Integration of educational areas in educational activities with children in the context of the implementation of the Federal State Educational Standard

Presentation “Integrated classes in preschool educational institutions”

Integrated learning is a new model of learning aimed at the potential development of personality, personality-oriented learning and education of children, taking into account their inclinations and abilities. Back in the 70s. The question arises about using an integrated approach to the education of preschool children and organizing integrated classes.

The need for this is explained by a number of reasons:

- the world surrounding children is known by them in its diversity and unity, and often sections of the preschool general education program do not give an idea of ​​the whole phenomenon, splitting it into various fragments;

— integrated classes develop the potential of the pupils themselves, encourage active knowledge of the surrounding reality, development of thinking and communication abilities;

— the form of conducting integrated classes is non-standard and interesting; relieves fatigue and overstrain of pupils by switching to a variety of activities, increasing cognitive interest;

— integration in modern society explains the need for integration in education (modern society needs highly qualified specialists and it is necessary to begin training educated specialists from kindergarten and primary school, which is facilitated by integration in preschool educational institutions);

— by strengthening interdisciplinary connections, hours are freed up that can be used for developmental activities of students, as well as additional practical classes;

integration provides an opportunity for self-realization, self-expression, and creativity of teachers.

The implementation of synthesis as interaction, connection (integration) is the main principle of constructing content and leads to such an important cognitive result as the formation of a holistic natural-scientific picture of the world. This leads to the emergence of a qualitatively new type of activity.

An integrated lesson is an activity that includes techniques aimed at revealing the essence of a particular topic by applying several types of activities to it that are interpenetrating and complementary.

The goal of an integrated lesson is a comprehensive, conscious study of a concept, object or phenomenon through a combination of activities - creative, artistic, playful - accessible to children of this age.

The objectives of integrated classes for preschoolers include:

formation of a holistic perception of the surrounding world;

development of skills for independent acquisition and application of new information;

introducing a child to art, developing aesthetic taste;

development of creative abilities.

I found out for myself that the main feature of an integrated lesson is synthesis:

— content of the material being studied, theoretical and practical training;

— subjects of the educational cycle among themselves;

- activities of two or more teachers, etc.

In our group, we have been using integrated learning for children in our classes for three years now. At a younger age, all classes were structured using theatricalization, where children imitated animals - heroes from fairy tales, and at the same time found similarities and differences with real animals - made conclusions. All these activities were educational in nature.

In the middle group, during the integrated lesson “The peoples of our country are friends,” the lesson was held together with the music director and choreographer. At this lesson, the children showed themselves in playing with spoons, where they became acquainted with Russian folk instruments, and while dancing the Ukrainian folk dance, the children became acquainted with the music of the Ukrainian people. Throughout the lesson, through various activities, children became acquainted with the traditions, customs and culture of other peoples.

I use synthesis in FEMP classes, such classes as “Flight into space”, “Journey to the forest”, “Help Dunno”, “Building a house” - problems are solved not only of a mathematical, but also of an educational nature.

To familiarize ourselves with the surroundings, our group held an integrated final lesson on the project activity “My Motherland” - in this lesson, different tasks were set in educational areas, but the goal was the same. Through integration we have achieved this goal. The children took an active part in various activities.

In appliqué and design classes, I also included cognitive tasks. For example, while doing the work “Decorating clothes with national ornaments,” children first got acquainted with the clothes of different nations, and only then did the work, and also for design, the children looked at “Baiterek”, and then did the work independently.

In self-knowledge classes, children convey their thoughts and feelings in drawings, while strengthening the ability to hold a pencil, paint in one direction and convey images close to the original.

Structure of an integrated lesson

Introductory part. A problematic situation is created that stimulates children’s activity to find a solution (for example, the question is asked “Guys, what will happen if there is no water on Earth?”)

Main part. Children are given new knowledge necessary to solve a problematic issue (for example, the importance of water in nature and human life, etc.) based on the content of different sections of the program based on visualization. At the same time, work is underway to enrich and activate the vocabulary and teach coherent speech.

Final part. Children are offered any practical work (didactic games, drawing, etc.) to consolidate the information received and previously learned.

Requirements for the structure of integrated classes

· Clarity, competence, conciseness of educational material.

· Thoughtfulness and logical interrelation of the studied material of the program sections in each lesson.

· Interdependence, interconnectedness of material in the lesson.

