Educational areas according to Federal State Educational Standards Pre-consultation on the topic

Educational areas of the Federal State Educational Standard

Olga Smirnova

Educational areas of the Federal State Educational Standard

1.Physical development:

- development of physical qualities

— correct formation of the musculoskeletal system of the body, development of balance, coordination of movements, gross and fine motor skills

- correct execution of basic movements

– formation of initial ideas about some sports

- mastering outdoor games with rules

— formation of focus and self-regulation in the motor sphere

– mastery of basic norms and rules of a healthy lifestyle

– formation of initial ideas about a healthy lifestyle

- Physical Culture

2. Artistic and aesthetic development:

- development of prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual , the natural world

- formation of an aesthetic attitude towards the surrounding world

– formation of elementary ideas about types of art

- perception of music, fiction, folklore

- stimulating empathy for characters in works of art

- implementation of independent creative activities of children ( visual , constructive - modeling, musical, etc.)

- introduction to art

— visual arts (drawing, modeling, applique)

- constructive - modeling activity

- musical activity

3.Speech development:

- mastery of speech as a means of communication

— enrichment of the active dictionary

- development of coherent, grammatically correct dialogical and monologue speech

— development of speech creativity

— development of sound and intonation culture of speech, phonemic hearing

— acquaintance with book culture, children’s literature, listening comprehension of texts of various genres of children’s literature

-formation of sound analytical-synthetic activity as a prerequisite for learning to read and write

- speech development

- introduction to fiction

4.Cognitive development:

– development of children’s interests, curiosity and cognitive motivation

— formation of cognitive actions, formation of consciousness

- development of imagination and creative activity

- formation of primary ideas about oneself. Other people, objects of the surrounding world, their properties and relationships (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and effects, etc.)

- the formation of primary ideas about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the features of nature, the diversity of countries and peoples of the world

— development of cognitive and research activities

— familiarization with sociocultural values

– formation of elementary mathematical concepts

- introduction to the natural world

5. Social and communicative development:

— appropriation of norms and values ​​accepted in society, including moral and moral values

- development of communication and interaction of the child with adults and peers

— formation of independence, purposefulness and self-regulation of one’s own actions

— development of social and emotional intelligence, emotional responsiveness, empathy

— formation of readiness for joint activities

— formation of a respectful attitude and a sense of belonging to one’s family and community of children and adults in the organization

— formation of positive attitudes towards various types of work and creativity

— formation of the foundations of safety in everyday life, society, and nature

— socialization, development of communication, moral education

— child in family and community, patriotic education

— self-service, independence, labor education

— formation of security fundamentals

Educational standards and requirements

Preschool education at the present stage is regulated by the Federal State Educational Standard of Preschool Education, approved by Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155.

On September 1, 2013, the Law “On Education in the Russian Federation” came into force, which establishes preschool education as a separate level of general education, and for the first time in the history of Russian education.

From January 1, 2014, all preschool educational institutions of the Russian Federation switched to the new Federal State Educational Standard for Preschool Education (FSES DO) .

The preschool education standard is a very special document related to supporting the diversity of childhood, and not its unification.
The new standard appears to us as a unique agreement between family and state. The federal state standard for preschool education is a set of state guarantees and requirements for programs, conditions and results of obtaining a free, accessible, high-quality education.

The federal state standard for preschool education is a set of state guarantees and requirements for programs, conditions and results of obtaining a free, accessible, high-quality education.

The Federal State Educational Standard is aimed at achieving the following goals

The standard solves the following problems

Preschool childhood is the main and most important stage when the foundations of personal development are laid: physical, intellectual, emotional, communicative. This is the period when a child begins to realize himself and his place in this world, when he learns to communicate and interact with other children and adults.

What is changing in the educational process of preschool educational institutions in connection with the introduction of the Federal State Educational Standard for Preschool Education?

1. The introduction of the Federal State Educational Standard is due to the fact that there is a need to standardize the content of preschool education in order to provide every child with an equal starting opportunity for successful schooling.

