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Carried out in kindergarten the learning process is an integral part of the educational process and is aimed at the overall development of the child’s personality. The purpose of teaching preschoolers is to convey to children the socio-historical experience of humanity.

For two centuries, the main thing in working with preschoolers was their upbringing, which, of course, included training, but it was not in the first place.

Introduction preschool education Instead of preschool education, it is not an empty formality. State standards are drawn up for this. But when creating training programs for preschoolers, a close connection with all areas of child development and upbringing is imperative. preschool age.

To carry out any activity it is necessary knowledge, more precisely, a body of knowledge, including knowledge about methods of activity. However, for the normal implementation of activities, knowledge alone is not enough.

You can know what needs to be done, know the methods of activity, but not be able to carry them out. In other words, for any activity (intellectual, practical) you need skills. For example, a child has seen and knows: in order to lace boots or sneakers, you need to thread the laces into the holes in a certain way, but if he has never done this himself, he will not develop the necessary skills and will not be able to lace the shoes himself.

It follows that the important components of learning experience are skills and abilities, which the child also receives during the learning process.

Another component of the experience of human activity that is not given in finished form for assimilation and which is not exhausted by knowledge and skills, does not coincide with them, is experience of creative activity.

Creative activity is characterized by a number of features that do not appear by themselves; they must be purposefully formed.

And finally, one more (fourth) element of social experience stands out - experience of a person’s emotionally integral relationship to the world and to people.

The mastery of the selected elements of social experience purposefully begins in a preschool educational institution. And this happens both in everyday life and in the process of targeted learning, organized and carried out by educators and kindergarten teachers.

Principles of teaching preschoolers

The educational activities of preschool children are systematic and purposeful. Education of children fulfills the tasks of developing the child’s personality, his abilities, mastering initial concepts and basic knowledge from various areas of human life.

The organizational form of education in kindergarten is classes, which differ from lessons at school in structure, less stringent requirements and duration, and a greater degree of cooperation between the teacher and children.

The main feature of educational sessions with preschoolers is that cognitive activity is based on based on the child’s practical, mental actions and mental actions with prompts, as well as on sensory images. However, the general patterns and principles of teaching preschool children and primary schoolchildren are the same.

Knowledge of these principles ensures the productivity of solving educational, educational and developmental problems.

The principles of teaching are the starting points that determine the activities of the teacher and the nature of the cognitive activity of students. Ignorance of the principles or their inept application hinders the success of learning, complicates the assimilation of knowledge and the formation of the child’s personality traits.

The set of principles allows us to characterize the entire educational process, all aspects of the activities of teachers and cognitive activity children.

Knowledge in the experience of mankind is located in a certain system. They cannot be absorbed chaotically, in disorder. This side of learning is reflected principle of systematicity. Sometimes it is called the principle of systematic and consistent teaching, meaning by sequence the arrangement of material in accordance with the age-related developmental capabilities of children.

The educational process loses its meaning if its content is inaccessible to assimilation. It follows from this accessibility principle educational material.

Sensory images and children’s ideas about the world around them are necessary components of any learning. This side of the educational process led to the justification the principle of visibility.

Knowledge must be realized by children, and this requires high cognitive activity. Otherwise, the material is quickly forgotten and becomes an episode in the children’s lives. Hence the need the principle of consciousness and activity in children's learning.

Knowledge, abilities and skills must be strong to ensure high overall development and the opportunity to learn at a higher level. Principle of learning strength reveals this side of children's development.

In kindergartens and schools, a group form of organizing educational classes has been adopted.

However, the child thinks, experiences, and works in accordance with his personal characteristics of character, temperament, and mind. An individual approach increases the effectiveness of learning, which has long been noticed in the practical activities of educators and teachers. This feature of the pedagogical process is reflected in the principle of individualization of children's development V learning process.

Famous teacher and psychologist L.V. Zankov proposed in relation to initial stage There are four principles for children to master educational material: high level difficulties, the leading role of theoretical knowledge, the rapid pace of learning the material, children’s awareness of the results of learning. These principles represent a further, deeper development of the principles mentioned above. Research by L.V. Zankov and his followers revealed great potential opportunities general development children.

The principle of scientific teaching

The process of cognition of the surrounding world is complex, contradictory, and includes various stages, forms, types. The scientific nature of knowledge lies in moving from phenomenon to essence, from external description subject ' to it internal structure. If the educational material allows you to present only the external, observable properties of objects, then such knowledge will be pre-scientific. They are used in teaching in order to create the basis of scientific knowledge and give an idea of ​​the diversity of the surrounding reality.

Scientific knowledge leads to an awareness of the laws of the theory of science. Certain sciences emerge, on the basis of which the selection of educational material is carried out.

The scientific principle determines the place of scientific knowledge in the pedagogical process.

Initial scientific knowledge arises on the basis of a child’s diverse ideas about the world around him. The process of transition of a child’s thoughts from his usual sensory cognition to conceptual forms of thinking is complex and contradictory. The success of teaching preschoolers largely depends on how the teacher or educator organizes the mental activity of children.

First of all, it is necessary to determine the totality of sensory images that form the basis of the original concept. Then generalize and systematize ideas so that the child can imagine that side of reality that is characterized in the concept. Next, the teacher identifies the available scientific signs of concept formation.

The principle of scientific teaching imposes certain requirements on the organization of children’s cognitive activity.

When starting to learn, you need to understand well and correctly build the process of transition of thought from phenomenon to essence, from external, observable properties to internal ones.

The program educational material should include the possibilities of various approaches to explaining reality. This provides the basis for a creative search for a teacher, for an individual approach to students.

The teacher must know ways to systematize and generalize the child’s ideas in the process of forming initial scientific concepts.

The principle of systematic training

This principle includes the following basic provisions:

1. Educational material as a reflection of aspects of the surrounding reality is a system of knowledge. This system arises on the basis of knowledge of the relationship between objects of reality.

2. The teacher must know the primary source of educational knowledge in order to convey to the child’s consciousness real relationships, connections between objects and phenomena.

3. Children’s learning of educational material depends on the teacher’s explanation. The level of training of the teacher, his creativity and skill ensure a deep and systematic assimilation of knowledge by children. The same content can be studied in different ways, methods, and means.

Educators and teachers conducting classes with preschoolers must find a system for explaining the material that is reasonable for the given specific conditions.

4. The system for studying educational material must correspond to the age capabilities of children.

5. The knowledge system should involve the development of logical thinking - operations of comparison, analysis, synthesis, generalization, abstraction, development of deductive (transition from a single or less general to more generalized conclusions) forms of thinking, etc.