· Systematic and accessible presentation of the material.

· The need to adhere to the time frame of the lesson.

In my work I use the following methods and techniques of integrated classes:

· — Comparative analysis, comparison, search.

· - Problematic questions, the use of tasks such as “prove”, “explain”, “how did you know?” and etc.

· — A variety of speech didactic games to get acquainted with cultural and speech standards, activate vocabulary, and cultivate a sense of self-confidence.

Integrated lesson opportunities that help me in my work

· Formation of knowledge and skills in unity.

· Communication skills

· Increasing interest in learning.

· Relieving tension, fear, uncertainty.

The advantage of integrated classes.

· Such classes help to increase the motivation of learning, the formation of cognitive interest in students, a holistic picture of the world and consideration of the phenomenon from several sides;

· to a greater extent than regular classes, they contribute to the development of speech, the formation of students’ ability to compare, generalize, and draw conclusions, relieve stress and overload;

· deepen the understanding of the concept, the laws associated with the concept, broaden their horizons;

· based on finding new connections between facts that confirm or deepen the conclusions and observations of students;

· develop children emotionally, as they are based on elements of music, painting, literature, movement, etc.

The integrated structure of classes gives our children the opportunity to realize their creative abilities, develops communication skills, since in each lesson one must be able to freely express one’s thoughts, share impressions, and most importantly, children develop cognitive interest and activity, since any topic requires children to intensify their experience real life in an integrated lesson situation. In integrated classes, different types of activities are combined into one whole and complement each other. Such activities teach children the opportunity to consider one phenomenon from different points of view. To solve one specific problem, children use knowledge from various fields. With the help of such activities, children develop the ability for independent research. Integrated activities arouse children's interest and help relieve stress and fatigue by switching attention to a variety of activities and are aimed at learning new material.

Working in this direction, we can draw some conclusions:

1. Integrated classes contribute to the formation of a holistic picture of the world, since an object or phenomenon is considered from several sides: theoretical, practical, applied;

2. Children develop cognitive interest, and classes give high results;

3. The transition from one type of activity to another allows you to involve each child in an active process;

4. Integrated classes unite children with common impressions, experiences, and contribute to the formation of collective relationships;

5. Such classes contribute to closer contact between all specialists and cooperation with parents, as a result of which a child-adult community is formed;

6. Integration helps reduce the number of classes, free up time for play activities and walks, which helps improve children's health.