But the specificity of preschool age is such that children’s achievements are determined not by the sum of specific knowledge, abilities and skills, but by a set of personal qualities, including those that ensure the child’s psychological readiness for school. Thus, teaching reading and arithmetic is not the goal of preschool education. A preschool institution is designed to help a child painlessly move to a new level of education, develop the child emotionally, communicatively, physically and mentally, and develop abilities and desire to study at school.

The standard includes requirements for results, but this does not mean that kindergarten graduates will have to take exams! There will be no final assessment. With the help of monitoring studies at different stages, the level of development of the child will be recorded so that teachers of preschool institutions and parents understand what needs to be worked on next.

It should be noted that the most significant difference between preschool education and general education is that in kindergarten there is no strict subject matter. Child development occurs through play, not through learning activities. The standard of preschool education differs from the standard of primary education in that preschool education does not have strict requirements for the results of mastering the program.

At the same time, teachers are given a guideline for the ultimate goal of their activities. The Federal State Educational Standard states that one of the mandatory sections of the program of any preschool educational institution is the section “Planned results of children mastering the basic general education program of preschool education.” It describes the integrative qualities that a child can acquire as a result of mastering the program: for example, physically developed, inquisitive, active, emotionally responsive, sociable, etc.

The text of the Federal State Educational Standard does not use the word “occupation,” but this does not mean a transition to the position of “free education” of preschoolers. Adults will not stop working with children in kindergarten. But this form of educational activity as an activity does not correspond to the age characteristics of preschool children. In modern theory and practice, the concept of “activity” is considered as an entertaining activity, without identifying it with occupation as a didactic form of educational activity. The activity should be a specific children's activity that is interesting for children, specially organized by the teacher, implying their activity, business interaction and communication, the accumulation by children of certain information about the world around them, the formation of certain knowledge, skills and abilities.

And what is also very important, the basic preschool education program ensures continuity with the exemplary basic primary education programs, which was not the case before.

2. The Standard’s requirements for the results of mastering the Program are presented in the form of targets for preschool education. These include the following social and psychological characteristics of the child’s personality at the stage of completion of preschool education

Thus, the targets do not represent an assessment of the child’s achievements within a rigid framework: knowledge, abilities and skills, but the social and psychological characteristics of the child’s possible achievements.

It is important that by the end of the preparatory group in kindergarten, the child has formed a strong-willed and motivational readiness to study at school.

3. The new document prioritizes an individual approach to the child through play . The fact that the role of play as a leading activity of a preschooler is increasing and it is given a leading place is positive, since in recent years, due to social changes in society, informatization, as well as the intensive preparation of the child for school, play is unfortunately disappearing from the world of childhood. The child’s social world becomes closed, limited to communication with loved ones or virtual communication. Today, preschool education is designed to bring play back to childhood. That very cognitive, research, creative one, in which the child learns to communicate, interact, with the help of which he learns about the world, the relationships of objects and people in this world. That game in which the child “tryes on” different roles. That game in which his speech, memory, attention, thinking, emotions, imagination develop.

In addition to play, the leading types of children's activities will be: communicative, motor, cognitive-research, productive, etc. It should be noted that each type of children's activity corresponds to certain forms of work with children.

4. The way of organizing children's activities is changing: not the guidance of an adult, but joint (partnership) activities of an adult and a child.

It should be noted that educational activities are carried out throughout the entire time a child is in a preschool institution. This

Educational activities are carried out in various types of activities and cover certain areas of children's development, which are called educational areas . Federal State Educational Standard defines 5 educational areas

1) social and communicative development is aimed at assimilation of norms and values ​​accepted in society, development of communication and interaction of the child with adults and peers, formation of independence

2) cognitive development involves the development of children’s interests, curiosity and cognitive motivation

3) speech development includes mastery of speech as a means of communication and culture, enrichment of the active vocabulary, development of coherent, grammatically correct speech

4) artistic and aesthetic development involves the development of prerequisites for the value-semantic perception and understanding of works of art, the natural world, the formation of an aesthetic attitude towards the surrounding world

5) physical development includes the acquisition of experience in motor activity, the formation of healthy lifestyle values.

Educational areas correspond to the age and individual characteristics of children and are connected with each other. The interconnection of educational areas ensures that the child develops a holistic picture of the world around him.