6. Each lesson in the educational system should be productive - children must understand program material, be able to carry out logical operations, etc. The goal of training should be the development of attention, memory, imagination, feelings, and the development of character traits that help overcome difficulties in the learning process.

Accessibility principle

This principle is based on the ability of educators and teachers to correlate the educational process with the level of development of children, their personal experience, with the knowledge, skills and abilities that they possess. If these connections cannot be established, the knowledge is considered inaccessible.

Teachers’ understanding of the peculiarities of the connection between the new and the known in the child’s mind also helps to increase the degree of accessibility of knowledge.

Domestic psychologist L.S. Vygotsky put forward the idea of ​​accelerated development of the child’s mental powers in the educational process. Education, he believed, should precede and lead development. The process can be built on thinking mechanisms that have not yet been fully formed, but are already sufficient to assimilate new content. Under these conditions, a higher intellectual level of development of children will be intensively formed.

Reliance on developing, but not yet perfect, mechanisms of cognitive activity accelerates the development of children and increases the accessibility of learning.

The accessibility of education increases if teachers strive to cultivate curiosity in children, to form cognitive interests.

Thus, the principle of accessibility places the following requirements on the educational process:

The teacher must know the level of development of cognitive mental processes, those types and operations of thinking that are formed in children and which are being formed;

A condition contributing to the accessibility of education should be the formation of children’s cognitive interests;

The teacher must understand the importance of educational material for solving the problems of the overall development of children.

The principle of visualization of learning

For the first time in pedagogy, the theoretical justification for the principle of visual teaching was given by Ya.A. Komensky in the 17th century. The very title of his book – “The World of Sensibly Perceptible Things in Pictures” – shows a path that facilitates the cognitive activity of children. Drawings and paintings are means that allow a child to imagine the objects, phenomena, and events being studied.

In teaching practice, long before Ya.A. Comenius used visual images in the process of studying book material in schools in China, Greece, and Rome.

Significantly enriched the method of visual teaching by K.D. Ushinsky. He developed a number of ways and techniques for working with visual aids.

The principle of visual learning is implemented with the help of special aids. Visual aids are divided into natural, pictorial, schematic, volumetric, planar, etc.

Essential features of a visual aid:

Any material or symbolic model can be a visual aid;

A visual aid is always a means of cognition, not a goal;

Visual aids are the basis for the formation of a sensory image, a representation, from which a generalizing conclusion is drawn using inferences. . ‘

There are three things to keep in mind when working with visual aids:

Possibility of feedback;

The connection between emerging ideas about real objects, phenomena, and events with the content of visual material.

The principle of consciousness and activity in teaching children

This principle is aimed at developing in children a conscious understanding of the material, a conscious attitude to learning, and cognitive activity. Currently, the process of acquiring knowledge is becoming creative. More and more attention is focused on the child’s attitude towards the activity. If a child wants to learn, it is easier for him to master educational material.

It is possible to master educational material only with sufficient activity of cognitive mental processes. The latter is an expression of the child’s internal state, his cognitive powers and properties.

For each child, the activity of cognition is determined by the difficulty or ease of mastering educational material, the ability to fulfill the requirements of a teacher or educator, and the development of educational skills.

The task of the educator and teacher is to create conditions for increasing the general cognitive activity of children, to form a positive attitude towards educational activities, and to cultivate independence and efficiency. . . . —

Principle of learning strength

The strength of knowledge is the result of many factors, the most important of which are pedagogical skill and the child’s desire to learn.

Basic requirements of the learning strength principle:

1. Identification of the main idea in the educational material, reflecting its essential features, the main provisions that subordinate other parts of the educational material.

2. Connection of the main idea of ​​the educational material with the child’s existing knowledge. The main thing should be related to what children know from this issue. Otherwise, the main position becomes isolated and loses its subjective significance in mental activity child.

3. Knowledge must be included in the child’s system of views and reasoning, then it becomes his internal property and he does not forget it.

4. Knowledge becomes strong if it is connected with the feelings, emotions, and experiences of children. If studying educational material causes a child to feel joy or grief, or experience success, then the knowledge is retained for a long time.

5. Inclusion of the studied phenomena in the practical activities of children. Educational material, connected with practical actions and exercises, is permanently fixed in the child’s memory.

The principle of individualization of training

Group forms of learning educational material are based on general psychological and pedagogical principles age development children. You need to know the level of personality development of children in order to explain new things and be sure that children will be able to understand and assimilate the content of the lessons.

However, each child, in addition to general properties, also has individual qualities that can positively or negatively influence the progress of learning.

Individualization of learning involves taking these features into account and organizing the educational process accordingly.

An individual approach allows you to set and solve various specific tasks:

Constantly study the characteristics of the child’s personality, identify the factors that have the most significant impact on him;

Look for funds individual approach and a system of individual pedagogical influences.

The above-mentioned principles of education impart unity to the practical activities of educators and teachers and the cognitive activity of children.

Tasks for independent work

1. Expand the concept of the principles of teaching preschool children.

2. The principle of accessibility of training and its implementation in kindergarten classes.

3. How do you understand the principle of systematic teaching of preschool children?

4. Ways to implement the principle of visibility in the educational process.

5. Give an analysis training session on one of the program topics, which solved problems of mental development of children.