7121_soobshchenie.docx

Integration of educational areas in the context of the implementation of the Federal State Educational Standard for preschool education The process of standardization of social, including educational systems, is a global trend. In the Russian Federation, the education system is being modernized in order to improve the quality of education, its accessibility, in order to support and develop the talent of every child and preserve his health. It is the standard as a normative legal document that is designed to ensure that every child, regardless of national, territorial, property and other differences, has the opportunity to achieve the necessary and sufficient level of development for subsequent successful education at the next level of the Russian lifelong education system. The Federal State Educational Standard for preschool education identifies a number of principles that the program of a preschool educational institution (hereinafter referred to as preschool educational institution) must comply with. One of the most important is the principle of integration of educational areas in accordance with their specificity and capabilities. In pedagogical science, the concept of “integration in the field of education” is defined as a means and condition for achieving integrity of thinking. It is the integrative nature of education that allows us to introduce into the content of education (due to the integration of knowledge) the assimilation of fundamental ideas and concepts, which are the basis for the formation of a value-based attitude towards the world around us. The need for integration of educational areas is explained by a number of reasons: • the world surrounding children is known by them in its diversity and unity, and often sections of the preschool educational program do not give an idea of ​​the whole phenomenon, breaking it up into isolated fragments; • integration of educational areas develops the potential of the students themselves, encourages active knowledge of the surrounding reality, development of thinking and communication abilities; • the form of integrated cognitive activity is non-standard and interesting; fatigue and overstrain of pupils are relieved by switching to various types of activities, cognitive interest increases; • integration in modern society explains the need for integration in education (modern society needs highly qualified specialists and it is necessary to begin training educated specialists from kindergarten, primary school, which is facilitated by integration in preschool educational institutions); • by strengthening interdisciplinary connections, hours are freed up that can be used for developmental activities of students, as well as additional practical classes; • integration provides an opportunity for self-realization, self-expression, and teacher creativity. The implementation of synthesis as interaction, connection (integration) is the main principle of constructing content and leads to such an important cognitive result as the formation of a holistic natural-scientific picture of the world. This leads to the emergence of a qualitatively new type of knowledge. The most effective methods and techniques for integrating educational areas • Comparative analysis, comparison, search, heuristic activity. • Problematic questions, the use of tasks such as “prove”, “explain”, “how did you know? ", etc. • A variety of speech didactic games to get acquainted with cultural and speech standards, activate the vocabulary, and develop a sense of self-confidence. Requirements for the structure of integrated activities • Clarity, compactness, conciseness of educational material. • Thoughtfulness and logical interrelation of the studied material of the program sections in each lesson. • Interdependence, interconnectedness of the material of integrated subjects at each stage of the lesson. • Large information capacity of educational material used in the lesson. • Systematic and accessible presentation of the material. • The need to comply with the time frame of the lesson. An approximate structure of joint activities between a teacher and children based on integration. Introductory part. A problematic situation is created that stimulates children’s activity in finding a solution (for example, the question is asked “Guys, what will happen if there is no water on Earth?”). Main part. Children are given new knowledge necessary to solve a problematic issue (for example, the importance of water in nature and human life, etc.) based on the content of different sections of the program based on visualization. In parallel, work is underway to enrich and activate the vocabulary, and teach coherent speech. Final part. Children are offered any practical work (didactic games, drawing, etc.) to consolidate the information received or update previously learned information. Application. (summaries of educational activities) “MOM IN THE HOUSE IS THE SUN IN THE SKY” Integrated lesson in the preparatory group. Purpose: to show the image of the mother that is significant for the child; to form moral emotions of children; to cultivate love and respect for the dearest person - the mother, to promote the creation of warm relationships in the family. Program content. Tasks. Educational: Expand children's knowledge about the Mother's Day holiday; Teach children to select words - signs; highlight the first sound in a word and make new words from them; Clarify children's knowledge about the professions of adults, recognize them from illustrations; • Strengthen the ability to correctly construct a sentence; ; • Consolidate knowledge of the “neighbors” of a number; • Strengthen the ability to solve examples within 10; count forward and backward from 1 to 10; • Fix the name of geometric shapes; • Fix the days of the week in forward and reverse order; knowledge of the months of the year. Developmental: • Develop children's attention, logical and analytical thinking, intelligence, memory, ability to generalize, classify and draw analogies; • Develop skills of self-control and self-esteem. Educational: • To develop the ability to perform collective actions; • To instill in children a sense of mutual assistance, a friendly attitude towards others, a desire to help, and organization; • To cultivate in children a kind, attentive, respectful attitude towards