5. One of the principles of preschool education is the cooperation of the preschool institution with the family , and state standards are the basis for assisting parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in the development of individual abilities and the necessary correction of their developmental disorders .

In accordance with the Federal State Educational Standard for Preschool Education, a preschool institution is obliged

In this way, the role of parents in the work of the preschool institution increases. Parents must participate in the implementation of the preschool educational institution program, in creating conditions for the full and timely development of the child in preschool age and be active participants in the educational process, and not just outside observers.

Federal documents

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Types of children's activities according to the Federal State Educational Standard

Elena Ulevich

Types of children's activities according to the Federal State Educational Standard

Types of children's activities according to the Federal State Educational Standard.

Educator 1 KK Ulevich E.V.

Activity is determined by a specific type of manifestation of a person’s initiative, which involves knowledge, creative understanding of the world around and understanding of oneself in this world.

Regardless of the type of activity , children go through five stages of its development:

1. Independent activity .

2. Difficulty.

3. Joint activities with adults (together, and then side by side)

and with peers.

4. Joint activities with peers .

5. Amateur performance

Each teacher has to set the child up for one or another type of activity several times a day, switching from another activity . At the same time, he uses all the baggage of methodological techniques. It all depends on the appropriateness of using each of them: relevance to the topic, effectiveness in relation to a specific group of children, as well as the content of the material of this technique.

The main task of preschool education is to create favorable conditions for the development of children in accordance with their age and individual characteristics, the development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world.

5 educational areas of the Federal State are implemented through the organization of various types of children's activities or their integration using a variety of forms and methods of work.

The Federal State Educational Standard identifies 9 types of activities:

1. Play activity is a form of child activity, aimed not at the result, but at the process of action and methods of implementation, and is characterized by the child’s acceptance of a conditional position.

2. Communicative activity is a form of child activity aimed at interacting with another person as a subject, involving coordination and joining efforts with the aim of establishing relationships to achieve a common result.

3. Cognitive and research activity is a form of child activity aimed at learning the properties and connections of objects and phenomena, mastering methods of cognition, contributing to the formation of a holistic picture of the world.

4. Perception of fiction is a form of child activity, which is embodied in internal assistance and empathy for the characters, resulting in the effect of personal presence, personal participation in events.

5. Self-care is a form of child activity that requires effort to satisfy physiological and moral needs and brings a concrete result that can be seen.

6. Construction from various materials is a form of child activity that develops spatial thinking, provides an opportunity for the development of creativity, and enriches speech.

7. Visual activity is a form of child activity that results in the creation of a material or ideal product.

8. Musical activity is a form of child activity that gives him the opportunity to choose the positions that are closest and most successful in realizing the position of listener, performer, and writer.

9. Motor activity is a form of activity of a child that allows him to solve motor problems by implementing a motor function.

Characteristics of educational areas; methodological development

Characteristics of educational areas and types of activities in the content of preschool education

Relevance. The effectiveness of any education largely depends on its content. The content of education is understood as a pedagogically adapted set of social experience that is to be mastered by children. In connection with the transition to the Federal State Standard, the content of preschool education in Russia has undergone significant changes. Kindergarten can be the first step in becoming a successful and harmoniously developed personality. ECE specialists today establish a relationship between the educational institution and the family, contribute to the intellectual and spiritual development of children, their successful socialization and preparation for school. The Federal State Educational Standard for Preschool Education provides equal opportunities for every child to receive quality preschool education [14, p. 6]. The process of education and training in accordance with the Federal State Educational Standard is aimed at the formation of the child’s personal qualities, his motivation for knowledge and creativity. The implementation of these tasks in additional education at the present stage occurs in five educational areas. In-depth study by teachers of the content of educational areas, types and forms of organizing children's activities can contribute to the competent construction of the educational process in a preschool institution and the solution of many pedagogical problems. This topic is especially relevant for beginning educators.

Goal: study of educational areas and types of activities in the content of preschool education.

