“REFLECTIVE TECHNIQUES IN DOW” Card index of reflective exercises. | Methodological development (preparatory group):

The importance of reflection in preschool educational institutions according to the Federal State Educational Standard

According to the Federal State Educational Standard, one of the main tasks of preschool educational institutions is to create the conditions necessary for the comprehensive development of children, according to the specifics of preschool age.
Much attention is paid to supporting children's individuality and initiative, the ability to make decisions in various situations, and expressing their own thoughts and feelings. Based on this, practicing teachers have a need to search for new methods and means of developing conscious activity in preschool children and developing the ability to analyze their own activities. One such method is reflection. The main requirements for preschool teachers are their organization of educational activities with preschool children, demonstrating professionally competent and correct completion of the lesson, using reflective assessment techniques.

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Definition 1

Reflection is the ability to comprehend and analyze one’s own internal state.

Currently, preschool teachers have accumulated sufficient experience in developing reflective skills in preschool children. Control over the organization of work on the development of reflective skills in children within the preschool educational institution is carried out by a methodologist who evaluates the methods and techniques of reflection selected by teachers, in accordance with the age characteristics of the children.

Note 1

It is advisable to begin the development of reflexive activity skills in preschool children from the second youngest group, that is, with children of the fourth year of life.

Reflection as a means of developing self-esteem in preschool children.

Reflection as a means of developing self-esteem in preschool children.

One of the principles of the modern educational process is the principle of activity, creativity and consciousness. A child can be active if he understands the purpose of learning, its necessity, if his every action is conscious and understandable. A prerequisite for creating a developmental environment in ECD is the stage of reflection.

Reflection

(from the Latin “reflection”) - the ability to reflect, engage in introspection, introspection, comprehension, assessment of the prerequisites, conditions and results of one’s own activities and inner life.

In modern pedagogy, reflection is understood as self-analysis of activities and their results.

The purpose of reflection.

remember, identify and understand the main components of activity - its meaning, types, methods, problems, ways to solve them, results obtained, etc.

Classification of reflection

• REFLECTION OF MOOD AND EMOTIONAL STATE (advisable at the beginning of ECD in order to establish emotional contact, usually during a surprise moment. In order to establish emotional contact with children and at the end of the activity) • REFLECTION OF ACTIVITY (makes it possible to understand the ways and techniques of work in the process of ECD ) • REFLECTION OF THE CONTENT OF EDUCATIONAL MATERIAL (used to identify the level of awareness of the content covered) For reflection to be effective, it is necessary to begin conducting it in younger age groups. Apply reflection of mood and emotional state in GCD and routine moments. Pay special attention to teaching children to be aware of what they are doing and what is happening to them.

You can use the mood corner for this. In the mood corners, children can independently examine animals and people with different facial expressions.

The mood corner helps teach children to understand their emotions and know how to manage them. Children compare their emotions with those depicted in the pictures and attach, for example, clothespins to them that match the color of the depicted mood or photographs of children are attached to them

And also together with the teacher: for example - (look, the red flower is crying - Who cried today when he came to kindergarten? Which flower is in a good mood. And which of the guys is in a good mood. And which flower is laughing? Which guy does he look like, who is laughing today?)

Examples: “REFLECTIONS OF MOOD AND EMOTIONAL STATE”

To determine the mood by color, you can apply Max Luscher's color characteristics

Red rich and bright color -

nervous, excited state, aggression;

Blue -

sad mood, passivity, fatigue;

Green -

activity;

Yellow -

pleasant, calm mood;

Violet -

restless, anxious mood, close to disappointment;

Grey -

isolation, grief;

Black -

sad mood, denial, protest;

Brown -

passivity, anxiety and uncertainty.

“Sun” (children attach rays in red or green, corresponding to his mood) “Sun” - rays according to the number of children, children attach bows according to their mood “Vase with flowers” “Tree with leaves” “Smileys” In older preschool age, you can use three colors (red - nervous, excited state, aggression; green - activity; yellow - pleasant, calm mood), for example, “Mood Tree” “Dress up the Christmas Tree” “Meadow with Butterflies”

Options for depicting reflection depend on the meaning of the lesson (sad bunny, happy bunny; sad fish, happy fish, etc.)