Kindergarten education

Education in preschool age is a systematic, planned, purposeful process of developing children’s cognitive abilities, equipping them with a system of basic knowledge, and developing skills and abilities to the extent provided for by the “Kindergarten Education Program.” Education plays a leading role in the mental education of preschool children, since in the course of it all tasks are comprehensively solved mental education. It provides for the consistent communication of knowledge to children, its clarification and systematization, the development of cognitive processes and mental activity. Training promotes the development of observation, curiosity and such qualities of the mind as inquisitiveness, intelligence, and criticality.
Training is also necessary for the successful implementation of physical, moral, labor and aesthetic education. In kindergarten, children are taught cultural and hygienic skills, basic movements, they learn the rules of cultural behavior, and they develop moral qualities, labor, visual, constructive, musical skills.
Education in kindergarten is an important prerequisite for successful learning at school, not only because children master a system of knowledge, abilities and skills, but also because they form the foundations educational activities.
Soviet scientists have developed a theory of learning for preschool children. Alexandra Platonovna Usova made a great contribution to the development of Soviet preschool didactics. In her research she showed the role educational work in the educational process of a kindergarten, gave a description of the educational activity of preschoolers and the features of its formation, revealed the content and methodology of teaching in the classroom.
Education in kindergarten differs from school education in content, organizational forms and methods. At school, students are equipped with the basics of scientific knowledge. The task of the kindergarten is to give preschoolers scientifically reliable, but elementary knowledge about surrounding objects and phenomena. The amount of knowledge and skills that preschoolers master is insignificant compared to school, but this knowledge and skills have great importance for the further development of the child. V.F. Odoevsky called education in preschool age “a science before any science.” The content of education in kindergarten includes familiarization with surrounding objects, with the simplest connections and relationships between them, with the immediate causes of observed phenomena. Its purpose is to transfer to children not only knowledge and skills, but also the very methods of mastering them.
Various organizational forms teaching in kindergarten and school. The main form of preschool education is an activity that differs from school lesson duration, structure, level of requirements placed on children. In kindergarten, homework is not assigned and grades are not given; verification of acquired knowledge is carried out in the process of communicating new ones.
Preschool education also differs in methods. Take up a lot of space visual methods, are widely used didactic games and gaming techniques. The assimilation of new material occurs mainly in the process of active actions: practical manipulations with objects, various games, drawing, designing. However, as in school, education in kindergarten is programmatic in nature: it is mandatory for the teacher full execution programs, the acquisition of knowledge and skills by all children. In the learning process, he relies on the same didactic principles.
Learning is a two-way process. It is successful only when active participation it contains both the teacher and the children. The teacher plays a leading role: he not only communicates new material, but also achieves its assimilation, actively influences the cognitive activity of children, and guides it.
Preschool education is oral, pre-book, as V.F. Odoevsky and K.D. Ushinsky called it. A child acquires knowledge and skills from adults. This places great demands on their speech, both in content and form. The teacher must also have various skills in drawing, designing, singing, rhythmic movements etc., since demonstration is often used in teaching preschoolers.
The result of learning is expressed both in the acquisition of knowledge, abilities and skills, and in the change in the child’s personality that occurs during educational activities.
Educational activity is independent activity the child’s activities in acquiring knowledge, skills, and methods of action. It proceeds under the guidance of a teacher. The educational activity of a preschooler is characterized by the fact that he understands the task assigned to him, is able to choose the necessary ways and means for its implementation, as well as ensure self-monitoring of the progress of the task and self-checking the results of his work. The main components of educational activity are, therefore, the acceptance of a task, the choice of ways and means for its implementation and adherence to them, self-control and self-test. Each of these components requires the child to have appropriate skills.
So, in order to accept the task, preschoolers must be able to listen and hear the teacher, look and see what he shows, follow his instructions in mastering cognitive content, skills, and techniques.
In order for a child to be able to choose ways and means to achieve a set goal and be able to follow them, it is necessary to know possible ways and means, and to be able to think through a work plan; act on it. During the work, he must show active mental interest, initiative and organization, act independently, and achieve certain results in completing the task.
As noted above, one of the components of educational activity is self-control, i.e. the ability to compare one’s actions, statements, and judgments with what is being taught. Self-control is important point to develop in children attentiveness to the work process itself, the ability to make changes in the way of action. As a result, the child asks questions, asks to explain something again, retell it, etc. During the work, children begin to control their actions and critically evaluate its results. The teacher analyzes children's work and compares what each child has done with the sample. Children thoughtfully and with great interest compare their work with the standard and usually do not make mistakes in assessing it, often noticing even minor discrepancies. The emergence of self-control is significant change in the child’s behavior and consciousness associated with learning. He begins to act independently, relying on demonstration and explanation, and does not resort to the example of his neighbor, which is sometimes incorrect. Concentration and independence appear: the learning process disciplines. All this gives the behavior of preschoolers a more organized character and makes them more well-mannered.
Educational activities are formed gradually. Based on the research of A.P. Usova, she identified three levels of development of educational activities. The highest, first level is characterized by the fact that children listen to the teacher’s instructions, are actively guided by them in their work, correctly evaluate what has been done and ask questions about what is not clear, and achieve the desired results. At this level, children act consciously and do not resort to mechanical imitation. In this case, we can assume that the educational activity of preschoolers is basically formed.
The second level is weaker. The existing signs of educational activity are unstable. At the same time, children can already learn: they listen to instructions, adhere to them in their work, when performing a task they tend to imitate each other, they exercise self-control by comparing their results with the results of others.
The third level is the lowest. It is characterized by purely external general discipline in the classroom, but children are not yet able to learn: they listen to instructions, but do not seem to hear them, are not guided by them in their work, do not achieve results, and are not sensitive to evaluation.
Research and practice show that children more successfully master educational activities during the learning process in the classroom, quickly assimilate the requirements placed on them, if learning certain knowledge, skills and abilities (for example, learning to read and write, forming elementary mathematical concepts) begins in a timely manner, with taking into account age characteristics and children's opportunities.
In preschool age, especially in younger children, the role of play motivation in learning and the formation of educational activities is great. “The cat wants milk, let’s make bowls for it,” “Let’s build a house for the nesting doll,” “Let’s tell (read) a poem to the doll,” says the teacher, and the children eagerly get down to business. The teacher must gradually form in children cognitive motives for learning activities, that is, interest not only in the final result, but also in the very process of acquiring knowledge, in the ways of performing actions, so that they receive satisfaction from acquiring new knowledge and skills. Didactic principles are the basic principles that guide the teacher when organizing training. The term "didactic" comes from the Greek word "didaktikos", which means "to teach".
Didactic principles were first formulated by the outstanding Czech teacher Jan Amos Comenius in the book “The Great Didactics, or How to Teach Everyone Everything,” written in the 17th century. Even then, Comenius put forward the principle of accessibility, systematicity and consistency of teaching, concentricity, clarity, activity, etc. Subsequently, didactic principles were developed by the founder of Russian pedagogy K. D. Ushinsky; based on the achievements of physiology and psychology of the second half of the 19th century. the great teacher gave scientific basis didactic principles.
Soviet pedagogy puts forward the following didactic principles, which form the basis for teaching preschool children.
The principle of developmental education. In order for training to successfully solve the problems facing it, it must be developmental. The idea of ​​developmental education was put forward by the prominent Soviet psychologist L. S. Vygotsky. Its essence lies in the fact that training should not be oriented towards an already achieved level, but always be ahead of it, get ahead a little, so that the student needs to make an effort to master new material. In this regard, L. S. Vygotsky defined two levels of mental development: the first is the current level of preparedness, which is characterized by what tasks the student can perform independently; the second is the “zone of proximal development” - something that a child copes with with a little help from an adult. The teacher, guided by the principle of developmental education, gives children tasks at a sufficiently high level of difficulty so that their completion requires some effort and active mental activity.
The principle of educational training. Soviet pedagogy clearly defined this principle, based on Lenin’s position on the partisanship of school and education. The task of teaching is not just to give knowledge, but also to form through it right attitude to life, to the surrounding reality, to work, to people. Training and education as processes are inseparable.
When determining the content of the lesson, the teacher also outlines educational tasks that must be solved during the lesson. For example, when planning a lesson on the topic “How do people learn about each other,” the teacher sets an educational task - to clarify and systematize children’s knowledge about what means of communication people use to learn about each other, what subjects are needed in order to write and send letter. Together with the teacher, the children compose a letter to a sick friend, select the most beautiful drawings for him, thus showing care and attention.
The kids watch the work of the nanny, learn what her work is, how much effort she gives to them; the teacher strives to make children want to help the nanny and treat her work with care, i.e. educational and educational tasks are solved at the same time.