Tasks:

— consider the goals, objectives and features of the implementation of educational areas in accordance with the Federal State Educational Standard for Education;

— become familiar with the principle of integration of educational fields;

— characterize each type of activity in the subsidiary;

— analyze the forms of organizing children's activities in kindergarten;

An educational field is a structural unit of educational content, representing a certain direction of development and education of children [17, p. 15]. The federal state educational standard for preschool education presents five educational areas: social and communicative development, cognitive development, speech development, artistic and aesthetic development, and physical development. A separate program is drawn up for each of them. This division is considered quite conditional, since the personal qualities of children, their knowledge, abilities and skills are developed with mandatory consideration of the principle of integration of educational areas. This contributes to the formation of a holistic picture of the world in preschoolers, creates conditions for communication, development of creative and intellectual abilities. The principle of integration ensures the interaction of one educational area with another, which significantly affects the effectiveness of training and education. The basis of the integrated approach to educational activities is the combination of knowledge from different areas. This allows teachers to solve several problems at once, and children to master new material in different types of activities. This approach to the organization of the educational process also affects the professional development of the teacher’s personality, activating him and encouraging him to self-realization and increasing the level of competence.

Each of the educational areas implements specific tasks:

• Tasks for social and communicative development

— assimilation of norms and values ​​accepted in society, including moral and moral values;

— development of communication and interaction of the child with adults and peers;

— formation of independence, purposefulness and self-regulation of one’s own actions;

— development of social and emotional intelligence, emotional responsiveness, empathy;

— formation of readiness for joint activities with peers;

- formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults;

— formation of positive attitudes towards various types of work and creativity;

— formation of the foundations of safe behavior in everyday life, society, and nature.

• Cognitive development goals

— development of children’s interests, curiosity and cognitive motivation;

— formation of cognitive actions, formation of consciousness;

— development of imagination and creative activity;

- the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and peace, causes and effects, etc.);

- the formation of primary ideas about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

• Speech development tasks

- mastery of speech as a means of communication and culture;

— enrichment of the active dictionary; development of coherent, grammatically correct dialogical and monologue speech;

— development of speech creativity; development of sound and intonation culture of speech, phonemic hearing;

— acquaintance with book culture, children’s literature, listening comprehension of texts of various genres of children’s literature;

— formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

• Tasks for artistic and aesthetic development

— development of prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world;

— formation of elementary ideas about types of art;

- perception of music, fiction, folklore;

- stimulating empathy for characters in works of art;

- implementation of independent creative activities of children (visual, constructive-model, musical and others).

• Physical development

— gaining experience in children’s motor activity;

- development of coordination and flexibility, contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both sides);

- formation of initial ideas about some sports;

- mastering outdoor games with rules;

— formation of focus and self-regulation in the motor sphere;

- formation of the values ​​of a healthy lifestyle, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).

Social and communicative development

In an era of priority of material values ​​over spiritual values, a decline in the level of morality in society, the main task facing teachers is to educate a person who is able to love his homeland, respect the culture of other peoples, treat nature with care, and take care of his family. Therefore, one of the important areas in working with children is social and communicative development. V.A. Sukhomlinsky wrote: “Childhood is an everyday discovery of the world, and therefore it is necessary to make sure that it becomes, first of all, the knowledge of man and the Fatherland, their beauty and greatness.” Socio-communicative development is the process of assimilation and further development by an individual of socio-cultural experience necessary for its further inclusion in the system of social relations. The concept of “social and communicative development” reflects the relationship between two components: the social and communicative development of the child. Sh. G. Alieva in her article “Social development of preschool children” gives the following definition: “Social development is the process of assimilation and further development of sociocultural experience necessary for inclusion in the system of social relations” [1, p. 3]. The communicative development of preschool children is understood as targeted training in the skills of effective interaction, joint activities and communication. Thus, the social and communicative development of children in the preschool period occurs under the strict guidance of a teacher, who gradually introduces him to the world of society. In the process of communication, students learn important norms and rules of behavior, learn to interact with people around them.