their mother, towards their family, a desire to help and please. Wellness: • Form correct posture. Preliminary work: Drawing group portraits “Mom and I are smiling”; Reading fiction; Learning poems and proverbs about mother; Preliminary conversation about the professions of mothers. Materials and equipment: subject pictures, photographs of adults’ professions, children’s drawings (group portraits), Dienesh logic blocks, hoops (yellow, blue), equipment for plasticine modeling (boards, stacks, color templates). Progress of the lesson: Children enter the group. Welcome guests. Educator: Guys, first of all, listen, who is this poem about? Who loves you, children, more, Who loves you so tenderly And takes care of you, Without closing his eyes at night? Who rocks the cradle for you, Who sings songs to you, Who tells you fairy tales and gives you toys? If, children, you are lazy, disobedient, playful, which happens sometimes, who sheds tears then? All of her, dear, Children: Dear Mom! Children: About mom! Educator: - That's right, about mom. In our country, Mother's Day is celebrated on the last Sunday of November. And at what time of year do we congratulate our mothers, grandmothers, and sisters? On this November day, women who have achieved success in raising children are traditionally congratulated. This holiday is celebrated in many countries around the world, although at different times. Educator: Mom is the most understandable word on earth. It sounds equally gentle in all languages. Mom's love warms you for life. Children: It’s damp, gloomy outside, the rain is drizzling. The gray sky hangs low over the roofs. And the house is clean, comfortable, we have our own weather here. Mommy will smile clearly and warmly! Our sun has risen in the room! Educator: Therefore, the topic of our lesson today is: “MOM IN THE HOUSE, LIKE THE SUN IN THE SKY.” Tell me, how affectionately can you call your mother? Children: mother, mommy, mummy, mummy... Educator: What words can you use to describe your mother? I suggest naming them by passing this beautiful flower to each other. What is your mother like? Children: Sweet, beloved, kind, affectionate, hardworking, smart, charming, stylish, attentive, hardworking, pretty. Physical education minute. Who cooks and sews dinner? (children walk in place) Who sings us a song? (tilts left and right) Who kisses us, caresses us? (turns left and right) Does he scold you for pranks? (they shake the index fingers of their left and right hands) Who bakes a pie with jam? (walk in place) Early on Sunday morning? (rise on tiptoes, hands up) Who gives us gifts? (children clap their palms to the left) It's mom! Everyone knows! (children clap their palms to the right) Educator: For the past two weeks, all our activities in groups have been devoted to this holiday. And today we will sum up the results and prepare a gift for mothers - a composition made of plasticine. We will now find out what we will do from this letter. (The teacher opens the envelope with the assignment, and there is a letter there). “There is no need for you to organize holidays for your mothers and prepare gifts for them! No one has ever given me gifts, and they don’t need to...Kryska-Lariska and I enchanted your task. And in order to disenchant him, you will have to travel and face various difficulties! ! ! ! ! You are still small and nothing will work out for you! ! ! Shapoklyak" Educator: Guys, aren't you small? - No! Educator: So, are we going on a trip? - Yes! Educator: It says here that first we must get to the village of “Gramota”. I’ll tell you a riddle and you’ll find out what kind of transport we’ll be going on: The brothers got ready for a visit, clinging to each other. And they rushed off on a long journey, only leaving behind the smoke. Educator: That's right, by train! Now each of you will go to a chair (car), solve the example that the harmful Shapoklyak hid there, and then we will arrange the cars one after another in ascending order of results. (The train is ready). We take our seats and hit the road! To get to the station, you need to count backwards from 10 to 1. (Children count in unison). We got there! First task. The names of your mothers are encrypted here! You see the pictures. What is shown on them? (Children: household appliances.) Try to read the names of your mothers by the first sounds in the names of the pictures. Children: Katya, Larisa, Lena, Valya, Zhenya, etc. Educator: Explain your choice. Now, select images that are similar in some way. Educator: Well done guys! How well did you cope with the first task! Let's move on! Take your seats and let's hit the road! To get to Logika station, you need to name the days of the week in order. Tell me, do you help your mothers, are you always ready to help her? Then, imagine, mom came from the store and brought groceries, let's help her put the groceries on the shelves in the refrigerator. The shelves in the refrigerator are our hoops, and the food is Dienesh's blocks. Listen: put all the large figures in the red hoop, all the triangles in the yellow hoop, and the red figures in the blue hoop. (Children perform the task on the carpet). Educator: Explain why this is so? Well done! Educator: You are wonderful helpers for your mothers! And now it’s time for us to go to the next Communication station. (Children sit in the carriages and list the months of the year). Wow, and I conjured Shapoklyak! Educator: You must find your mother’s profession in the illustration and make two sentences about what your mother does. Is the task clear? (Children work). Yes, you cope with the tasks very well, I think we are at the goal! ! ! And here is the envelope! It contains the task: “Sunny! » Finger gymnastics “Our Mothers”. There are many mothers in this world (they spread their arms to the sides) Children love them all very much (they tightly embrace themselves by the shoulders) Journalist, engineer, cook, policeman, Seamstress, conductor and teacher, Doctor, hairdresser and builder. (they bend their fingers one by one) Different mothers are needed, (they squeeze both palms into a lock) Different mothers are important! (spread their hands) Educator: Now, quickly get to the tables and let’s start modeling. (Guys are working) Children: poem “Talking about Mom” (verse by verse) under the photographs. Reflection: I really liked how you