The principle of accessibility of training. Education is only effective when it is feasible and accessible to children. Both the content of training and its methods must be accessible. The principle of accessibility was first formulated by Jan Amos Comenius as follows: “from close to distant, from simple to complex, from familiar to unfamiliar.” This principle underlies the design of curriculum. The program for preschoolers provides, first of all, for the study of those objects and phenomena that directly surround the child, familiarization with them proceeds from close to distant. So, first, children get acquainted with what is directly in group room, then - in kindergarten, in its surroundings, in their hometown, village, and only then with the concepts of “our Motherland”, “capital of the Soviet Union”. The principle of accessibility presupposes compliance with the measure of difficulty in maintaining new material, correct ratio difficult and easy. Access to learning is ensured by relying on children’s existing knowledge and specific presentation of the material.
The principle of systematicity and consistency presupposes such a logical order of studying the material so that new knowledge is based on previously acquired knowledge. This is exactly how the material is arranged in the program. This principle must also be observed in the practical organization of training. The teacher distributes the study of program material in classes in such a way as to ensure its consistent complication from lesson to lesson, the connection of subsequent material with the previous one, which helps to clarify and strengthen knowledge. For example, drawing on the theme “Autumn in the Garden” is preceded by observations of autumn nature in the kindergarten and in the park, conversations about autumn, and reading poems.
Based on the consistent accumulation of knowledge about surrounding phenomena, the teacher forms generalized concepts in children. So, during the fall, children and their teacher observe changes in nature every day. In a general conversation, which is held at the end of the season, the teacher leads the children to a conclusion about the characteristic features of autumn, its differences from other seasons.
In a preparatory group for school, a child must acquire a certain range of knowledge about the work of adults: work for the benefit of society is an honorable and necessary thing; Those who have particularly distinguished themselves in their work are awarded prizes, certificates, orders, and medals. To prepare children to understand the social significance of work, the teacher, starting from junior group consistently introduces the types of work activities of adults that are understandable to them, each time emphasizing how important the work of a cook, postman, builder, collective farmer, teacher, etc. is for people, and how respected those who work conscientiously are in our country. Based on the knowledge accumulated by children, the teacher forms a generalized idea of ​​the importance of human labor for society.
The principle of consciousness and activity of children in the acquisition and application of knowledge. Knowledge is strong when it is realized and comprehended. Their awareness is more effective the more more active child operates on them; mastery of knowledge occurs more successfully if children are given mental tasks.
When researching learning issues, the following experiment was conducted. The children were given two types of instructions - instructions on how they should act. The first type was conventionally called dictation: a sequence of actions was dictated to preschoolers. Each new action was named after the previous one was completed. The second type of instruction was conventionally called holistic: the task was presented to the children immediately, in its entirety. Practice has shown that with complete instructions, children act more independently and confidently, although they sometimes forget the sequence of operations. Dividing the process into small operations in the case of dictation instructions causes purely mechanical execution of actions; At the same time, children can perform quite complex work, but do not develop mentally. Holistic instructions give the child greater freedom of action and offer a more mentally challenging task. This contributes to the development of the child’s activity and greater independence.
When using holistic instructions, the teacher tells the children how to vary and diversify the methods of action, and encourages their initiative. For example, he gives them the task of making a cart out of thick paper: he shows them the finished design and asks them to think about how they can make it, remember what work the children have done before, which one the cart looks like, and what is new in this work. Thus, children independently, with the guiding role of the teacher, determine the progress of the task.
To enhance the cognitive activity of preschoolers, the teacher uses various techniques. One of them is asking questions. “Why do you think that this picture depicts autumn?”, “How did you guess that the riddle says about a rainbow?”, “What will happen to the snow when we bring it indoors?” In search of an answer, children rely on their practical experience; If they find it difficult, the teacher involves them in observation and reflection.
The comparison technique is widely used in kindergarten. During the observation process, the teacher teaches children to identify characteristics appearance of objects, living objects, find similarities and differences between them. At first, such a comparison is possible only when simultaneously examining two objects or living objects, and later preschoolers can find similarities or differences when examining only one object based on the idea of ​​​​what is being compared with it. Comparative observations allow us to draw conclusions not only about external similarities or differences, but also to establish some patterns arising from them. For example, when comparing a dragonfly and a butterfly, children establish that their appearance depends on the way they feed: “The butterfly has a proboscis, but the dragonfly does not, because the butterfly drinks juice, and the dragonfly catches flies in flight.”
In order to form cognitive activity, elementary search activity of children can be organized, which is expressed in the fact that the teacher puts forward cognitive tasks for them, which are then solved in the process of direct active observation, the participation of children in elementary experiments, and heuristic conversations conducted by the teacher. For example, on a frosty day, children are given the task: “Do you think it’s possible to make snowballs today? Why not? What should be done with the snow to make it easy to sculpt?” To answer these questions, children look at the snow, try to make snowballs, and express their opinions about why it is difficult to do. Then they bring the snow into a warm room and sculpt it again. Based on observations and experiments, children come to the conclusion that the properties of snow depend on air temperature. As a result of the basic “research” in which they participated, the knowledge gained will be conscious and lasting.
The teacher creates conditions for children to apply the acquired knowledge in active work. After the excursion to the library, he offers to check if all the books in the book corner are in order and arranges collective work for their repair. The next day, the children are asked to organize a library game. This is how the knowledge gained in class that books must be taken care of is reinforced through active activities (work, play).
The results of children's learning are directly dependent on the degree of their activity in mastering and applying the knowledge, skills and abilities that make up the kindergarten program material.
To activate children in the learning process, various techniques can be recommended.
First of all, it is necessary to provide the opportunity to be active during classes precisely for those preschoolers who show little of themselves. So, in stories based on a picture, according to a plan, according to a model, in solving problems, it is necessary for these children to speak out first. A call for an answer should not turn into communication between the teacher and only one child. When giving a task to one of the children, you should interest the whole group in it; In the process of telling and observing, you need to note what is important for all kids, which they also need to work on. Then the children will treat what each of them does or says as their own business. Therefore, you also need to be able to draw their attention to what this or that child says or does.
Gradually, all children become active, but for this it is necessary to organize and manage their life in a group in a pedagogically appropriate way.
The principle of visibility is especially important in teaching preschoolers, because the child’s thinking is visual and figurative in nature. Proposed by Comenius, this principle was formulated as follows: “Everything that is possible should be provided for perception by the senses, namely: what is visible - for perception by sight, what is heard - by hearing, smells - by smell, subject to taste - by taste; accessible to touch - by touching. If any objects can be perceived by several senses at once, let them be grasped by several senses at once.”
K. D. Ushinsky, referring to the characteristics of preschool children, wrote: “Children’s nature clearly requires clarity. Teach a child some five words unknown to him, and he will agonize over them for a long time and in vain, but associate twenty such words with pictures and the child will learn them on the fly. You explain to the child very simple thought, and he doesn’t understand you; you explain to the same child complex picture, and he understands you quickly.”
Modern pedagogy believes that preschool education should use different kinds visualization: observation of living objects, examination of objects, paintings, samples, use of technical teaching aids, use of diagrams, models.
The principle of an individual approach to children. Children differ in different levels of flexibility of mental activity - some quickly find answers, others need to think thoroughly to come to the right conclusion; at different rates of assimilation of knowledge - one quickly grasps and remembers, others need long work and repetition to learn new material. Skills are also formed at different rates: one child performs actions automatically after a dozen repetitions, for others this number of repetitions doubles or triples, and only then the action becomes automated.
The teacher organizes work with children taking into account their individual characteristics. If he taught all preschoolers the same way, then some would successfully cope with the material, while others would gradually fall further and further behind. It is wrong if a teacher relies only on children in his work, knowledgeable about the material, those who always raise their hand; then the same guys are actively working, and some part remains passive. Not being able to keep up with active children in thought, they gradually lag behind in the development and acquisition of knowledge. A differentiated approach to teaching requires a certain flexibility from the teacher: give a more complex task strong child, pose a more difficult question to him, assign a larger amount of work - this will maintain his interest in classes; at the same time, ensure that all children complete the tasks assigned to them, ask those who do not raise their hands; provide timely assistance to the weaker, select individual tasks for them within their individual “zone of proximal development,” ask them accessible questions, and make them feel that they are also capable of mastering the material.
Guided by didactic principles, the teacher achieves best results in teaching children.
The content of education for preschool children is determined by the “Education Program in Kindergarten”. It includes the development of speech, familiarization with the environment, familiarization with fiction, the development of elementary mathematical concepts, training in visual and constructive skills, musical education, development of movements.
When selecting program material, it should be taken into account that, on the one hand, it is suitable for children, and on the other hand, it develops them as much as possible mental capacity; so that it is not only a store of information, but also gives preschoolers the opportunity to get closer to understanding the patterns that strangle the world around them; so that children receive such knowledge that would encourage them to observe their surroundings, establish connections and dependencies, and draw conclusions.
Soviet scientists are constantly working to improve the educational program taking into account the capabilities of children.
The content of each section of the preschool education program is studied in a course of relevant techniques. IN preschool pedagogy The section “Familiarizing children with their surroundings” is studied separately.

