Organization of children's independent activities in the light of the Federal State Educational Standard for Education

Organization of independent activities of children in the light of the Federal State Educational Standard (FSES) Consultation on the topic

Report on the topic

“Organization of independent activities of children in the light of the Federal State Educational Standard for Education” (

In the Federal State Educational Standard for Education, the independent activities of children are highlighted less clearly than the joint activities of adults and children. However, in the target guidelines, independence, the ability to choose one’s occupation, is paramount. The need for the formation and development of independence is dictated by the needs of society for non-standard people who can think creatively and make discoveries for the benefit of humanity. And the solution to this issue is reflected in the process of developing independence, which allows a person to pose new problems and find new solutions.

The standard states that one of the conditions for the social development of children is:

supporting children's individuality and initiative through:

creating conditions for children to freely choose activities and participants in joint activities;

creating conditions for children to make decisions, express their feelings and thoughts;

non-directive assistance to children, support for children's initiative and independence in various types of activities (play, research, design, cognitive, etc.);

The development of independence is an important indicator of a child’s readiness for school, especially emotional and volitional. The child develops the ability to act arbitrarily, regulating and subordinating his behavior to achieve a certain goal, which is set for him by an adult, a group of children, and then himself. By the end of preschool age, a 6-7 year old child sets a goal for himself, takes certain sequential actions to achieve it, and brings the job he has started to completion.

What is “independence” in general?

1. This is the ability not to be influenced by various factors, to act on the basis of one’s views and beliefs.2. This is a general characteristic of a person’s regulation (management) of their activities, relationships and behavior.3. This is a gradually developing quality, a high degree of which is characterized by the desire to solve problems of activity without help from other people, the ability to set a goal for an activity, carry out basic planning, implement what was planned and get a result adequate to the goal, as well as contribute to the manifestation of initiative and creativity in solving emerging problems. Independence does not mean complete freedom of action and behavior; it is always within the framework of accepted norms in society, that is, there must be a rule for every need. We, adults, live by rules; there are also certain rules for children (in kindergarten there are some, in school - others). What rules exist in your groups? (what you took, put it back; don’t shout or run around in the group; don’t disturb others; fold clothes neatly in the locker, say hello to everyone who comes to the group, etc.)

A.A. Lyublinskaya argues that independence does not arise suddenly; it develops from early childhood on the basis of strengthening simple skills and habits. Scientific research indicates that under conditions of optimal upbringing and training, children can achieve a certain level of development of independence in various types of activities: gaming, communicative, motor, cognitive-research, productive (drawing, modeling, artistic work), labor, music. Thus, these types of activities can and should become independent.

Independent activity of children is one of the main models for organizing the educational process of preschool children:

1) free activity of pupils in the conditions of a subject-specific developmental educational environment created by teachers, ensuring that each child chooses an activity based on his interests and allows him to interact with peers or act individually;

2) activities of pupils organized by the teacher, aimed at solving problems related to the interests of other people (the emotional well-being of other people, helping others in everyday life, etc.).

What place does independent activity occupy in the daily routine? (in the morning, between OOD and classes, while walking, after sleep, in the evening).

What do you think should be taken into account when organizing independent activities for children?

- Correct: age characteristics, individual characteristics of children, block (complex thematic) planning, subject-developmental environment of the group.

Since the Federal State Educational Standard for Preschool Education implies the creation of conditions for children to freely choose activities, in this sense it is difficult to overestimate the importance of the subject-development environment. Let's say again what is a developing subject-spatial environment? A developing subject-spatial environment is a set of conditions that have a direct and indirect impact on the comprehensive development of a child in kindergarten, on the state of his physical and mental health, on the success of his further education, as well as on the activities of all participants in the educational process in a preschool institution.( slide)

What should the subject-development environment be like in accordance with the Federal State Educational Standard for Education?

-Transformable, content-rich, multifunctional, variable, accessible and safe.

If we talk about the richness of the environment, we assume the presence of activity centers in the group (play, cognitive-research, creative, motor, etc.)

The adaptability of the environment implies the possibility of changing it depending on the interests and desires of the children.

The multifunctionality of the environment implies the possibility of various uses of objects, attributes, and natural materials.

The variability of the environment presupposes the presence of various spaces (for play, construction, privacy, etc.), providing free choice for children; change of play material, the emergence of new items that stimulate children’s activity.

Availability and security are well-known concepts for characterizing the environment that do not need to be deciphered.

The developing subject-spatial environment in kindergarten should:

have an attractive appearance;
act as a natural background to the child’s life;
relieve fatigue;
positively influence the emotional state;
help the child individually explore the world around him;
give the child the opportunity to engage in independent activities. (slide)

The group space should be organized in the form of well-demarcated zones (“playgrounds”), equipped with a large number of developmental materials (books, toys, creative materials, educational equipment, etc.). All items must be accessible to children.

