment situations.( eg , we find support words for a sorry peer ) In actual practical situations, children practically solve various vital problems,in including, inchoice situations ( eg, teach kids to make sander ).

The ratio of the teacher used to implement the educational tasks of types and situations, the definition of their place in the educational process and the periodicity of use depends on the age of children and the solved pedagogical task. INjunior groups Preference should be given to simulation-governing situations. INmiddle and senior preschool age Along with imitation and game, it is advisable to use real-practical and conditional verbal educational situations. At the same time, the game remains a favorite activity and senior preschoolers, but the game educational situations acquire the problem of content, include more complex game tasks.

The educational situation is embedded in the process directlyeducational activitiesJointeducationalactivity in regime moments as wellcan"Run" Selfthe activities of children through the formulation of a problem requiring an independent decision through the attraction of children's attention to the materials for experimentation and research activitiesFor productive creativity, thereby not contrary to the declared GEF to the forms of joint activities.

Let us give an algorithm for the description of the educational situation(author V. A. Derkunskaya) :

1. Child-oriented name.

2. Tasks (1-2)

3. Context situations for teacher

4. Context situations for children

5. Development Directionsituation (The possibility of its complication)

For example, educational situation "Letter"

Tasks :

1. Develop the ability to draw up a narrative story of socio-moral content in a series of scene paintings.

2. Stimulate the manifestation of creativity in children of senior preschool age.

Context situations for the teacher: Children are offered"Read the letter" . The envelope presents a series of scene paintings(4-5) socio-moral subject. The topic of the story should not reflect familiar literary work and should assume problem moralsituation.

Logic of work : viewing I. short description The content of each picture, the definition of the scene options, the stories of children.

Context situations for children: "In onechildren's garden (in the yard, in the store) event happened. Participants Events(children) wrote a letter asking for help themfind a solutionand take correct solution - What to do, how to do. How to read the letter? Let's look at the pictures, lay them out in order, and let's try to read what is told in the letter. You can give the participants of the event names. And then tell how to fix the situation(Allow situation, stop quarrel) how would you do, being in thissituations. Each of you will make your own version of the event, and then we will try to find out who of you guess and read the letter correctly. "

Educational situationsaboutrhantized teacher and arising spontaneouslythey put children before the need to understand, accept and resolve the task, thereby make it possible to ask "intelligence" questions, and teacher - along with children to find answers, sometimes unknown even to him.

And in conclusion ... Recall the king of one planet in the fairy tale of Antoine de Saint-Exupery "Little Prince": "If I behave my general to turn around with maritime seagull, and if the general does not fulfill the order, it will not be his fault, and mine." What can these words mean for us? Essentially in these words is one of the most important rules Successful teaching: put in front of yourself and before those who teach, real goals, and this means with a visible result, corresponding to age and with today's interest.

Feedback colleaguesPiankova Tatiana Aleksandrovna on the topic"The educational situation is a new form of organization of the educational process in the DOW"

I would formulate the overall impression of the speech so - the expectation liked, first of all, with my multipleness. There were as concrete practical advicethat can be applied immediately and the information "swing", which you do not know what to do, but you feel its value and utility. In general, after this information, the horizon of my knowledge has noticeably expanded!

Bochkareva N.V..

The teacher picked up information and spoke professionally. In general, the information was on available language, with examples and specific instructions. In the near future I will begin to apply in practice.

Sarmanova V.V.

For me, the material turned out to be very useful and relevant, thanks to the information received, it will be possible to more qualify to approach the organization of the pedagogical process. Now it is important to keep up with the times!

Rakutina N.N.