Finish it." Children are given faces and they draw their own mood

REFLECTION OF ACTIVITY

Reflection on activity makes it possible to comprehend the methods and techniques of work. The use of this reflection at the end of the GCD makes it possible to assess the activity of everyone at different stages of the lesson.

“Tree of Success”, where a certain color of leaves indicates the levels of assimilation of material on the GCD (green - if everything worked out, you completed all the tasks; yellow - if it was difficult, but you managed it; red - if it was very difficult and you need help))

Similarly - “Apple Tree” “Target”

“Traffic light” - children hold up cards of a certain color, this allows you to see how clear each stage of the GCD is for children. “Magic bag” Children have cards depicting the stages of GCD. Let's collect in this magic bag all the most interesting things that happened at GCD today.

“Train” On each carriage there is a picture of the stages of GCD, children have emoticons, you can invite children to attach their emoticon to the carriage which type of activity they liked the most.

“Ladder of success” The child must evaluate for himself what step he ended up on as a result of activities during NOD

“Sunny” - I succeeded in everything “Sun with a cloud” - I didn’t succeed in everything “Cloud” - I didn’t succeed in anything

Similarly - “Path of Success”

“Coloring” - children color the sail (yellow, red or green)

“Pantomime” - you can use pantomime to show the result of your work.

For example, hands up - happy with your work, head down - unhappy

REFLECTION OF CONTENT

Reflection on the content of educational material is used to identify the level of awareness of the content covered.

“Reflective circle” (“Microphone”) - children sit in a circle, the teacher asks a question, children in a circle pass each other an object (for example a ball) and answer the questions:

Today I found out... It was interesting... I did it... I remember... Now I can... I was surprised... I didn’t succeed... Children’s statements “I didn’t know...”, “Now I know...”

From all that has been said, we can summarize: reflection is a joint activity of children and the teacher, which makes it possible to improve direct educational activities in older preschool age, focusing on the personality of each child.

Types of reflection used in preschool educational institutions

In the theoretical literature, several types of classifications of reflection are distinguished. In relation to preschool educational institutions, the following classification is more appropriate and acceptable:

Finished works on a similar topic

Coursework Reflection in a preschool educational institution 480 ₽ Abstract Reflection in a preschool educational institution 230 ₽ Test paper Reflection in a preschool educational institution 200 ₽

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Reflection on the content of an educational lesson is aimed at identifying the level of understanding and assimilation by children of the material that was presented by the teacher. Through this type of reflection, the teacher establishes logical connections between acquired knowledge and the ability to use it in practical activities.
Reflection on pedagogical activity - provides an opportunity to comprehend the techniques and methods of work used by the preschool teacher when organizing training sessions. When conducting this type of reflection, the teacher teaches children to meaningfully control and plan their thinking, their actions, and evaluate their correctness. It is necessary to evaluate only those rules of action that are familiar and understandable to the child.
Reflection of emotional state and mood - the mood and attitude of students are assessed at the beginning and end of the training session. At the beginning of a training session, reflection helps to identify the children’s emotional mood for the lesson, and at the end, satisfaction from its implementation is revealed.

Article:

The use of reflection is a critical component of modern educational technologies.
The following interpretations are given in dictionaries. Reflection is turning back, thinking about one’s inner self, contemplation, self-control, cognition. In modern pedagogical science, this term is interpreted as self-analysis of activity and its results. Working in a preschool educational institution, every teacher encounters this psychological concept every day. An educational activity, a collective creative activity, a holiday program, a thematic day or week has ended. How did it go? What mood did the child come out with? What new did you learn? The most popular final question from teachers is: “Did you like the children?” Some will answer “yes”, some “no”, and some will simply remain silent. They will remain silent for various reasons. Alone, so that they will not be judged for an opinion that differs from the opinion of the majority of the group. Others are simply embarrassed to speak out. But the teacher’s task is to find out the opinion of each child. Reflection on one’s own values and expectations, reflection on the method of action and its consequences is a very important point when teaching children methods of effective activity (mental, collaborative in a group, etc.)