worked today and how the lesson went! What did you like most? If you are going to help someone else now, how will you do it? Sports entertainment “Visiting Mishka.” Objectives: exercise children in walking and running, improve jumping skills; continue to expand children's knowledge about nature, give children pleasure. Consolidate knowledge about autumn phenomena in nature. Equipment: Autumn leaves, 2 per child, basket with mushrooms, umbrella Integrations: “Socialization”, “Communication”, “Cognition”, “Reading fiction”, “Music”, Vedas: Children, today we will go for a walk in forest. Ready? Let's stand in a circle with you. All the children gathered in a circle. I am your friend and you are my friend! Let's hold hands together and smile at each other. We will go in a circle and end up in the forest. Children stand one after another, the game “On a level path” is played. Along a level path, along a level path Our feet are walking, our feet are walking. (Children follow the teacher one after another) Over the pebbles, over the pebbles (Children jump after each other moving forward) And into the hole, bang! (Children squat down). The guys had a rest, and now it’s time to move on. The game “We stomp our feet” is played. We stomp our feet, stomp-stomp-stomp (Walking one after another, hands on the belt) We clap our hands, clap-clap-clap! (They walk and clap their hands) We shake our heads (They walk and shake their heads to the right, to the left) We raise our hands and walk on our toes (They walk on their toes with their hands raised) We lower our hands, we walk on our heels (They walk on their heels, hands on their belts) We are our hands Let's walk like bear cubs (Children pretend to be bears) And then we'll all run in a circle after each other. (Children run after the teacher) Ved: Guys, look, we’ve arrived in the forest. What time of year is it now? Children: Autumn! Ved: Right! Autumn! Look how many beautiful leaves there are here. We walk along the path and rustle the leaves. The wind blows, blows, invites you to take leaves. (Children take leaves two at a time and stand in a circle. A set of exercises with leaves is carried out) Leaves, leaves fly in the wind. I. p. - legs together, arms below. Raise your hands up, wave the leaves, return to i. p. (5 times) The wind is blowing in our faces, the tree is swaying. I. p. - feet shoulder-width apart, hands below. Hands up, tilt to the right, straight, return to i. p. (same thing in the other direction) (5 times) I walk with leaves, I’ll show you the leaves. I. p. - legs together, hands behind the back. Squat down, arms forward, return to i. p. We will jump a little and walk along the path. Jumping on 2 legs alternating with walking. Exercise: The breeze blows on the leaves of the Vedas: Autumn leaves fly and spin, and lie on the ground like a multi-colored carpet. Children, let's play with the leaves. The game “Autumn, autumn - leaf fall” is being played. Autumn, autumn - leaf fall (we smoothly raise our hands) Yellow leaves are flying (as if conducting, we lower our hands) The wind blows, blows (we wave our hands below) A cloud covers the sun (we cover our face with leaves) Rain drips from morning (children jumping) Autumn is a sad time (they spread their arms to the sides) Vedas: Children, why is autumn a sad time? (Collecting leaves in a basket) Children: It’s cloudy outside, it’s raining. Ved: That’s right, let’s play the game “Sun and Rain.” The sun is shining in the morning, so it’s time for us to go for a walk. (Children rotate the “flashlights” with their hands) It’s good to be in the sun, run and play. It's good to walk in the yard in the sun. (Children run in all directions) Drip-drip-drip-drip-droplets of peas are rolling along the path. (Children jumping) Hide, children, under the umbrella, We'll wait out the autumn rain. (Hide under an umbrella) Children, after the rain a lot of mushrooms grow in the forest. And you want to find yourself in a mushroom meadow. Children: Yes! Ved: Then sit on the mat and close your eyes. (Calm music sounds) Eyelashes droop, Eyes close. We fall asleep in a magical sleep, and find ourselves in a mushroom meadow. 1, 2, 3, 4, 5, We look with our eyes again. Ved: Guys, how many mushrooms are there? Let's take some baskets and go pick mushrooms. Just guys, we need to be careful because we might meet a bear. Be careful, when you hear the bear growl, immediately run away and sit on a bench. The game “Children are walking in the forest” is being played. Children are walking in the forest and collecting mushrooms. There's a fungus here, and there's a fungus there, That's a full box. 2 times. (A bear appears and growls) Bear: What clever children! All the mushrooms in my forest have been collected. Now I’ll take the mushrooms from the children. (The game “I’ll take the fungus” is played) Bear: I’m still offended by you, it’s not fair. I don't play with you anymore. Ved: Okay, Mishenka, don’t be angry. Better listen to a poem about yourself. (Children recite the poem “Teddy Bear” with movements) Bear: I’m still not friends with you, I’m offended. Ved: Don’t be offended, Mishenka, look what a funny game we know about bear cubs. (The game “Two bears were sitting” is being played) Two bears were sitting on a thin branch. One was reading the newspaper, the other was stirring the flour. One ku-ku, two ku-ku. They both fell into the flour. Ved: Guys, let's give Mishka all the mushrooms. Children: Come on! Bear: Thank you very much, guys. I’ll eat all your mushrooms and go to sleep in the den for the whole winter. Children: Please. Ved: And now, Mishenka, dance with us. (Children dance with the bear) Bear: Well, you guys made me laugh. Thank you very much. And I prepared a gift for you. Let's go look for him. (Children follow the bear and find a hidden gift under a tree) Children say thank you to the bear and return to the group. List of used literature: 1. 1. V. I. Kovalko “The ABC of physical education minutes” 2. O. A. Novikovskaya “Poems for speech development” 3. M. Yu. Kartushina “We play, draw, sing.” 4. 4. E. F. Zhelobkovich “Physical training in kindergarten” MAUDO “Kindergarten No. 9” Integration of educational areas in the context of the implementation of the Federal State Educational Standard for preschool education Completed by: 1st category teacher Dolgikh V. I. Yalutorovsk 2014