Tasks of education in kindergarten

Continue to cultivate love for one’s native places, for the Motherland.

Develop interest in the work of adults.

Develop children's observation and curiosity by continuing to introduce them to objects and phenomena public life and nature. Learn to identify individual parts and characteristic features (color, shape, size) of objects and living objects, continue to develop the ability to compare and group them according to these features. Form generalized ideas about objects and phenomena, the ability to establish simple connections between some of them.

To improve the sound culture of children's speech, achieving clear pronunciation of sounds and words, correct placement of stress. Learn to answer in short and detailed sentences.

Continue to instill in children in kindergarten a sensitive attitude towards others. Learn to evaluate your own actions and the actions of your peers.

Improve children's skills in politely addressing adults and peers. Cultivate a desire to behave with restraint. To form ideas about justice, kindness, friendship, truthfulness, courage.

Educate children in kindergarten careful attitude to things, toys, books.

To develop in children an aesthetic perception of the environment, moral and aesthetic feelings in communication with nature, in everyday life, and in games.

Develop the ability to understand the content of works of art, listen carefully to music, a fairy tale, a story, peer at a picture, compare works.

Cultivate a sustained interest in various species artistic activity.

Lead children to create an expressive image in drawing, modeling, dramatization games, teach them to expressively read poetry, sing, and move to music.

Fostering humane feelings and positive relationships in kindergarten

To form in children ideas about moral standards of relationships with others: goodwill, honesty, truthfulness, fairness, responsiveness. Learn to fairly evaluate your actions and the actions of your peers.

Teach children to express feelings of joy, satisfaction, gratitude in response to the care of others (adults, peers). Foster a culture of communication: the ability to speak friendly to each other; when addressing a peer, look at him, call him affectionately by name, listen carefully to a friend, politely answer his request or question.

Teach children to establish communication with unfamiliar peers, with younger and older children.

Getting to know your surroundings in kindergarten

Teach children to observe natural phenomena and establish simple connections between them, to determine the weather condition: sunny, cloudy, windy, rainy, snowing. Foster a love of nature, a careful and caring attitude towards plants and animals (do not break bushes, do not pick flowers, feed birds).

To reinforce in children specific ideas about seasonal changes in nature.

Autumn. It's cold outside, it rains frequently, the color of the leaves changes, and they fall off. Insects are disappearing, and there are fewer birds. Vegetables are harvested and fruits are picked in gardens and orchards.

Winter. Frost, snowfall. Snow falls in flakes or snowflakes. The rivers are covered with ice. The snow is white, cold, sparkles in the sun; it may be crumbly. The ice is cold, hard, slippery.

Observe the behavior of birds and feed them.

Spring. It's getting warmer, snow and ice are melting, streams are flowing. Grass and flowers appear, leaves bloom on trees and bushes. Insects are waking up. There are more birds, they build nests and sing.

Learn to recognize 2-3 birds flying to the site by size, color of plumage, sounds made, and name them. Give an idea of ​​​​work in the garden, in the flower garden.

Give an idea of ​​growing plants from seeds.

Summer. Sunny, hot, warm rains. Lots of insects and birds. Birds hatch chicks.

Form the idea that under the influence of heat and moisture, flowers, grass grow quickly, and berries, fruits, and vegetables ripen.

Teach children to distinguish by leaves, bark of 3-4 trees different breeds, one flowering shrub, 3-4 herbaceous plants, call them. Reinforce ideas about wild berries and mushrooms.