Such organization of space allows preschoolers to choose interesting activities for themselves, alternate them during the day, and gives the teacher the opportunity to effectively organize the educational process taking into account the individual characteristics of children.

The equipment of the corners should change in accordance with the thematic planning of the educational process.

Development centers can be centers for:

for role-playing and director's games;
for cognitive activity;
for independent activities of children;
for physical activity;
for board-printed and educational games;
for experimentation and observation of natural phenomena;
for relaxation (solitude, communication, etc.) (slides)

The free activity of children in development centers helps them search independently, engage in the research process, and not receive ready-made knowledge from a teacher.

Centers can be demarcated (shelves, flooring, boxes, easels, tables and raised areas can be used to delimit space), but at the same time, 1/3 of the group space is free for organizing games and activities for a large number of children.
Furniture and equipment are arranged in such a way as to ensure the free and safe movement of children (there should not be too much open space that would provoke children to run around with danger for other children).
“quiet” and “noisy” centers are sufficiently separated so that children do not disturb each other (the noise level affects the desire to move, the level of anxiety and the creative abilities of children); designing a “solitude corner” is necessary for the child to relax;
materials that stimulate cognitive and speech activity of children are included in all centers;
materials that allow the child to develop independent activities are presented in sufficient quantities;
centers allow both individual lessons for children and groups of children in small and large groups;
the centers are designed both for independent, joint activities of children and adults, and for conducting certain types of classes;
for reading, listening to music, relaxing, there are enough soft “seats” (pillows, covered foam mattresses, armchairs, ottomans, etc.);
there are enough tables and chairs in the room so that all children can sit at them at the same time (it is desirable that the tables are small and stand in different places in the group);
the group room is organized so that educators can simultaneously observe what is happening in most centers;
all materials, as well as children’s drawings and crafts, are hung at the child’s eye level;
Each child has an individual place where he can put his things and objects.

Considering that the leading activity of preschool children is play, the teacher must create a varied play environment, which should provide the child with cognitive activity, should correspond to his interests and be developmental in nature. At the same time, it should contribute to the development of creative abilities, awaken imagination, activity, teach communication, and vivid expression of one’s feelings.

The environment should provide children with the opportunity to act individually or together with peers, without imposing mandatory joint activities. The teacher can join the activities of children in cases of conflict situations that require the intervention of an adult, or, if necessary, help a particular child join a peer group. Play in kindergarten should be organized, firstly, as a joint game between the teacher and children, where the adult acts as playing partner and at the same time as a carrier of a specific “language” of the game. The natural emotional behavior of the teacher, who accepts any children’s plans, guarantees freedom and ease, the child’s enjoyment of the game, and contributes to the desire in children to master the methods of play themselves.

Secondly, at all age stages, play should be preserved as a free independent activity of children, where they use all the play tools available to them, freely unite and interact with each other, where a world of childhood, to a certain extent independent of adults, is ensured. Along with play, a significant place in a child’s life is occupied by the free productive activity of children (constructive, visual, etc.) Just like in a game, the child’s development opportunities are enriched here. The teacher can plan in advance the independent activities of children, taking into account the topic that is relevant for a given day (or week), set goals and objectives of educational work during the day, that is, the principle of a comprehensive thematic structure of the educational process in preschool educational institutions must be implemented. The teacher “starts” from this topic when organizing children’s independent activities.

Thus, the independent activity of children in a preschool educational institution is an activity that is carried out without the direct participation of the teacher, on his instructions, at a time specially provided for this, while the child consciously strives to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical actions.

To help teachers and parents

Few parents have knowledge of the scientific approach to raising children. Most often, we are guided by the skills of our parents, remembering their tendency in raising ourselves. Having not the most successful experience, many mothers and fathers, on the contrary, try to do the complete opposite with their baby. But there is no guarantee that one way or another is correct. A lot of educational literature is now being published to help parents. A good example is the manual by E.P. Nikolaev, which tells about the development of independent thinking skills in children aged 5-7 years. The book contains 25 notes that allow the child not only to prepare for school, but also to learn in a playful way, to do it independently. The manual will also be of interest to teachers of the Federal State Educational Standard or psychologists.

Well, as you know, there is nothing more effective in education than educational educational games. For children from 3 years old, we can give an example of the magnetic construction set “Farm”, where with the help of 33 elements the child arranges his own “agricultural” field. Girls will be more interested in dreaming about the arrangement in their own home. The game "Dream House" will help them come up with their first design project. But for future doctors or even scientists, a biologist’s kit “Biomir” was released, which introduces preschoolers to the features of the environment. Using these game aids as an example, teachers can organize classes in groups.