Report

to the regional methodological association

on the topic: “Integration of the public organization “Music” with other educational areas”

N.S. Khvostikova, senior teacher

MBDOU d/s No. 19 “Goldfish”. 2021

The educational field “Music”, as a structural component of the main educational program of preschool education (PEC), undoubtedly makes a significant contribution to the formation and development of the child’s qualities. Since music can be used in all educational fields, therefore we set in our work the task of integrating the educational field “Music” with other fields.

The fundamental principle of the development of modern preschool education, which stands out as one of the most important in the Federal State Educational Standard, is the principle of integration.

For the effective organization of the integrated educational process in preschool educational institutions, system-forming factors of integration are identified.

Let us consider in more detail the system-forming factors of integration in the context of the work of music directors.

The first system-forming factor is the integration of all educational areas. The Federal State Educational Standard identifies 5 areas of development that should not be implemented in preschool educational institutions in their pure form.

It is necessary to synthesize them, to unite them into a single whole, because integration, which will ensure a qualitative and quantitative change - the formation of integrative qualities of the personality of a preschool child. At the same time, you need to understand that the integrity of OO is given not so much by their unification, but by the harmonious penetration of one area into another.

For music directors, the positions of the principle of integration are clear and familiar. Because music can be used in all educational fields.

Connections with other educational areas

The second system-forming factor of integration is the topic around which educational areas are united.

Varieties of complex thematic construction model

educational process:

• Based on lexical topics;
• Based on the “event-based” approach (all participants in the educational process are included in a large game containing a series of game events interconnected by a storyline on a certain topic);
• Based on seasonality, holidays, anniversaries, traditions;
• Implementation of projects (each project is a theme that unites all types of children’s activities; project duration is from one day to a whole year)

On the basis of calendar and thematic planning, the logical and substantive basis of the holistic educational process is determined. To cover a certain topic, a child needs knowledge from different areas.

Thus, the theme “Mother’s Day” involves the unification of all areas of development. A single organizational form can be a matinee, which directly implements the tasks of the NGO “Music”.

The third system-forming factor of integration is the integration of basic activities: motor activity, play activity,

work activity, cognitive and research activities, etc.

As a result of mastering integrative activities, a preschooler develops holistic social and psychological formations, such as integrated methods of activity that are easily transferred from one sphere to another, an individual style of activity, the development of social experience, and the development of creative abilities.

Thus, the theme “My Family” involves not only the integration of all areas of development, but also the integration of different types of children's activities. An educational product can be new knowledge, a drawing compiled by a child, text, dance, performance, etc.

The fourth system-forming factor of integration is the formation of personality qualities, presented in the target guidelines for the Federal State Educational Standard as the final result of the educational activities of preschool educational institutions.

The final result is presented in the form of a model portrait of a preschool graduate who has mastered the pre-school educational program.

At its core, a child’s personality is holistic and systemic. In the process of personal development, a child gradually acquires independence as the ability for autonomous existence and social activity as the ability to create and maintain his relationships with the environment. The integral individuality of each individual is formed in the process of upbringing, development and training.

The fifth system-forming factor of integration is the integration of forms, methods and means of the educational process

Forms of organizing the integrated educational process:

• a game
• reading
• workshop
• situation
• collecting
• experimentation
• conversation
• quizzes, competitions
• forms of joint artistic activity (listening, playing, concert, etc.)
• project activities

To achieve a certain result in the work of the music director and teachers with children, in our opinion, a more effective form of organizing the integrated process of the educational field “Music” with other educational fields is the method of project activity.