Reflection involves assessment in two aspects: emotional (liked it - didn’t like it, was it good - bad and why) and semantic (why is this important, why did we do it).

At every stage of any activity, reflection occurs: the teacher and student discuss why this is being done, what works, what doesn’t. As a result, the child develops a new experience of conscious and responsible actions in relation to his problems.

Reflection on one’s own actions and emotional state contributes to the development of self-awareness. It introduces the child to the world of feelings, provides him with the opportunity to monitor his condition in kindergarten, in relationships with peers, and at home. By learning to understand and accept themselves, children learn to understand and accept others.

In the traditional education system, when the teacher presents ready-made knowledge and the students passively absorb it, the question of reflection usually does not arise. The principle of consciousness and activity is one of the principles of developmental education. A child can be active in cognitive activity if he understands the purpose of learning, its necessity, if his every action is conscious and understandable.

You can use and apply reflection in pedagogical activities in the following types of activities: educational activities, matinee, holiday, competition, quiz, thematic week, parent meeting. Thus, reflection can be carried out as a result of educational and educational activities.

In addition, to sum up the logical result of any event using reflective techniques, we can say that it becomes a more memorable, important, significant event, since it was talked about and analyzed.

From my work experience, I can give an example of using one of the forms of reflection “Ogonyok”, which was used at the final parent meeting in the first junior group. “Ogonyok” is a free, trusting form of communication, which is a unique form of teamwork in our case “educators - parents”. During a frank conversation, we discussed the past year, what we all accomplished, what goals we achieved in raising “our children,” and what we still need to work on.

When holding the “Spark”, the positive emotional mood of all participants and their readiness to talk is very important. All participants stand in a circle. The host takes a candle as a symbol of the warmth of relationships, light, friendship, mutual understanding, as a spark of interest for everyone in a common cause. There are no extraneous conversations in the circle; only the person who is given the floor at the moment expresses his thoughts; the rest at this time are silent and listen carefully, without interrupting him. Leading Ogonyok is not easy, since the teacher must be ready to support everyone who speaks out. Everyone must be sure that his words and his opinion will be heard. To summarize, we can say that thanks to this reflective technique, our parent meeting became very emotional and memorable.

“Spark” can be carried out not only with parents, but also with children, analyzing a past open lesson, holiday, or simply some significant event in the life of the group. You don’t have to pass the candle, but simply place it in the center of the circle. Children can pass a specific object, such as a soft toy, around in a circle. It is important that the toy is soft to the touch and that the child is pleased to take it in his hands.

Verbal reflexive techniques, that is, the communication technique “Mouth to mouth, eye to eye,” are widely reflected in pedagogical practice. The positive aspect of using this type of technique is lively, relaxed communication, expressing one’s emotions, opinions, and reasoning. The negative point is that not all children will be able to speak out sincerely, for fear of being judged by their peers.

Here I would like to introduce you to some verbal techniques for the emotional state.

1 "In a circle." Similarly, as at Ogonyok, passing a toy from hand to hand clockwise, children express their opinions about the lesson, the collective creative activity.

2. "By choice."

Children stand in a circle. They throw the ball around (as in the game “Edible-Inedible”), thereby giving each participant the opportunity to speak.

3. "Evaluation".

Each child is asked to reflect on their day. Then use your palm to give a rating on a five-point scale. The teacher selectively asks the children why they gave this particular grade.

4. “If I were...”

The guys are asked the following question: “If I were a wizard, today I would...”

fixed...
did…
added
praised

5. Free microphone.

Any child, if desired, can speak about an event or activity while holding a microphone in his hands.