Cognitive development

In preschool age, the ability to understand the world, objects, natural phenomena and much more is most fruitfully formed and developed. The main task of the teacher in this favorable period of a child’s life is to support his desire and interest in learning, to encourage curiosity and the desire to obtain information. The Federal State Educational Standard for Preschool Education notes that a child’s cognitive interest is a selective orientation towards understanding phenomena, objects, events of the surrounding world, which activates mental processes, cognitive abilities and human activity [17, p. 18]. The teacher must create all conditions to satisfy the cognitive needs of preschoolers and in no case allow them to fade. There are certain negative factors that directly affect the weakening of the cognitive activity of pupils: the authoritarian style of interaction between an adult and a child; threat of punishment for unsuccessful action; an evaluative approach to the actions and personality of the child; constant criticism of the child; emotional rejection of the child; lack of a creative atmosphere. Such famous scientists, educational psychologists as B.G. dealt with the development of children's cognitive interest. Ananyev, L.N. Bozhovich, L.A. Wenger, L.S. Vygotsky, A.G. Zaporozhets, A.G. Makarenko, N.V. Rubinstein, G.I. Shchukina, D.B. Elkonin. This topic has not exhausted its possibilities even today.

Speech development

At all times, a person who speaks beautifully and correctly has enjoyed great popularity. This is still relevant today. A rich vocabulary, lively and figurative language, flexibility and brightness of intonation, competent pronunciation - all these are indicators of a person’s high culture [7, p. 10]. D.S. Likhachev argued: “Our speech is the most important part not only of our behavior, but also of our soul and mind.” It's hard to disagree with this. Through communication, a person realizes himself as a person. That is why it is important to pay attention to how speech development occurs in preschool childhood. In connection with the global computerization of society, the problem of a lack of communication between people, including between children and parents, arises. Therefore, the main work on developing speech culture skills falls on the shoulders of preschool teachers. Starting from early preschool age, preschool teachers need to teach children to listen carefully, analyze and understand the speech of other people, answer questions clearly, speak with different intonations, pay attention to breathing, etc. Constantly enrich the child’s vocabulary with new terms, concepts, objects, and phenomena of living and inanimate nature. Pay attention to the connections between objects, their properties and actions. In the process of joint activities, work on the formation of grammatically correct speech and its sound culture. Introduce fiction and cultivate a love of reading.

Artistic and aesthetic development

It's no secret that from childhood it is necessary to cultivate aesthetic feelings and the ability to create in a little person. In pre-revolutionary Russia, along with the exact sciences, such subjects as playing music, painting and dancing were considered mandatory. Many studies confirm the beneficial effects of various types of arts on the spiritual and physical development of children. Famous Russian composer P.I. Tchaikovsky said: “Art creates good people, shapes the human soul.” It's hard to disagree with this. Nowadays, just being educated is not enough; you also need to be able to think creatively and have a broad outlook. Artistic and aesthetic education plays a special role in the life of a preschooler. Developing in this direction, the child learns to appreciate the beauty of nature and man, acquires certain moral values ​​and guidelines [11, p. 35]. From the very first years of life, children in preschool enjoy sculpting, listening to fairy tales, responding emotionally to musical works, reading poetry, and singing simple songs. As they get older, children learn to analyze artistic images, characterize them, and express their opinions about what they heard or saw. By creating something with their own hands, they learn to appreciate the creativity of other people.

Physical development

One of the priority tasks facing preschool teachers is to protect and strengthen the health of children and foster a desire for a healthy lifestyle. V.A. Sukhomlinsky wrote: “What is lost in childhood can never be made up in youth, and even more so in adulthood.” Research by leading scientists and educators indicates that before the age of seven, the foundation of a person’s mental and physical health is laid. At this time, intensive development of all functional systems of the body occurs [8, p. 24]. That is why it is important to form the habit of taking care of your own health and the health of others as early as possible. The educational area “Physical Development” includes the following components: children’s acquisition of knowledge about proper nutrition, sports, and a healthy lifestyle; accumulation and enrichment of motor experience, development of physical qualities of pupils, formation of useful habits and much more. The main role in the physical education of preschool children belongs to teachers and physical education instructors. Thus, physical education is not only a means of developing a child’s physical qualities and strengthening his health, but also an important component of the spiritual, moral, and aesthetic education of a preschooler.