The relevance of the project method lies in the fact that it allows you to move away from the usual form, such as an activity, and, based on such types of children's activities as play, work, reading, cognitive-research and productive, build an educational process taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of students, the specifics and capabilities of educational areas.

The essence of work on music education is to make maximum use of the integrative connections of music, painting and fiction, physical education and other educational areas for the comprehensive development of the child.

Today we will show the integration of the educational field “Music” with “Physical Development”. Please note that all educational activities will be accompanied by music.

“The principle of integration in preschool education” consultation on the topic

“The principle of integration in preschool education”

Preschool pedagogy is currently undergoing significant changes.

Particular attention is paid to the principle of integration of educational fields. According to numerous researchers, integrated learning contributes to the formation of a holistic picture of the world in children, provides an opportunity to realize creative abilities, develops communication skills and the ability to freely share impressions.

The principle of integration is innovative and obliges preschool educational institutions to radically restructure educational activities in kindergarten on the basis of synthesis, unification of educational areas, which involves obtaining a holistic educational product that ensures the formation of integral qualities of the preschooler’s personality and his harmonious entry into society.

Until recently, preschool educational institutions had a subject-based system of training, education and development, and it turned out that knowledge remained scattered, artificially divided according to the subject principle.

Designing the educational process in a modern preschool educational institution requires a basis on the principle of integration of educational areas and a comprehensive thematic principle that allows integrating the content of preschool education within the framework of a particular topic.

The choice of topic and integrated educational areas belongs to teachers implementing the basic general education program of preschool education, taking into account the individual characteristics of children and the specific conditions of the educational process.

In domestic pedagogy, the first attempt to theoretically study aspects of this problem was made by K.D. Ushinsky, who revealed the psychological basis of the relationship between various objects.

The system of knowledge that should be formed among students was understood by K.D. Ushinsky not as a mechanical sum of abstract ideas, but as a unity of organically interconnected knowledge about the objectively existing world. “Only a system, of course, is reasonable, coming from the very essence of objects, and gives us complete power over our knowledge. A head filled with fragmentary, incoherent knowledge is like a storeroom in which everything is in disarray and where the owner himself will not find anything.”

Moreover, “to present a description of certain natural objects and phenomena without connection would mean

It’s just useless to tire a child’s memory.”

One of the important principles of planning an integrated lesson is determining the ratio of familiar and new material. The latter must necessarily be based on existing and well-learned knowledge, which contributes to the rapid construction of associations and the involvement of the child in solving a problem situation from his own experience. In integrated classes, great importance is attached to the development of a child’s communication abilities as one of the most important factors in his readiness for school.

Integrated classes have the greatest effect when they are not single experimental classes, but a system built according to a special program.

Integrated classes are characterized by a mixed structure; it allows maneuvering in organizing the content and presenting its individual parts in different ways.

1. Introductory part. A problematic situation is created that stimulates children’s activity in finding a solution (for example, the question is asked: “Guys, what will happen if there is no water on Earth?”).

2. Main part. Children are given new knowledge necessary to solve a problematic issue (for example, the importance of water in nature and human life, etc.) based on the content of different sections of the program based on visualization. At the same time, work is underway to enrich and activate the vocabulary and teach coherent speech.

3. Final part. Children are offered any practical work (didactic game, drawing, etc.) to consolidate the information received or update previously learned information.

Integrated classes give the student a fairly broad and vivid understanding of the world in which he lives, the relationship of phenomena and objects, mutual assistance, and the existence of a diverse world of material and artistic culture. The main emphasis is not so much on the assimilation of certain knowledge, but on the development of imaginative thinking. Integrated classes also require the mandatory development of students’ creative activity. This allows you to use the content of all sections of the program, attract information from various fields of science, culture, art, referring to the phenomena and events of the surrounding life.