Animal world. Expand your understanding of domestic animals and their cubs (about their behavior, movement, what they eat, what benefits they bring to people). Introduce 2 more pets and their appearance (taking into account local conditions). Introduce people to the work of caring for pets.

Expand your understanding of life in natural conditions of wild animals: how they move, what they eat, how they escape from enemies, and adapt to life in winter conditions.

Teach children to love and protect nature.

SENIOR GROUP OF KINDERGARTEN (FROM 5 TO 6 YEARS OLD)

Objectives of education in kindergarten in the senior group of kindergarten

Expand ideas about objects and phenomena of the surrounding reality, flora and fauna, and people’s work. Cultivate love for the Motherland, hometown, village.

Develop the ability to observe, analyze, compare, identify characteristic, essential features of objects and phenomena, and generalize them based on these features.

Improve all aspects of speech: achieve clear pronunciation of all sounds of your native language. Expand and activate the vocabulary, teach simple forms of monologue speech.

To instill in kindergarten children a positive attitude towards work, a desire to systematically perform feasible work duties, and to do something useful for others.

To cultivate friendly relationships between children, the habit of playing, working, studying together, and the desire to please elders with good deeds. Foster friendship between children of different nationalities.

Develop strong-willed qualities: the ability to limit one’s desires, overcome obstacles that stand in the way of achieving a goal, obey the demands of adults and fulfill established standards of behavior, and follow a good example in one’s actions.

Cultivate love and interest in music, painting, and literature.

Continue to develop the ability to aesthetically perceive reality and works of art, the ability to feel their character, mood, and notice means of expression.

Continue to teach practical skills in drawing, modeling, expressive reading, storytelling, develop singing skills and performing skills in dancing.

Develop artistic Creative skills children: poetic and musical ear, sense of color, rhythm, form, composition.

Continue to cultivate humane feelings. Learn to notice the difficulties of others and strive to help them. To form ideas about truthfulness, justice, courage, and modesty.

Teach children to be responsive to their peers, show attention to their experiences, provide assistance, rejoice in the successes of themselves and their comrades, and empathize in cases of failure. Develop friendly relationships.

To teach children to express their attitude towards the actions of their peers, to correctly evaluate their actions and the actions of their comrades.

Expand and clarify children’s ideas about plants, domestic and wild animals, and seasonal changes in nature.

Learn to observe natural phenomena, analyze and draw conclusions about certain patterns and relationships.

Foster a love for the nature of your native land. Learn to behave correctly in nature: treat plants and animals with care, and care for them.

Strengthen children's ideas about plants. Learn to identify new plants.

Give an idea of ​​growing plants from seeds, the dependence of their growth on the presence of moisture, light, heat, nutrients. Teach children to notice by the type of plants what they lack (the leaves wither, droop - there is not enough water; the leaves turn pale - there is not enough light; the plant becomes weak, grows slowly - there is not enough nutrients).

Introduce new birds and insects.

To consolidate children's ideas about seasonal changes in nature and people's work in agriculture in different times of the year.

Autumn. The days are getting shorter, the nights are getting longer. It starts to get colder, it often rains and strong winds blow. The leaves gradually change color, fall off, and the grass withers. Insects are disappearing.

Winter. The most short days And long nights. It's cold, frosty, snow is falling; reservoirs are covered with ice, the ground is covered with snow. Trees and bushes without leaves do not grow because the necessary conditions are not available. Wintering birds feed on plant seeds. They need to be fed.

Spring. The day is lengthening, the night is shortening. The sun is getting hotter. Snow and ice are melting, rivers are opening up, ice drifting, streams are flowing, the ground is thawing. The necessary conditions for plant growth appear, buds swell, leaves bloom, grass begins to grow, flowers bloom (first from the sunny side). Insects appear, birds become more numerous, they build nests, lay eggs, and hatch chicks.

Summer. The most long days and short nights. It’s hot, sometimes there are torrential rains, there are rainbows and thunderstorms. There is a lot of greenery, plants are growing, blooming, bearing fruit.

Learn to keep a nature diary.

Tasks of education in kindergarten preparatory group

To improve the comprehensive education and development of children... To form skills in educational activities, develop cognitive interests, cultivate sustained attention, observation, develop interest in educational activities and the desire to study at school. To develop in children the ability to analyze and synthesize, to self-control, and self-esteem when performing work.

Based on expanding knowledge about the environment, cultivate patriotic and international feelings, love for the Motherland, native land, to nature.

Continue to improve children’s labor skills and develop diligence.

Prepare children to learn to read and write. Continue to develop phonetic hearing and the ability to conduct sound analysis of speech. Improve all aspects of speech.

Cultivate a love for various types of art. Develop artistic taste.

To instill in children organization, discipline, collectivism, respect for elders, a caring attitude towards children, the ability and desire to independently unite for joint play and work, and to help each other.

Continue to instill humane feelings in children. Using specific examples (the actions of surrounding people, heroes of fiction), form ideas about kindness, honesty, justice, friendship, and cultivate a negative attitude towards immoral qualities: cunning, deceit, cruelty, selfishness, cowardice, laziness.

To form cooperative relationships in children when solving educational problems, to cultivate in them the ability to empathize with the successes and failures of their comrades.

Strengthen the ability to fairly evaluate your peers’ actions.

Continue to instill in children a love of nature, a desire to care for plants and animals, and intolerance for the senseless damage to plants and the destruction of animals. Strengthen the ability to behave in nature: do not break bushes and trees, do not leave garbage.

To consolidate children's knowledge about local plants, teach them to recognize and name them, teach them to distinguish between edible and inedible berries and mushrooms.

Give an idea of ​​light-loving and shade-tolerant, moisture-loving and drought-resistant plants.

Strengthen plant care skills. Learn to replant houseplants. Continue to teach how to observe the life of plants, clarify ideas about the dependence of plant growth on conditions.

To consolidate ideas about the adaptation of wild animals to life in natural conditions.

Learn to observe seasonal changes in nature and people’s work, and make sketches in the nature calendar.

To consolidate children's ideas about seasonal phenomena in nature.

Autumn. The days get shorter, it gets colder, it often rains and cold winds blow. Migratory birds fly away to warmer regions, insects disappear. The leaves of trees and shrubs change color and fall off, the grass turns yellow and withers.

Form the idea that the gradual fading of life is caused by cold weather, lack of heat and light. The departure of birds is associated with the disappearance of the insects on which they feed and the freezing of water bodies.

Continue to introduce people to the work of collecting vegetables and fruits in gardens and vegetable gardens, and working in the fields.