1. Main activities of the subsidiary

Activity plays a major role in a person’s life. This is something without which his development as a person is impossible. Activity can be defined as a specific type of human activity aimed at cognition and creative transformation of the surrounding world, including oneself and the conditions of one’s existence. Children's activities are understood as the ways in which a child interacts with the world [7, p. 44]. According to the Federal State Educational Standard for Additional Education, the content of educational areas is implemented in various types of children's activities:

• in infancy (from 2 months to 1 year) - direct emotional communication with an adult, manipulation with objects and cognitive-exploratory actions, perception of music, children's songs and poems, motor activity and tactile-motor games;
• at an early age (from 1 year to 3 years) - object-based activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with adults, joint games with peers under the guidance of a teacher, self-service and action with household objects (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;
• for preschool children (from 3 years to 8 years) - a number of types of activities: gaming, including role-playing games, games with rules and other types of games; communicative (communication and interaction with adults and peers), cognitive-research (studying objects in the surrounding world and experimenting with them), perception of fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction kits, modules, paper, natural and other materials, visual (drawing, modeling, appliqué), musical (perception and understanding of the meaning of musical works, singing, musical-rhythmic movements, playing musical instruments) and motor (mastery of basic movements).

Play activity

Researchers of gaming activities note that games are necessary to ensure a harmonious combination of mental, physical and emotional stress, and to achieve an overall comfortable psychophysiological state for children. Yu. Nagibin evaluates children's play this way: “Game helps children resurrect the past and look into the future. The game reveals the character of the little man, his views on life, his ideals. Without realizing it, children, while playing, get closer to solving complex life problems” [6, p. 54]. The game demonstrates creative initiative, expressed in a variety of actions, coordinated with collective actions. Children’s play activities objectively combine two very important factors: on the one hand, children are involved in practical activities, develop physically, and get used to acting independently; on the other hand, they receive moral and aesthetic satisfaction from this activity and expand their horizons.

Communication activities

With the introduction of the Federal State Educational Standard for Preschool Education, the idea of ​​organizing communicative activities in a preschool institution has changed. Now it is realized in the joint activities of the teacher and the child, which is carried out in the process of direct educational activities, as well as during routine moments. Communicative activity in preschool education is one of the most important ways of obtaining information about the outside world and a way of forming the child’s personality, its cognitive and emotional spheres. Currently, innovative forms of working with children have been developed that make it possible to teach preschoolers differently than was done before. This occurs in the form of cooperation, which significantly contributes to their personal development, and also fully complies with modern requirements for organizing the educational process. Thus, communicative activities not only make it possible to establish communication between the teacher and the student, but also satisfy his need for emotional closeness and support.

Cognitive - research activities

In pedagogy, cognitive-research activities mean the activity of children, which is aimed at understanding the structure of things, the connections between the phenomena of the surrounding world, their ordering and systematization. From the first years of life, a child explores the world around him, so search activity is his natural state. In early childhood, the process of cognition begins with experimentation with objects. In the first years of attending kindergarten, he gradually becomes woven into play and object-based activities. In older preschool age, cognitive-research activities take place consciously and are aimed at independently searching for solutions, confirming or refuting one’s own ideas about the world.

Subject activity

Until the age of three, children learn about the world around them through manipulations with various objects. This happens in the process of interaction with adults. Such activity is called subject activity. For a young child, an adult acts as a participant in play and object-based activities, as a role model for actions with objects, as an evaluator of the child’s actions and emotionally supporting his successes and achievements. The means of communication are the exchange of toys, attracting attention to the subject [4, p. 13]. Experience shows that the subject-related activities of children at an early age significantly influence the socio-communicative, cognitive and physical development of children. Such outstanding scientists as: L.S. studied the mental development of a child within the framework of substantive activities. Vygotsky, A.V. Zaporozhets, L.N. Galiguzova, M.I. Lisina, D.B. Elkonin and others.

Visual activities

Creativity is an effective way for a child to understand the world. There is not a single child in the world who would not strive to draw or sculpt something. Visual creativity is a productive activity of preschool children, during which aesthetic perception, memory, imagination, thinking, fine motor skills, and volitional qualities of character develop. In kindergarten there are the following types of visual activities: drawing, modeling, appliqué and design. These activities bring joy to children, create a positive emotional mood, and promote the development of creativity.