The need to organize integrated classes is explained by a number of reasons:

1. The world surrounding children is known by them in its diversity and unity, and often sections of the preschool educational program aimed at studying individual phenomena of this unity do not give an idea of ​​​​the whole phenomenon, breaking it up into isolated fragments.
2. Integrated classes develop the potential of the students themselves, encourage them to actively understand the surrounding reality, comprehend and find cause-and-effect relationships, develop logic, thinking, and communication abilities.
3. The form of integrated classes is non-standard and interesting. The use of various types of work during the lesson maintains the students’ attention at a high level, which allows us to talk about the sufficient effectiveness of the lessons. Integrated classes reveal significant pedagogical opportunities, relieve fatigue and overstrain of students by switching to a variety of activities, significantly increase cognitive interest, and serve the development of imagination, attention, thinking, speech and memory.
4. Integration in modern society explains the need for integration in education. Modern society needs highly qualified, well-trained specialists. To meet this need, the training of educated specialists must begin in kindergarten and junior grades, which is facilitated by integration in preschool educational institutions and primary schools.
5. Integration provides an opportunity for self-realization, self-expression, creativity of the teacher, and contributes to the disclosure of his abilities.

The peculiarity of the organization of the integrative process in preschool educational institutions is such that all of the listed forms cannot exist in their pure form; the choice of a specific topic presupposes their integration.

For example, the topic “Our Mothers” (senior preschool age) involves the choice of such educational areas as “Socialization”, “Communication”, “Cognition”, “Music”, “Labor”, “Reading fiction”, “Artistic creativity”, as well as different types of activities: artistic and creative, gaming, reading, cognitive and research. A matinee can be a single organizational form. During the day, children read works about their mothers, draw portraits of their mothers, make an exhibition of portraits, talk about their mothers’ professions, make a gift for their mother (for example, an applique postcard), organize a concert for mothers together with adults, participate in the project “Mom’s Dresses” or “ Mistress." On such a day, it is useful to meet with one of the mothers, who will share the secrets of preparing their favorite delicacy for their son or daughter. Children not only immerse themselves in the atmosphere of a joint holiday, but also internalize the ideal of a modern woman, learn to appreciate and respect their mother. This is how spiritual, moral and gender education occurs, social, personal, artistic and creative, cognitive and speech development is carried out, as well as the formation of such qualities as activity, curiosity, emotional responsiveness, creativity.

The theme “My Family” (senior preschool age) assumes, as the leading form, the choice of a project organized on the basis of the integration of all educational areas: “Health”, “Physical education”, “Cognition”, “Music”, “Work”, “Reading art” Literature", "Communication", "Safety", "Artistic Creativity", "Socialization". The project is quite labor-intensive, so its completion can take 3-5 days. A system-forming factor in the integration of educational areas can be the activity of compiling a “Family Tree” together with parents, presenting this project and defending it by each family. At the same time, it is important to talk not only about family members, but also about their rights, responsibilities, and professions. It is also possible to defend a mini-project “Family Traditions and Hobbies”, in which children, together with their parents, in free form (drawing, dance, photography, dramatization) represent their family, diagrams of their neighborhoods, houses, apartments. Children and their parents select proverbs and sayings about family as materials for projects. Projects may also include role-playing games (“Family”, “Furniture Salon”, “My Apartment”, “Home”), games-dramatization of fairy tales (“Turnip”, “Geese-Swans”), creative storytelling (“ How I help at home”, “Who will I be”, “I will be a mom/dad”, “Our favorite pets”). In addition, such projects may include competitions (“My family’s morning exercises,” “Mom, Dad and I are a sports family,” “Love my family’s dish,” “Family budget”); a drawing competition (“My Family”, “We are on Vacation”), publication of family newspapers, organization of the “Family Hobby” exhibition. The project can also include stories by L.N. Tolstoy’s “Kostochka”, “Filippok”, A. Lindgren’s fairy tale “The Kid and Carlson”, listened to works by P.I. Tchaikovsky from the “Children’s Album”, learned and performed songs about mother.

Integration as a holistic phenomenon that unites educational areas, different types of activities, techniques and methods into a single system based on calendar and thematic planning, acts in preschool education as the leading means of organizing the educational process, the leading form of which is not classes, but joint and independent activities with adults children.

Integration allows each child to open up in joint activities, to find the use of their abilities in creating a collective and individual creative product. An important aspect is the presentation of the results of this activity (at events where educators, parents, and additional education teachers are not observers, but active participants).

It should be borne in mind that any integration cannot replace the classical educational process in a preschool educational institution in the main sections of the program; it only connects knowledge. This means that children will be able to gain more and more new ideas about concepts, systematically complementing and expanding the range of existing knowledge and ideas.