Winter. It is cold, there are often frosts, the ground is covered with snow, and the reservoirs are covered with ice. Trees and bushes without leaves, wintering birds came closer to people's homes.

Teach children to recognize wintering birds by their appearance, behavior, and sounds made. Learn to feed birds yourself and take care of trees and shrubs.

Spring. The day lengthens, it becomes warmer, the snow melts, the rivers become free of ice. The buds swell, leaves and flowers appear. Birds arrive, animals awaken from hibernation.

Give an idea that changes in wildlife are associated with warming necessary conditions for plant and animal life.

Learn to recognize and name the first flowers by leaves and flowers.

Summer. Hot weather is coming. Plants grow and bloom, berries, fruits and vegetables ripen, mushrooms appear in the forest.

To form in children the idea that in summer there are all conditions for plant growth.

Animal world. Expand and deepen children's understanding of domestic and wild animals.

Give children an idea of ​​the changes in the lives of animals at different times of the year.

Inanimate nature. To consolidate children's ideas about the transition of water into a solid state and back when the temperature changes. Give ideas about air movement.

Early development centers are private institutions designed to help children quickly adapt to the world that they are just beginning to explore. In entertaining classes held in game form, children learn spoken language, develop intelligence and creative talents, and motor activity.

First Light Club Children's Center

Many young parents bring their little ones to children's clubs. And this is by no means a tribute to fashion. The results of numerous studies have shown that children who actively develop from a very early age become more successful. It is easier for them to master school subjects in the future; they have a good memory.

What is the difference between children's development centers and kindergartens?

Children spend several hours rather than the whole day in children's centers. Classes can take place in the morning or evening 2-3 times a week or on weekends, and can be presented as single master classes or comprehensive development courses. Club leaders, as a rule, develop several training programs and visiting schedules, which allows parents to choose the most suitable schedule and bring their children to the center at a time convenient for them.

Montessori center Gurenok

The doors of children's clubs are open even to the youngest, to children six months old who cannot yet walk or talk. Special programs have been developed for infants. By examining new objects, rearranging cubes, and playing, children improve sensory perception and develop hand motor skills. Activities with children infancy occur in the presence of one of the parents. Children over the age of one and a half years can be left to study on their own and not worry about anything: the institutions in question employ specialists who understand psychology and love children. They pay due attention to each child, take into account his characteristics and desires, and make sure that the children get the maximum benefit from classes and do not get bored.

How to choose a children's club

There are many early development clubs in Moscow. They may differ not only in equipment, teaching staff, but also in focus. For example, some centers specialize in early development using the Montessori method, others in creative development, others in psychological and speech therapy support, and others in physical education. Many centers offer beginners a free trial lesson. This a great opportunity understand and evaluate how suitable a children's development center is specifically for you and your child. Let's look at 6 of the best development centers in Moscow.

Children's development centers in Moscow "Sema"

The Sema network of children's development centers has a vast geography: Ukraine, Egypt, Cyprus, over 300 branches in various parts of the Russian Federation, 15 centers in various parts of Moscow. The children's club in question has gained enormous popularity thanks to the use of unique techniques aimed at comprehensive development. The center’s specialists have created a number of basic and additional programs, designed for one or another age category (from 9 months to 7 years).

Syoma Children's Center

Directions of the early development center

For children aged 1–3 years, a huge selection of basic and additional courses is offered. Classes are aimed at developing different types of sensitivity, emotional sphere and speech, motor activity:

• A course for developing independence, hygiene and household skills.
• Drawing.
• Modeling.
• Making crafts using mixed media. Classes with parents.
• Fairy tale world.
• Games on the sand. Classes with parents.
• General physical preparation.
• Choreography.
• Music.
• Social adaptation course.
• Comprehensive early development courses. Classes with parents.
• Montessori group.
• Umka (age 2-3 years): speech development, introduction to mathematics, introduction to the outside world.

Courses for children from 3 to 5 years old:

• English language.
• Reading.
• My world is communication skills, behavior, familiarity with the social world.
• Physical development.
• Creation of cartoons.
• Music.
• Choreography.
• Games on the sand.
• Theater Club.
• Neurocorrection course.
• Modeling.
• Assembly of constructors.
• Development logical thinking and ideas about the world around us through experiments.

In addition to the above, specially developed for older preschoolers (age 5-7 years): the following courses:

• Chess.
• Preparation for school.
• Course of development of psychological functions.
• Design.

Additional services

• Holding children's parties in the style of "Sema" with the participation of the clown Semyon Baton.
• School for young parents.

Children's development centers in Moscow "Tochka Rosta"

"Growth Point" is a network of children's centers whose mission is to develop the intelligence and creative skills of children, starting from infancy. The use of certified equipment, effective teaching methods, manuals and teaching materials - in all centers the most suitable for harmonious development Wednesday. Professional teachers who love and respect children work here.

Main directions

Several groups have been formed in the centers in accordance with age stages child development:

1) “Peas” – for children from 0.5 to 3 years. Classes are held in the presence of one of the parents. Kids develop speech, motor skills, memory and attention, cognitive activity and complex thinking in an easy and fun playful way.

2) “Sprouts” – for children from 4 to 6 years old. By attending classes, children master a special program consisting of 9 thematic blocks. Well-designed work plans are aimed at developing speech and communication skills, logical thinking, and social adaptation skills. Children master various types of decorative and applied arts, practice music and choreography, learn the world, learn to count and write, basic grammar.

3) “Success” – for children of senior preschool age. In this group, children prepare for school.

Additional programs

• Academy of Professions. Classes are conducted according to author's program aimed at revealing talents through interest in the profession. During training, a child can try himself in the role of an entrepreneur, journalist, designer, doctor and human rights activist, rescuer and astronaut, understand what he likes best, in which direction to develop in the future.
• Design and robotics.
• Reading and speech development.
• Drawing, modeling, making crafts from natural material, soap making.
• Creative workshop.
• Rhythmic gymnastics.

Additional services

1) Holding a birthday party.

2) Summer camp.

3) Mini-kindergarten and kindergarten.

Children's development center "Logos"

"Logos" is a children's club specializing in working with children with speech impairments. Groups at Logos are small, up to 6 children. They are formed taking into account the age and needs of children. This approach makes it possible to select activities and games that will be interesting to all children attending the same group.

Development center "Logos"

Main directions

Logos specialists have compiled 3 basic programs:

1) For children aged 9-18 months.

Games and exercises that develop:

• speech,
• memory,
• attention,
• motor activity,
• sensory perception,
• Creative skills.

2) Age from 1.5 to 2 years. To the exercises described above, tasks aimed at forming a mathematical representation are added.