Constructive activity

One of the leading areas of activity in this direction is design. Constructive activities in a preschool institution influence the development of children's creative imagination, the formation of complex mental actions, and mechanisms for managing their own behavior. Design, translated from Latin, means the arrangement of various objects and individual parts in a strictly defined order. Children's design involves assembling miniature structures and buildings from various parts. This also includes the production of all kinds of crafts and applications. In order for a child to be able to design independently, teachers must teach him how to do this. Constructive activities are therapeutic in nature. It has a beneficial effect on the child’s emotional sphere, relieves him of fears, helps him relax and relieve tension.

Perception of fiction and folklore

The perception of fiction and folklore is an activity in which the child empathizes with the heroes of literary works, relates himself to them, mentally participates in imaginary events, and gives them an objective assessment. Over the course of several years in kindergarten, preschoolers become acquainted with a variety of literary genres and learn to distinguish between them. The teacher reveals to them the wisdom and beauty of folk art - riddles, proverbs, fairy tales, legends and epics. Children learn about the works of domestic and foreign poets and writers, analyze them, and enrich their reading experience. In this process, the literary and artistic taste of students is actively formed.

Musical activities

Musical activity is the process of introducing children to the art of music. Types of musical activities include: perception, performance, creativity, musical and educational activities [5, p. 4]. Music perception includes listening and analyzing musical works. Performance and creativity are realized in singing and musical and rhythmic activities. Musical educational activities are aimed at familiarizing preschoolers with musical terms and the works of famous composers and performers.

Motor activity

Movement is a natural need of any living organism. Satisfying this need is not only a guarantee of health, but also one of the most important conditions for the successful development of a child. Teachers have noticed that the functioning of all body functions largely depends on physical activity. Movement increases a child’s performance, contributes to his successful assimilation of educational material, and lifts his spirits. The main task of a teacher and physical education instructor in a kindergarten is to ensure that children’s biological needs for physical activity are met by organizing morning exercises, physical education classes, gymnastics at regular intervals, games - relay races, etc.

Labor activity

Hard work is one of the most valuable qualities inherent in a person. The proverb “Patience and work yield wonderful fruits” says that if you put in effort and patience, you will definitely get a good result. In accordance with the Federal State Educational Standard for Preschool Education, labor education is one of the important areas in the work of preschool institutions, the main goal of which is the formation of a positive attitude towards work. In a modern preschool institution, it is carried out through such types of activities as: self-service, household work, work in nature, manual labor and mental labor [3, p. 34]. In order to instill in children the habit of work, to form the necessary skills and abilities, and to successfully motivate them to participate in work activities, the teacher himself must

master craftsmanship and work culture.

The educational process in kindergarten is organized in several directions:

1. Educational activities carried out in the process of organizing various types of children's activities (playing, communicative, labor, cognitive-research, productive, musical and artistic, reading)
2. Educational activities carried out during regime moments;
3. Independent activity of children;
4. Interaction with parents of students.

The teacher’s choice of form of work with children is influenced by the following factors: the age characteristics of preschoolers, the complexity of the student population, the material and technical base of the preschool institution, the requirements for the educational program, the specifics of the preschool institution; professional level of the teacher.

The main forms of organizing children's activities:

• In gaming activities:

— plot-display games, plot-role-playing games (domestic, industrial, public);

— theatrical games: simulation games (including sketch games), role-playing dialogues based on text, dramatization games, dramatization games, improvisation games;

- director's games: with character toys, substitute objects;

— fantasy games (TRIZ, “Grammar of Fantasy” by J. Rodari, etc.);

- games with building materials: building sets, construction sets, natural materials: sand, snow;

- games - experimenting with different materials: water, ice, snow, light, sounds, magnets, paper and others;

— didactic games: with objects (including plot-didactic and dramatization games);

- board-printed, word games (including folk ones) and intellectually developing games: puzzles, labyrinths, ingenuity;

- outdoor (including folk) games: plot-based, plotless, games with competition elements, attraction games, games using objects (ball, skittles, ring throw, serso, etc.); sport games;

- leisure games: fun games, entertainment games, intellectual games, festive carnival games, theatrical performance games.