Composing a syncwine can be attributed to this type of technique. Cinquain comes from the French. the words "five". This is a poem consisting of 5 lines, it does not rhyme, but it has a meaning. It teaches you to use concepts meaningfully and define your attitude to the problem at hand in five lines.

Teachers could observe this type of work at my master class for teachers of the district “Use of Dienesh’s logical blocks in individual work with gifted children,” as well as during integrated educational activities using Kuziner sticks “…” by I. A. Nizamova.

Another type of emotional state assessment is the use of nonverbal techniques. Here, every child, without being embarrassed by the opinion of the team, and without fear of condemnation, can safely express his opinion. The main thing is that nonverbal techniques are carried out much faster, more colorful, and more revealing.

To check the emotional state of children in the morning during the “Minute of Entering the Day,” you can use the following techniques.

1. Mood in the sun. Two emoticons are attached to the magnetic board - one sad, the other cheerful. Children are invited to attach their smiley face to the selected image. “Weather mood” is carried out in a similar way. Thus, the teacher determines the emotional state of the group. Then you can have individual conversations with the children.

2. Another interesting technique is the “Tree of Success”. The task of each child is to take a leaf of a certain color and place it on the tree.

3. The “Ladder of Success” is carried out in a similar way, where group members choose their place on the ladder.

4. “Mood vase.” A flower is selected and placed in a specific vase.

5. “Reflection “Sun”.

At the end of the day, you can use the “Mood Rose” technique. A funny picture is drawn inside the circle. The space around is divided into sectors, the number of which corresponds to the number of children in the group. The children’s task is to paint their sector with a certain color of their mood at the end of the day. The brighter the colors of the petals, the better the emotional mood in the group. And then at the end of the week you can summarize the work after five days.

To determine the mood by color, you can apply Max Luscher’s color characteristics:

Red color of soft tones (pink, orange) – joyful,

enthusiastic mood

red rich and bright color – nervous, excited state, aggression;

blue – sad mood, passivity, fatigue;

green – activity (but with color saturation – this is defenselessness);

yellow – pleasant, calm mood;

purple – restless, anxious mood, close to disappointment;

gray – isolation, sadness;

black – sad mood, denial, protest;

brown – passivity, anxiety and uncertainty.

Reflection at the end of the lesson can be carried out based on the topic of the lesson. It could be a basket of flowers, a basket of mushrooms, a train, a caterpillar, etc.

There are many examples of reflection, it all depends on the specific situation.

It is necessary to begin teaching reflection from preschool age, paying special attention to teaching children to be aware of what they are doing and what is happening to them. Everything that is done in a lesson on organizing reflective activity is not an end in itself, but preparation in conscious internal reflection for the development of very important qualities of a modern personality. However, the process of reflection must be multifaceted, since the assessment must be carried out not only by the individual herself, but also by the people around her. Thus, reflection in the classroom is a joint activity of preschoolers and the teacher, which makes it possible to improve the educational process, focusing on the personality of each preschooler.

In conclusion, I would like to give you an example of the reflective technique “The Wizard’s Gift.” Dear colleagues, imagine that a wizard came here and offered to give you a gift. But not material. He suggested giving a personal quality or character trait that allows you to become a better person.

Master class “Use of reflective techniques in preschool educational institutions”

Before the master class, teachers are asked to choose a piece of paper of a certain color. And keep it.

Working in a preschool educational institution, every teacher encounters this psychological concept every day. An educational activity, a collective creative activity, a holiday program, a thematic day or week has ended. How did it go? What mood did the child come out with? What new did you learn? The most popular final question from teachers is: “Did you like the children?” Some will answer “yes”, some “no”, and some will simply remain silent. They will remain silent for various reasons. Alone, so that they will not be judged for an opinion that differs from the opinion of the majority of the group. Others are simply embarrassed to speak out. But the teacher’s task is to find out the opinion of each child. Reflection on one’s own values and expectations, reflection on the method of action and its consequences is a very important point when teaching children methods of effective activity (mental, collaborative in a group, etc.)