3) Age 2–3 years. Development of reading skills, cognitive processes and intellectual activity.

Additional children's club programs

• Classes with a speech therapist. Certified specialists will teach children how to pronounce sounds correctly and speak clearly and beautifully.
• Group developmental classes and trainings with a psychologist. Playing role-playing games By completing tasks to develop imagination, children gain communication and communication skills, become self-confident, are not afraid to express themselves, and forget about fears and anxiety.
• Musical classes for young and middle-aged children.

Additional services

• Studio "People of Art". Painting and drawing lessons for teenagers and adults from professional artists, a huge number of creative master classes (origami, painting on ceramics and glass, modeling from Japanese clay), original courses in interior design.
• Mini-garden (visit in the morning or afternoon).
• Preparation for school.
• Learning English, French, Spanish.
• Individual consultations with a psychologist.
• Parent school – seminars on various aspects of raising a child.

Center for Creative Development "Amalfi"

The Amalfi children's club has gathered under its roof the best artists, musicologists, choreographers, art critics, musicians and other talented and experienced teachers. The merits of many of them are known not only in the Russian Federation, but also abroad. Famous artists ballet, theater and cinema, screenwriters, masters of sports conduct exciting activities for adults and children.

Amalfi Development Center

Main directions

Amalfi specialists have developed a number of basic developmental courses for children of various ages. The classes are based on methods of clarity and interactivity, and playful ways of presenting information. All this stimulates interest in children and helps them easily perceive information. So, talking about historical events, teachers use visual aids: ancient household items, historical reconstructions, ethnographic materials. During developmental music classes there is live music.

Mugs

• Group historical reconstruction For children from 7 years. Here they will teach you how to use medieval weapons and instill combat skills.
• English and Italian language courses.
• Children's choreography.
• Ballet.
• Hip-hop.
• Rhythm.
• Sports and ballroom dancing.
• School of painting and vocals.
• Piano lessons.
• Acting school.
• Public speaking course.
• Creative master classes.

Additional services

1) Professional celebrations with the participation of fiery animators, many exciting competitions and fun games.

2) Summer city camp.

3) Schools of dancing, painting, vocals, splits, acting and public speaking for adults, art therapy for pregnant women.

Network of children's development centers "Constellation"

“Constellation” is a network of the best Montessori clubs in Russia, according to AMI. As the name suggests, free, creative and harmonious developed personality, using one of the most popular and time-tested methods of Maria Montessori.

Children's Center Constellation

“Constellation” fully complies with AMI standards: cozy rooms, properly equipped Montessori areas, high-quality and new Montessori materials, qualified teachers who have undergone appropriate training. According to Montessori regulations, the children's club operates several groups, taking into account the two-year age range:

• from 8 months to 2 years,
• from 2 to 4 years,
• from 4 to 6 years.

Children aged 8 months to 3 years can attend the groups “Zvezdochki”, “Comets” and “Comets Plus”. Here classes take place with one of the parents, and didactic material aimed at developing memory and imagination, thinking, fine motor skills, vocabulary. Kids learn to distinguish colors and geometric shapes. The duration of visits is from 45 to 90 minutes, depending on the selected group. For children of primary preschool age, full-day or weekend groups and a mini-kindergarten are provided.

Mugs

• English language;
• Fitness;
• Rhythm and dancing;
• Music and creativity;
• Various master classes;
• Services of a speech therapist and psychologist.

Additional services

• Preparation for school.

Development centers « A little prince"are represented by two branches: "Belorusskoe" and "Beskudnikovo". Here, teachers in matters of education and training adhere to the principles of an individual approach. Each little person has his own unique abilities and talents. It is important to recognize them in a timely manner and develop them, which is what the center’s employees are successfully doing.

Early Development Center "The Little Prince"

Children are taught by world and Russian champions, masters of sports, actors, laureates international competitions, members of artists' unions. The author's methods echo the best achievements in the field of pedagogy.

Sections and circles

• English theater;
• Theater and art workshop;
• Modeling;
• English language learning;
• Rhythm;
• Entertaining chemistry and physics;
• Karate;
• Children's fitness and yoga;
• Chess;
• Ballroom and club dancing;
• Creation of cartoons;
• German;

Additional services

• Preparation for school and for exams at creative universities;
• Holding birthdays;
• Mini garden;
• Services child psychologist and a speech therapist.

A kindergarten teacher- raises preschool children. The profession is suitable for responsible and active people who love children. A teacher can work in municipal, departmental or private kindergartens. Education can be secondary vocational, but to improve your qualifications you need to graduate. There are for kindergarten teachers. The profession is suitable for those who are interested in psychology (see choosing a profession based on interest in school subjects).

Features of the profession

The teacher is engaged educational work: conducts classes, games and generally organizes the stay of children in kindergarten.
Preschool teachers are most often called educators.

Men preschool teachers usually don’t work, and if this happens, it certainly becomes a sensation, which local newspapers are sure to write about and even film stories for television news.

Children aged 3 to 7 years go to kindergarten. Preschool age is divided into three periods:

1. junior preschool age - from 3 to 4 years;
2. average preschool age - from 4 to 5 years;
3. senior preschool age - from 5 to 7 years.

Every age requires special approach, educational and training methods. But in general, we can say that play is the main thing for any kindergartener. Therefore, educators use many gaming techniques in their work. Even in educational classes, didactic games are used - they better hold children’s attention and help them learn the material without them noticing.

The kindergarten program includes classes on children's speech development, mathematics, music, and physical education. Children are also introduced to the works of children's writers, taught how to draw and sculpt, and instilled in them basic work skills. Much attention focused on getting to know nature and the surrounding world.

And of course, an important place occupies moral education and the socialization of the child: in kindergarten, he learns to interact with peers and adults, and acquires life skills in society. The teacher is the leader of all these processes, and a lot depends on his personality and skills.

Important! The teacher is responsible not only for the quality pedagogical work, but also for the life and health of children.

Typically, the teacher leads one group of children, starting from a young age until they graduate from kindergarten. The group's teachers work in pairs, replacing each other according to a schedule: some work in the morning, some in the afternoon, and vice versa. Methodological assistance to educators is provided by methodologists - teachers with higher education.

Workplace

Municipal, departmental, private kindergartens.

Salary

Salary as of 02/20/2019

Russia 15000—50000 ₽

Moscow 25000—70000 ₽

Important qualities

A good teacher is characterized by love for children, cheerfulness, lack of irritability, a high sense of responsibility, a sense of justice, a high level of culture, organizational skills, and activity.

Knowledge and skills

The teacher must possess pedagogical methods and skills in organizing the educational process.
Correct speech and good manners are also required.