• In communication activities:

— viewing and discussion of cartoons, videos, television programs;

- reading and discussion of fiction books, children's illustrated encyclopedias;

- creating situations of pedagogical, moral choice; conversations with social and moral content, special stories from the teacher to children about interesting facts and events, about ways out of difficult everyday situations, situational conversations with children;

— staging and dramatization of excerpts from fairy tales, learning poems, developing artistic abilities in outdoor games of an imitation nature;

- examination and discussion of subject and plot pictures, illustrations for familiar fairy tales and nursery rhymes, toys, aesthetically attractive objects (trees, flowers, household items, etc.), works of art (folk, arts and crafts, fine art, book graphics, etc.) , discussion of means of expression;

• In educational and research activities:

— Experiments, research: games-experiments with different materials, examination, examination, observation;

- solving entertaining problems and problematic situations;

— creation of symbols, diagrams, drawings, models, layouts, algorithms (in a corner of nature, laboratory);

- watching educational cartoons, videos, children's television programs with subsequent discussion;

- examination of illustrations, photographs in educational books and children's illustrated encyclopedias;

— creation of thematic albums, collages, wall newspapers;

— design of thematic exhibitions, corners of nature;

— creation of collections (herbariums, minerals, stamps, etc.)

— didactic games, intellectual educational games;

- educational - research projects;

• In subject activity:

— manipulations with objects (toys, musical instruments);

- director's games: with character toys, substitute objects;

— theatrical games;

• In visual arts:

— drawing (gouache, watercolor, crayons, sanguine, pastel, ink);

- modeling (clay, plasticine, plastic);

— applique (paper, fabric, natural materials)

— design;

— organizing an exhibition of creative works;

• In constructive activities:

— work with the designer;

- making crafts;

— construction from building materials;

- paper design;

— organizing an exhibition of creative works;

• Perception of fiction and folklore

- conversation about fiction, folk art;

— literary games and quizzes;

- artistic - speech activity;

- literary creativity (writing fairy tales, guessing riddles, word creation);

— project activities;

• In musical activity

- music lessons;

- conversations about folk, classical, children's music,

— didactic games related to the perception of music;

- singing folk and children's songs, chanting, dramatizing songs;

- choreographing dances;

— playing musical and noise instruments;

— themed holidays, musical and literary evenings, entertainment;

• In motor activity

— physical education classes;

— physical education minutes;

- morning exercises;

— speech therapy rhythm;

— sports holidays;

- outdoor games;

• In work activity

— self-service;

- duty in a group, in the dining room, in a corner of nature;

— household work;

- outdoor work (collecting materials for crafts, harvesting, watering plants, etc.)

— manual labor (crafts made from natural and waste materials, paper, cardboard, foam rubber, fabric, wood, etc.);

- production of attributes for the game, for the holiday;

The formation of a child’s basic personal qualities occurs at the stage of preschool childhood. The importance of this period of a person’s life is noted in their research by many famous scientists. Francois Rabelais once said: “A child is not a vase that needs to be filled, but a fire that needs to be lit” [13, p. 2]. These words express the main meaning of modern preschool education. The main task of a teacher in a kindergarten is to “ignite” the fire of creativity and knowledge in a child, then at school he will also strive for knowledge, set a goal and successfully achieve it. The teacher must structure his work with children in such a way that the thirst for research and interest in life, which manifests itself in a person from birth, does not fade away. Integration of educational fields, variety of activities, innovative pedagogical technologies in the process of education and training allow teachers to approach their work creatively, constantly improve, not “impose” knowledge, but, in collaboration with children, comprehend various sciences. The successful implementation of educational areas depends on the age and individual characteristics of children. Each of them is aimed at developing independence, cognitive and communicative activity of preschool children, social adaptation, the formation of spiritual and moral values, and more. Various types and forms of organizing activities make it possible to reveal the intellectual and creative potential of pupils, contribute to the preservation and strengthening of their mental and physical health. Education and training in kindergarten should be unobtrusive and unnoticeable to the children themselves. This is possible only with constant improvement of the educational process of preschool education and increasing the level of professional competence of teachers.

List of information sources

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